XHIBIT: Co-Evolving Through Sustainability Education

Dr Annemarie Bennett; Nandini Gupta; Silvia Gallagher; Dr Jake Byrne; Jenny Kirkwood

Submitted Case Studies

111 XHIBIT: Co-Evolving Through Sustainability Education

Dr Annemarie Bennett; Nandini Gupta; Silvia Gallagher; Dr Jake Byrne; and Jenny Kirkwood

Institutions and Partner Organisations

Trinity College Dublin
Utrecht University
Eötvös Loránd University
University of Montpellier
University of Barcelona

Description

CHARM-EU (Challenge-driven, Accessible, Research-based, Mobile European University) represents a transformative model for higher education in Europe. As an alliance of nine leading European universities, it aims to reimagine how education can address the urgent, complex challenges of our time, particularly in the realm of sustainability. At its core, CHARM-EU embraces a challenge-driven, transdisciplinary, and student-centred learning approach that fosters collaboration across cultures and disciplines..

In this context, the Cross-disciplinary Hybrid Intensive Blended Interprofessional Transdisciplinary (XHIBIT) programme was developed as a flagship learning experience within CHARM-EU’s Master’s in Global Challenges for Sustainability. XHIBIT was an intensive, hands-on two week blended mobility designed to bridge academic learning with real-world impact. It brought together 40 CHARM-EU students, located across five CHARM-EU universities, to Trinity College Dublin, Ireland, to work directly with local organisations and stakeholders on ten sustainability-related challenges. These challenges were grounded in the real needs of the five partnering organisations, spanning sectors such as environmental protection, higher education, medicine, community engagement, and sustainable innovation.

The purpose of XHIBIT was to immerse students in applied challenge-based learning, allowing them to co-create solutions that are not only theoretically sound but practically viable. By tackling real briefs provided by the stakeholders to address local sustainability challenges, student groups engaged in problem-solving requiring creativity, systems thinking, and transdisciplinary collaboration. One such challenge involved reducing the use of plastic water bottles on the Trinity College campus. Through this collaborative process, students and stakeholders co-created research-based, impactful, and creative solutions, including awareness videos, aimed at driving strategic change and fostering long-term sustainability on campus.

XHIBIT also featured a series of expert-led workshops and cultural activities hosted at Trinity College Dublin, providing students with valuable tools, diverse perspectives, and a deeper understanding of the local context. For example, the students visited FoodCloud, where they learned about its mission and operations to reduce food waste, and engaged in a workshop on creating a Sustainable and Healthy Food Plan for Trinity College Dublin, led by the Healthy Campus Manager.

XHIBIT brought CHARM-EU’s educational principles to life by showing how academic knowledge can be mobilised to tackle global sustainability challenges through meaningful local action. Short-term blended mobility programmes like XHIBIT offer a powerful model for future-focused, impact-driven education that empowers students, benefits communities, and strengthens collaboration between universities and society.

Students and stakeholders were at the heart of the XHIBIT initiative, actively shaping, leading, and engaging with real-world sustainability challenges through collaboration with local organisations. Working in transdisciplinary, cross-institutional teams, they partnered with external stakeholders to co-develop practical solutions rooted in both academic research and community needs. Their contributions included conducting stakeholder interviews, performing literature reviews, developing and implementing surveys, analysing problems, and presenting evidence-based proposals tailored to each organisation. These partnerships not only deepened students’ learning but also fostered meaningful connections between universities, industries, and communities, advancing shared sustainability goals through transdisciplinary collaboration.

Students addressed diverse sustainability topics such as food waste, water use, sustainable agriculture, and inclusive urban design directly aligning their work with SDGs including SDG 2 (Zero Hunger), SDG 3 (Good Health and Well-being), SDG 6 (Clean Water and Sanitation), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production). The initiative cultivated global citizenship and supported lifelong learning which are the core pillars of ESD.

It also connected to the next phase of the MSc where students worked in a Capstone with organizations on a longer term challenge.

Intended Learning Outcomes

XHIBIT was closely aligned with the MSc Programme Learning Outcomes (PLOs), which define the core competencies students are expected to develop. These PLOs, collaboratively developed by Knowledge Creation Teams of teaching staff and stakeholders from five CHARM-EU universities, shaped the structure of the programme and the assessment process:

Critically evaluate a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems.

Use creativity and experimentation with novel ideas or methods to develop sustainable solutions within a transdisciplinary context

Make decisions related to sustainability challenges that incorporate an evidence-based evaluation of uncertainty, ambiguity, and risk

Engage with industry and academic experts to inform a wider understanding of transdisciplinarity

At the culmination of XHIBIT, students were evaluated by a jury based on their final presentations and outputs, using criteria grounded in the PLO framework.

Teaching and Learning Approach

XHIBIT embodied the principles of ESD by placing students in real-world, challenge-based learning environments that promote critical thinking, collaboration, and social responsibility. The approach was experiential and hands-on. Prior to the in-person mobility, students engaged with preparatory lectures, stakeholders, and supervisors remotely. This structure empowered students to take ownership of their learning, connect theory with practice, and develop ethical, adaptable responses to complex societal problems.

XHIBIT supported key ESD goals by fostering transdisciplinary collaboration and promoting action-oriented learning through experiential opportunities. One example of this was the field trip to sustainability-focused organisations such as the FoodCloud Hub, where students gained firsthand insights into real-world sustainability practices and community impact.

Assessment Strategy

XHIBIT followed a holistic, student-centred programmatic assessment approach. Instead of relying on traditional, one-time grading methods, students were evaluated through continuous, feedback-driven assessment, self assessment, and peer assessment. A key feature was the involvement of a panel who assessed students’ final project outputs and presentations using rubrics aligned with key sustainability competencies. Students worked closely with academic supervisors to develop their project frameworks and received formative feedback throughout the process. This supported self-directed learning, critical reflection, and iterative improvement which are the hallmarks of ESD. The assessment emphasised real-world application of knowledge, collaboration with stakeholders, and development of ethical, practical solutions to sustainability challenges.

Impact & Outcomes

Student feedback via a post-survey commended XHIBIT as a means for interacting with a diverse transdisciplinary body of students, stakeholders and supervisors. It provided a space for students to connect in person, gain experience of working on sustainability challenges with stakeholders, and problem solving in a group. Guest lectures and field trips were positively received as inspiring, insightful, and connected with the aims of the MSc. CHARM-EU educational principles most addressed included challenge based learning, sustainability, and student centeredness.

Informal stakeholder feedback suggests that stakeholders had a positive experience working with students, and a well organized programme. Student outputs have been widely disseminated, are leading to actionable changes, and have been used for business cases within organizations.

Students demonstrated growth across knowledge acquisition, collaboration, communication, and professional development, reflecting the program’s commitment to holistic, challenge-driven education.

Collaboration, Partnerships & Student Participation

Collaboration extended across sectors such as industry, healthcare, education, agriculture, and cultural institutions. Projects included a food waste marketing strategy for Teagasc, plant-based menu strategies and bottled water reduction plans for Trinity campuses, and waste-reduction initiatives at St James’s Hospital. Throughout this process, students and stakeholders co-created solutions by engaging meaningfully with local contexts and developing outputs such as digital infographics, policy briefs and strategies that stakeholders can continue to use beyond the project’s completion to advance sustainability awareness.

Students who may have met remotely previously, connected in person for the first time. Students gained insights into the challenges and benefits in working in teams, and compromises when working with others under pressure.

Student Engagement

One cohort of 40 post graduate MSc students

Disciplines

Arts and Humanities
Education
Health and Welfare
Teaching and Learning

Programme

CHARM European University MSc in Global Challenges for Sustainability

Best Practices & Resources