Institution and Partner Organisations

University of Galway, ADT4Blue (Interreg Atlantic Area), ENEPORTS (Interreg Atlantic Area), Sense (Digital Europe Programme)

Description

ADT4Blue in the Classroom is an Education for Sustainable Development (ESD) initiative led by the University of Galway. Developed within the EU-funded ADT4Blue (Advanced Digital Technologies for the Blue Economy) project, co-financed by the Interreg Atlantic Area Programme, the initiative reimagines entrepreneurship education by integrating sustainability, digital transformation, stakeholder-driven challenges, and experiential learning. It bridges the gap between academic theory and the real-world needs of industries undergoing sustainable and digital transition.

Traditional entrepreneurship education often mirrors business training, focused on finance, marketing, and accounting, while overlooking customer discovery, iteration, sustainability, and systems thinking. Yet, today’s entrepreneurs must innovate within planetary boundaries, embed values and SDGs into their ventures, and design digital business models that create, deliver, and capture value responsibly.

Through its research in entrepreneurship education and digital transformation, the University of Galway identified the need for a new pedagogical approach that:

• Equips students with the entrepreneurial competencies to navigate sustainability transitions;
• Integrates customer-focused, experiential methodologies; and
• Embeds ethics and sustainability at the core of innovation and business development.

This initiative represents a shift from teaching about entrepreneurship to practising entrepreneurship as a sustainability skillset. It empowers students to identify opportunities in sustainability, co-create solutions with stakeholders, and build the resilience required to test, iterate, and refine ideas that meet real societal and environmental needs.

ADT4Blue in the Classroom was designed in response to:

• Research on how universities can better prepare student entrepreneurs (Morris et al., 2013; Rieckmann, 2012);
• Studies on the digitalisation needs of the Blue Economy (Tijan et al., 2021);
• A University of Galway survey exploring students’ expectations from entrepreneurship education; and
• The growing call for higher education to integrate sustainability, equality, and community values into entrepreneurship teaching.

The initiative builds upon three pedagogical and research pillars:

1. MIT’s Disciplined Entrepreneurship framework, a 24-step process guiding students through venture creation, starting and ending with the customer;
2. Prof. John Breslin’s AgInnovate teaching models, which emphasise interdisciplinary collaboration and applied innovation; and
3. University of Galway’s ADT4Blue research on university–industry collaboration, highlighting the importance of connecting learning with real-world ecosystems.

Its core aim is to develop entrepreneurial, digital, and sustainability competencies, empowering students to lead innovation in the Blue Economy and beyond. Students learn to identify opportunities for climate action, design sustainable digital solutions, and integrate environmental and social responsibility into their business models.

By embedding real-world sustainability challenges and stakeholder collaboration into the curriculum, the initiative bridges academia and entrepreneurial ecosystems. Students are encouraged to view entrepreneurship not only as venture creation but as a mindset for transforming systems, organisations, and communities.

ADT4Blue in the Classroom is more than a course, it is a replicable framework for university transformation. It demonstrates how higher education can:

• Translate SDGs into authentic, challenge-based learning;
• Foster interdisciplinary collaboration between academia, industry, and policymakers;
• Cultivate sustainable entrepreneurship as a transferable discipline across sectors; and
• Prepare graduates to act as changemakers, whether launching start-ups, commercialising research, or driving sustainability within organisations.

The initiative aligns with the University of Galway’s sustainability strategy, embedding environmental and social responsibility across teaching, research, and innovation. By developing this methodology, the University positions itself as a leader in redefining entrepreneurship education for the climate and digital age.

Now entering its second edition, the initiative will incorporate the Disciplined Entrepreneurship for Climate and Energy Ventures framework, deepening its focus on climate action, digital transformation, and sustainable innovation.

Its strength lies in its adaptability and scalability; it can be embedded into final-year projects, postgraduate programmes, PhD research commercialization, or cross-disciplinary modules. It provides the foundation for a Sustainable Entrepreneurship curriculum that enables students to innovate ethically, inclusively, and effectively within global sustainability transitions.

Intended Learning Outcomes

By participating in ADT4Blue in the Classroom, students are expected to develop the following competencies and outcomes:

• Entrepreneurial thinking: Apply the 24-step Disciplined Entrepreneurship methodology to identify opportunities, validate ideas, and design viable, impact-driven solutions.
• Sustainability integration: Incorporate the UN SDGs, climate, and community values into digital business models and innovation strategies.
• Customer discovery and research: Engage with stakeholders to analyse needs, gather feedback, before investing in solution development, and iterate solutions based on real-world insights.
• Digital innovation: Use technologies such as data analytics, AI, or blockchain to develop sustainable digital products or services.
• Systems thinking and ethics: Evaluate the societal, environmental, and ethical implications of innovation within planetary boundaries.
• Communication and collaboration: Produce and present a white paper, prototype, and pitch deck, demonstrating teamwork and professional engagement.

These outcomes align with Education for Sustainable Development (ESD) competencies, preparing students to become responsible innovators and sustainability-oriented leaders.

Teaching and Learning Approach

ADT4Blue in the Classroom integrates problem-based, challenge-led, and experiential learning grounded in Education for Sustainable Development (ESD) principles. Students engage directly with real-world challenges from the Blue Economy, applying systems thinking, digital innovation, design thinking and entrepreneurial methodologies to develop sustainable solutions.

Teaching is structured around the Disciplined Entrepreneurship framework (MIT), guiding students through a 24-step, iterative process where they research customers, test assumptions, and refine ideas through feedback. Each workshop blends industry-based expert talks, interactive teamwork, and guided reflection, creating a dynamic environment for applied learning.

Sustainability and SDGs are embedded throughout the process, from framing the challenge and analysing stakeholders to designing digital business models that balance profit, planet, and purpose.

This approach transforms students from passive learners into active changemakers, capable of connecting theory to practice and innovation to impact.

Assessment Strategy

Assessment in ADT4Blue in the Classroom is grounded in authentic, practice-based outputs that reflect real-world entrepreneurial processes, including:

• A white paper outlining the proposed solution to a selected challenge;
• A prototype informed by digital technologies and stakeholder feedback;
• A pitch deck delivered to peers;
• A reflective journal addressing the ethical, social, and environmental implications of the project;
• A group assessment evaluating collaboration, innovation, and individual contribution.

This framework promotes both technical proficiency and transformative learning. It incorporates mentor input, peer discussions, and iterative development, encouraging students to think critically, reflect deeply, and creatively apply their learning to sustainability challenges.

Assessment criteria are aligned with academic standards and the principles of Education for Sustainable Development (ESD), reinforcing the initiative’s commitment to meaningful, real-world impact.

Impact & Outcomes

The first edition of ADT4Blue in the Classroom 25/25 engaged 80 students, leading to the development of innovative digital solutions for port energy optimisation, plastic pollution reduction, and AI-based ocean monitoring. Student feedback indicated a significant increase in confidence applying sustainability, entrepreneurship, and digital skills to real-world contexts.

The initiative strengthened collaboration between students, faculty, and Blue Economy stakeholders, deepening engagement between academia and industry.It also inspired curricular discussions within the University of Galway on embedding challenge-based learning and sustainability across programmes.

Participants reported that the workshops improved their knowledge about the Blue Economy, sustainability, problem-solving, teamwork, and ability to translate research into actionable innovation. Several student teams expressed interest in further developing their projects through ADT4Blue’s Open Calls, mentorship, or local incubators such as IdeasLab and PorterShed. The initiative’s success demonstrates how universities can equip graduates to drive sustainable innovation and digital transformation in emerging industries.

Collaboration, Partnerships & Student Participation

ADT4Blue in the Classroom was co-developed by Mafalda Santos (Research Associate, University of Galway) through her research in the EU-funded ADT4Blue project, in partnership with Dr. Umair ul Hassan (Programme Director of MSc Information Systems Management at J.E. Carines School of Business and Economics, University of Galway) and Professor John Breslin (Engineering and MSc AgInnovate, University of Galway).

The initiative connects students with real-world sustainability challenges identified through interviews conducted by the ADT4Blue partners with Blue Economy stakeholders, port authorities, marine researchers, coastal entrepreneurs, and policymakers.

Students play an active role throughout: selecting challenges, conducting stakeholder-informed research, co-designing digital solutions, and presenting outcomes via white papers, prototypes, and pitch decks.

Collaboration extends beyond the classroom, with opportunities to apply for ADT4Blue Open Calls and receive support from industry mentors, incubators (IdeasLab, PorterShed), and EU networks.

This multi-actor model exemplifies ESD in practice, bringing together academia, industry, and communities to co-create sustainable, inclusive, and digitally enabled solutions for the Blue Economy.

Student Engagement

• First Cohort (2024/2025): 80 postgraduate students participated, developing digital and sustainable solutions for real Blue Economy challenges.
• Second Cohort (2025/2026): Scheduled to begin for more than 30 postgraduate students, expanded to a year-long model integrating the new Disciplined Entrepreneurship for Climate and Energy Ventures methodology.

Disciplines

• Agriculture Forestry, Fisheries and Veterinary
• Business, Administration and Law
• Education
• Generic programmes and qualifications
• Information and Communication Technologies
• Teaching and Learning

Programme

ADT4Blue in the Classroom taught at ISM Summer School 2024/2025. ADT4Blue in the Classroom to be taught at ISM Project 2025/2026.

Best Practices & Resources

Top Tips

• Co-design challenges with real stakeholders: Engage industry, community, and policy partners early to identify authentic sustainability challenges. Co-creating challenge briefs ensures relevance, boosts student motivation, and fosters trust between academia and external stakeholders. Real-world problems enhance learning authenticity and create opportunities for measurable impact.
• Blend sustainability and entrepreneurship frameworks: Combine the Disciplined Entrepreneurship for Climate and Energy Ventures methodology with systems thinking, SDG principles, and digital business model innovation. This integrated approach helps students link opportunity recognition with environmental responsibility, encouraging them to design ventures that respect ethical and planetary boundaries.
• Structure learning around milestones and mentorship: Organise the learning journey into clear stages – research, ideation, prototyping, and pitching – centered around customer needs. Support each stage with expert mentorship and iterative feedback. This scaffolding mirrors real entrepreneurial ecosystems, building students’ resilience, creativity, and capacity for adaptive learning.

Useful Resources

• Morris, M., Webb, J., Fu, J., & Singhal, S. (2013). “A Competency-Based Perspective on Entrepreneurship Education: Conceptual and Empirical Insights.” Journal of Small Business Management, 51(3). Defines 13 key entrepreneurial competencies distinct from managerial skills, emphasizing experiential learning and measurable skill development, core to ADT4Blue’s competency-based, hands-on model.
• Soltoff, B. (2023). Disciplined Entrepreneurship for Climate and Energy Ventures. MIT Press. https://www.d-eship.com/articles/why-do-climate-and-energy-ventures-need-their-own-de-book/ A practical 24-step framework for building sustainable, customer-focused ventures addressing climate and energy challenges, the core entrepreneurial methodology used in this initiative.
• Doughnut Economics. DoughnutEconomics.org A model that integrates planetary and social boundaries to guide sustainable economic innovation — a conceptual foundation for embedding values and systems thinking into entrepreneurship.