Learning to lead towards living together sustainably

This IdeasLAB blog is part of a series leading up to the launch of a publication on the theme of “renewing the social contract for education.” The theme of the series is based on the call from the report Reimagining Our Futures Together: A new social contract for education. See the full article, and look for the full special issue in Prospects to be released in 2024. 

By Charles Hopkins & Katrin Kohl

UNESCO’s new social contract for education underlines the need – and raises a call for – reimagining educational leadership: "It is up to leaders at multiple levels of government, education administrators, together with teachers and students, families, communities and civil society organizations to define and implement the renewal of education".

What is needed beyond education to tackle the climate crisis is an urgent simultaneous shift for entire societies to transform collective behaviour to remain within planetary boundaries while striving for well-being for their citizens. In line with international science, technology, innovation, and digital collaboration, as well as adaptations in global governance, quality education is hoped to function as a key enabler to move beyond conscience to informed individual and collective actions towards a sustainable future.

While education can change individual perspectives, societal changes will also require leadership on the path ahead – yet what kind(s) of leaders will make sustainable futures desirable and accepted by society? Our recent article – written in collaboration with UNESCO Chair Colleagues from Costa Rica, Malaysia, and Norway – on envisioning leadership for well-being suggested three potential themes for consideration for the leaders of our common future: building values-based leadership, using holistic systems thinking as a key perspective, and working in partnerships across diverse perspectives. In this blog post, we share some of the core characteristics and offer promising examples of each, to illustrate how quality education can foster sustainability through nurturing leadership.

Building on values

Values-based leadership has been promoted for embedding sustainability in higher education institutions and may also be relevant for other branches of society. Values-based leadership is grounded on morals, principles, ethics and authenticity, reflecting the shared beliefs of an institution or group. This requires critical reflection in each person in formal and informal positions of leadership on what are the drivers of decisions to comprehend the origins and foundations of individual values, often stemming from, but not limited to, religious or spiritual foundations. Values-based thinking also demands to recognize, tolerate and cope with different worldviews, such as encouraged by the UN Leadership Framework, representing a practical framework for continued reflection which also acknowledges leadership as an individual journey and personal growth. 

Systems thinking as a key perspective

In a world with uncertain futures where every solution faces a trade-off and events seldom happen in linear fashion, being able to think holistically and in systems is crucial. Good leaders manage complex tasks in a timely manner, adapting throughout the process to the changing conditions, and achieving solutions that benefit not only individuals or a small group but are balanced with the outcomes for the common good. System thinking takes place in a holistic manner and may involve the entire organization pursuing an overall institutional objective. The systems approach can include external stakeholders. An example for leadership for the broader common good is the ‘Communiversity’ model at the International Islamic University Malaysia (IIUM). IIUM has made the well-being of the community the overarching goal of teaching, research, and student learning outcomes. Faculty, staff and students continuously learn with and from the community. Research results are not only evaluated based on their academic performance but measured in their positive impact in the community.

Working in partnerships

Sustainability-oriented leadership, conducted in local and global partnership and including diverse perspectives, can lead to more accepted outcomes. By fostering partnerships, leaders can leverage the strengths and insights of many perspectives and create lasting support for new ideas and acceptance for solutions to problems. Partnerships can help to bridge gaps between individuals, create synergies and drive shared efforts towards sustainable development, such as shown in the Global Network of Regional Centres of Expertise on ESD (RCE). With 190 centres in the world, RCEs create a local and global learning space. RCEs bring together local community stakeholders to facilitate joint learning about local sustainability challenges and to encourage members from all types of institutions to jointly define solutions. Learning is then shared at a global scale with other communities within and beyond the RCE Network, creating knowledge transfers for possible paths towards sustainability.

A way forward

Both quality education as an enabler, and leadership (in education systems and society) as a path, are needed to move forward. Education systems need to continuously address sustainability phenomena for all learners and levels of education. In addition, as many leaders of tomorrow will graduate from higher education, universities and colleges are particularly important in providing experiential learning spaces where students can ‘live what they learn and learn what they live’ for their individual growth and in fostering concepts of sustainability-oriented leadership. 

Both objectives can be simultaneously achieved by infusing concepts, such as Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). Students will develop the factual knowledge, enhance their skills in coping with complex issues, and in learning to foresee broader implications of their choices when exposed to different realities. ESD and GCED provide the foundations of value-oriented, systemic thinking, and working in partnership, the three key elements in leadership for well-being. Consequently, when embedding ESD and GCED holistically in education systems, especially in universities and colleges, learning for one’s own sustainable future and well-being is in alignment with pursuing the common good.