25 Supporting SDGs in Curriculum Design

Dr Katherine Whitehurst outlined how Mary Immaculate College (MIC) is embedding the SDGs into curriculum design through structured approval processes, inclusive pedagogies, and digital innovation.

At institutional level, all new programmes and significant modifications must pass through an academic programme approval system. To support this, MIC has developed ABC curriculum design workshops adapted with principles of Universal Design for Learning (UDL). These ensure accessibility and inclusion are considered from the outset of programme development. Learning designers and academic developers provide additional guidance on aligning outcomes, assessment, and technology with inclusive practice.

Beyond approval, MIC offers workshops to help staff design accessible and inclusive Moodle and module pages. Redesign windows allow academics to rework existing assessments or modules, applying UDL principles and accessibility standards. This proactive approach ensures inclusion is sustained beyond initial programme design.

Digital tools are also central. Platforms such as YuJa (for captioned video) and Mahara (for flexible learning portfolios) enable students to engage with materials in multiple formats, while staff are trained to embed accessibility features. A forthcoming technological standards framework will set expectations for accessibility in all teaching tools.

Grassroots initiatives are celebrated through case studies of staff embedding inclusive practices in their modules. Communities of practice and UDL digital badges further support cultural change.

Dr Whitehurst emphasised that these measures make inclusion and sustainability inseparable, ensuring programmes align with MIC’s values of equality, diversity, justice, and the global SDG agenda.

About the author

name: Dr Katherine Whitehurst

institution: Mary Immaculate College

Dr Katherine Whitehurst is the Director of Teaching and Learning at Mary Immaculate College.