Embedding Education for Sustainable Development (ESD) in Undergraduate and Postgraduate Pharmacology Education

Background and Aims
Education for Sustainable Development (ESD) seeks to equip learners with the knowledge, skills, and values necessary to address global challenges, including health inequities, ethical practice, and sustainable resource use (1). Integrating ESD into pharmacology education offers an opportunity to cultivate graduates who are both scientifically proficient and socially responsible. This case study explores the embedding of ESD within undergraduate and postgraduate pharmacology programmes through the lens of clinical pharmacology principles. Emphasis was placed on topics concerning vulnerable populations, including paediatric and elderly cohorts, highlighting inter-individual variability in drug response, global disparities in medicine access, and the broader societal impact of pharmacological interventions. The overarching educational aim was to prepare basic pharmacology students for evidence-informed, ethically responsible decision-making when it comes to real-world pharmacology practice.
Summary of Work and Outcomes
This ESD practice is embedded within core curricular modules for final-year undergraduate and postgraduate students, integrating clinical pharmacology with systems pharmacology through authentic, data-driven, and case-based learning. Students engage with real-world prescribing datasets from Public Health Scotland, exploring prescribing trends, regional disparities, and cost-effectiveness across nervous system conditions such as epilepsy, chronic pain, and psychiatric disorders. These activities promote data literacy, systems thinking, critical reflection, and collaborative problem-solving. Students analyse patient case studies, evaluate pharmacokinetic and pharmacodynamic considerations, and align clinical management decision making with NICE and SIGN guidelines and wider international recommendations and considerations (e.g. Clinical Pharmacogenetics Implementation Consortium; CPIC). The pedagogical approach combines problem-based learning, scenario analysis, and interdisciplinary discussion to develop the following competencies: systems thinking, anticipatory/future thinking, critical reasoning, integrated problem-solving, normative values reflection, and strategic decision-making. The module emphasises Sustainable Development Goals (SDGs) including SDG 3 (Good Health and Well-being), SDG 4.7 (Education for Sustainable Development), SDG 10 (Reduced Inequalities), SDG 12 (Responsible Consumption and Production), and SDG 16 (Peace, Justice, and Strong Institutions). Collectively, this work has created a model case study that illustrates how SDG principles can be embedded within pharmacology education in Higher Education to strengthen disciplinary knowledge and sustainability-oriented practices (2). All ESD resources developed will be shared as part of this educational communication.
Discussion
Embedding ESD within pharmacology challenges traditional discipline-focused teaching by contextualising pharmacological knowledge within societal and sustainability frameworks. Systems-based, scenario-focused learning promotes multidimensional thinking, allowing students to recognise the broader implications of prescribing practices on health equity, resource allocation, and patient safety. By integrating SDG-aligned activities, students confront ethical dilemmas, social determinants of health, and global disparities, enhancing their capacity for reflective and responsible practice. The use of authentic prescribing data enables students to engage in anticipatory thinking, considering how current pharmacological decisions influence future health outcomes and resource sustainability. Case-based toxicology exercises highlight the importance of ethical accountability, regulatory oversight, and transparent decision-making, reinforcing normative values and supporting SDG 16. By connecting clinical reasoning to sustainable healthcare principles, this practice supports adaptive, reflective, and socially responsible pharmacologists.
The qualitative feedback from students suggests value the application of theoretical knowledge to real-world problems and recognise the importance of ethical and sustainable prescribing. The approach supports higher levels of Bloom’s taxonomy, including application, analysis, and evaluation, and builds competencies critical for sustainable practice within pharmacology.
Conclusion
The integration of ESD in pharmacology modules at the University of Strathclyde demonstrates that it is feasible and impactful to combine rigorous pharmacological training with sustainability, equity, and ethical considerations. Students develop critical awareness of societal and global health challenges that help them to consider the different career pathways their pharmacology degree may take them, beyond the laboratory. This case study will highlight to other pharmacology educators the transformative potential of ESD in pharmacology education by embedding SDG-aligned competencies and values into authentic, data-driven, and reflective learning experiences. Future iterations could further enhance impact evaluation by incorporating structured ESD-focused feedback into formal module assessments.
References
1. Ferrer-Estévez M, Chalmeta R. Integrating Sustainable Development Goals in educational institutions. The International Journal of Management Education. 2021;19(2):100494.
2. Reeves, A., Gwilliam, J., Harrison, P., Price, L., Schantz, N., Ribchester, C., Hughes, T., Gretton, S., Strachan, S., Logan, L., Boxley, S., Barrett, H., Lengthorn, E., & Peres, S. (2023). Education for sustainable development and academic quality: Principles and processes for higher education providers. Quality Assurance Agency for Higher Education. https://www.qaa.ac.uk/docs/qaa/members/education-for-sustainable-development-and-academic-quality-principles-and-processes-for-higher-education-providers.pdf