How we measure our impact
for the SDGs

Sustainable Development Goals at our University

In 2019, we signed the University Commitment which recognises the significant scope of work needed to achieve the United Nations Sustainable Development Goals (SDGs) and the important role university communities play in reaching these goals. We are committed to sustainability for ourselves, our surrounding communities, and the world.

The SDGs offer a shared framework for all levels of government, businesses, community groups and education organisations to prioritise action between 2015 to 2030, across environmental, socio-cultural and economic sustainability.

How we measure our impact for the SDGs

We use the Times Higher Education Sustainability Impact Ratings (previously Impact Rankings) and other frameworks, such as the Sustainability Tracking Assessment and Rating System (STARS), to measure our progress towards sustainability. The THE Impact Ratings aim to evaluate university performance in relation to the SDGs.

SDG17 Partnerships for the Goals

Partnerships for the Goals aims to revitalise partnerships through cooperation focusing on finance, technology, trade, and systemic issues. This goal can be achieved through resource and knowledge sharing; capacity building; the coordination, coherence, and respect of policies across borders; and universal, rules-based, open, non-discriminatory, and equitable multilateral trading system.

The University aims to achieve positive impacts and address disparities across Tasmania and beyond through partnerships with local communities, businesses and governments. We provide educational opportunities to support student success; encourage environmental stewardship; create fair, inclusive, and equitable communities; and provide fact-based information to support decision making.

Relationships to support the goals

Relationships with regional NGOs and government for SDG policy

Recognising the ongoing need to coordinate submissions to national, state and local government consultations, the University Tasmanian Policy Exchange (TPE) in the Vice-Chancellor's Office was established in 2020 to enhance the University’s capacity to work with government and community partners to make timely and informed contributions to policy issues and debates which will shape Tasmania’s future, and to contribute to public debate to develop practical evidence-based solutions to the numerous economic, social and environmental challenges, aligned with the Sustainable Development Goals (SDGs), that we are facing. For example:

• The 2025 submission ‘Ambitions beyond net zero: Tasmania as a potential climate leader’ responded to the 2025 Independent Review of the Tasmanian Climate Change (State Action) Act 2008, directly contributing to state climate policy development. The submission examined the effectiveness of Tasmania's existing climate policy framework and identified opportunities to strengthen legislative, governance and strategic approaches to emissions reduction, climate adaptation and resilience. Drawing on the University's research expertise, the submission informed consideration of future climate policy pathways, the adequacy of existing targets and reporting mechanisms, and options for enhancing Tasmania's role as a leader in climate action. Through this contribution to a formal government review process, the University supported evidence-based policy development, future planning, monitoring and adaptive governance for climate change mitigation and resilience (SDG13)
• Also in 2025, the TPE directly contributed to regional policy development by preparing the discussion paper Regional Development Priorities for the Meander Valley Community for Meander Valley Council. The paper identified key economic, demographic, infrastructure, workforce, and service-delivery challenges facing the region, including population change, housing pressures, skills shortages, liveability, and economic diversification opportunities. Drawing on data analysis and community engagement, it evaluated current trends, explored future development scenarios, and provided evidence-based priorities to support sustainable regional growth. The paper informed the Meander Valley Economic Development Forum and helped guide local government decision-making by identifying strategic interventions, supporting community consultation, and providing a framework for ongoing monitoring and adaptive management of regional development outcomes. (SDG8, SDG11)
• In 2026, the TPE and research partners contributed directly to climate-related policy and strategic planning by developing the ‘Tasmanian climate scenarios for sustainability reporting’, which provides four climate scenarios to support Tasmanian Government-Related Entities (GREs) in meeting their climate-related disclosure obligations under the new Australian Accounting Board Standard 2 (AASB S2). The scenarios were developed by the Tasmanian Policy Exchange (TPE) in collaboration with GRE representatives. They draw on the IPCC’s Sixth Assessment Report (AR6), the Australian Government’s National Climate Risk Assessment (NCRA), the Tasmanian Government’s Tasmanian Climate Risk Assessment (TCRA), as well as other scientific and government publications. The project identified key climate risks, developed multiple plausible future scenarios, and provided a shared evidence base for organisations responsible for critical infrastructure and essential services. By modelling future climate conditions and supporting strategic responses to climate-related risks and opportunities, the University contributed directly to climate governance, resilience planning and adaptive management processes that underpin sustainable development and climate policy implementation in Tasmania. (SDG13, SDG 11)
• The TPE also contributed directly to the development of Tasmania's 20-Year Preventive Health Strategy in 2026 by providing policy recommendations focused on improving long-term population health outcomes. The submission highlighted the importance of preventative approaches that address social, economic and environmental determinants of health, support healthier communities, and reduce future health-system pressures. By helping identify priorities, challenges and strategic interventions for improving health and wellbeing over the next two decades, the University contributed to a major government policy process focused on sustainable and equitable health outcomes for Tasmanians. (SDG3, SDG10)

The University has also directly contributed to discussions and national government policy setting through public submissions in a number of SDG-related areas, including in accessible and equitable education. For example:

• Submission to the Productivity Commission’s Building a Skilled and Adaptable Workforce consultation (2025) demonstrating direct engagement in national policy development by identifying key workforce productivity challenges and providing evidence-based recommendations to improve education, skills, and workforce participation across Australia. The submission identified structural challenges affecting Australia's long-term social and economic sustainability, including workforce shortages, barriers to lifelong learning, regional skills gaps, and unequal access to education and employment opportunities. It proposed evidence-based policy interventions to strengthen skills development, improve tertiary education pathways, increase workforce participation, and support inclusive economic growth, particularly in regional communities. By informing national strategies for developing a resilient, adaptable and productive workforce, the University contributed to policy development that advances sustainable economic development, educational equity and social inclusion.. (SDG4, SDG8, SDG10)
• The University contributed to the development of Tasmania's Trade Strategy (2025) by providing evidence-based recommendations on the state's future economic, industry and international engagement priorities. The submission identified opportunities and challenges associated with sustainable economic growth, regional development, export diversification, workforce capability and international collaboration. It emphasised the importance of building resilient regional industries, supporting innovation, strengthening global partnerships, and creating long-term economic opportunities that benefit Tasmanian communities. Through its contribution to this state policy process, the University helped inform strategic approaches to sustainable and inclusive economic development, international cooperation and regional prosperity. (SDG8, SDG17)
• The University also contributed directly to the Australian Government's Strategic Examination of Research and Development (2025) by providing evidence and policy recommendations on the future of Australia's research and innovation system. The submission identified systemic challenges affecting the nation's capacity to address major economic, environmental and social issues, including research investment, workforce capability, collaboration, and the translation of research into practical outcomes. It advocated for policy settings that strengthen the contribution of research and innovation to addressing sustainability challenges, supporting industry transformation, enhancing regional development and improving national resilience. Through its participation in this national review, the University helped shape policy discussions on how research and development can support sustainable prosperity and deliver long-term public benefit.
• The University contributed to governance and institutional reform discussions in 2026 through its submission on strengthening the Tasmanian Integrity Commission. The submission examined opportunities to enhance transparency, accountability, integrity and public trust within Tasmania's public institutions. By informing reforms to oversight, governance and misconduct prevention frameworks, the University supported evidence-based policy development aimed at strengthening public institutions and improving the effectiveness and integrity of government decision-making. (SDG 16).

Cross sectoral dialogue about SDGs

Various University teams and individuals participate regularly in conferences and other activities that involve cross-sectoral dialogue about SDG-related topics. For example:

• The University of Tasmania's Island of Ideas is a cross-sector public engagement and dialogue platform that supports informed discussion on issues aligned with the United Nations Sustainable Development Goals. The program is explicitly guided by the SDGs and designed to ignite conversation. It brings together researchers, policymakers, industry leaders and community voices to explore and discuss social, environmental and economic challenges facing Tasmania and the wider world. Through free public events delivered both in person and online, Island of Ideas creates opportunities for knowledge exchange, public participation and discussion between university experts and stakeholders from government, industry, non-government organisations and the broader community. During 2025, the series included discussions on climate action, public health, social justice, conflict and humanitarian protection, ageing, artificial intelligence, weather resilience and energy transition, with participation from government leaders, professional bodies and non-government organisations including the Australian Red Cross. By facilitating dialogue across sectors and encouraging community engagement with evidence-based solutions, the program contributes to shared understanding and collaborative action on sustainable development challenges.
• The International Environmental Communication Association (IECA), in collaboration with the University of Tasmania's School of Creative Arts and Media (CAM), invited scholars, artists, practitioners, and activists to the Conference on Communication and Environment - COCE 2025, hosted at the University’s Hedberg campus. COCE provides a forum that encourages convivial collaboration across disciplines and sectors working in environmental communication. The conference topic in 2025 was Environment and Communication: Shifting Perspectives, Creativity, and Conviviality from the Edge.
• As part of the 2025 Articulate Matter program, the University of Tasmania hosted the On Air Forum, a cross-disciplinary forum that brought together artists, researchers and members of the broader community to explore the environmental, social and cultural dimensions of air through presentations and dialogue. By creating a space for discussion between academic and non-academic participants, the forum supported knowledge exchange across sectors on issues closely related to the Sustainable Development Goals, particularly climate action (SDG 13), sustainable cities and communities (SDG 11), health and wellbeing (SDG 3), and partnerships for the goals (SDG 17). Through interdisciplinary discussion and community engagement, the University facilitated broader public understanding of sustainability challenges and encouraged collaborative reflection on responses to environmental change.
• The Tasmania Policy Exchange at the University of Tasmania partnered with the Meander Valley Council to host the Meander Valley Economic Development Forum in 2025. The Forum convened local government representatives, businesses, community leaders, state government experts and researchers to discuss sustainable regional development priorities, including workforce planning, agriculture, infrastructure, community wellbeing, childcare, aged care and economic resilience. The forum identified development priorities and translated evidence into policy discussions and future actions..

International collaboration data gathering for SDG

The University of Tasmania participates in international collaborations that gathers, analyse and share data used to monitor progress towards the Sustainable Development Goals. Through various partnerships, UTAS researchers contribute data and analytical expertise that support global monitoring of climate change, ocean health, biodiversity conservation, and community wellbeing, for example. These collaborations enable the development of internationally comparable datasets used by researchers, governments and international organisations to assess progress against the SDGs. Some examples of participation in international collaborations on gathering, measuring and sharing data for the SDGs are:

• The Southern Ocean Observing System (SOOS) is a coordinating body hosted by the University of Tasmania Institute for Marine and Antarctic Studies (IMAS). It was created to enhance and ensure the delivery of Southern Ocean data across nations, organisations, programmes and stakeholders, and to provide the infrastructure for organisation of community networks to develop sustained observing systems and syntheses of existing Southern Ocean datasets. SOOS mission is to facilitate the sustained collection and delivery of essential observations of the Southern Ocean to all stakeholders, through the design, advocacy, and implementation of cost-effective observing and data delivery systems. Data is most relevant for SDGs 13, 14 and 15. Since the beginning, SOOS has built a network of stakeholders and contributors, all working together to achieve the community-defined mission and objectives. The SOOS internal network includes national representatives, currently representing over 20 nations. Over the coming years, SOOS will aim to increase representation in the internal network, ensuring that all nations interested to connect to SOOS are represented.
• The University, through the Institute for Marine and Antarctic Studies (IMAS), is a key partner of Integrated Marine Observing System (IMOS), a nationally coordinated and internationally connected ocean observing infrastructure. IMOS operates sustained observing platforms throughout Australian and Southern Ocean waters and makes quality-controlled datasets openly available through the Australian Ocean Data Network. These observations contribute to international marine and climate monitoring frameworks and support measurement of SDG indicators related to ocean health, climate change, biodiversity conservation and sustainable use of marine resources, including SDGs 13 and 14. Through international collaboration and open data sharing, UTAS contributes globally accessible environmental datasets used by researchers, governments and international organisations.
• Additionally, the University contributes to international SDG measurement through Reef Life Survey (RLS), a globally coordinated marine biodiversity monitoring program involving researchers, citizen scientists and partner organisations across multiple countries. RLS uses standardised survey methods to gather biodiversity data on reef fish, invertebrates and marine habitats, creating globally comparable datasets that support the measurement of ecosystem condition and biodiversity change. The data are openly available and are used by researchers, governments and conservation agencies worldwide to assess progress towards SDG14 (Life Below Water) and SDG15 (Life on Land). Through this international data-collection partnership, UTAS supports evidence-based marine conservation and global biodiversity monitoring.
• Furthermore, the University hosts authors of and contributors to the Inter-Governmental Panel on Climate Change (IPCC) reports, involving data gathering and international collaboration. For example, four University of Tasmania scientists were lead authors of the IPCC Sixth Assessment Report, outlining the major impacts from climate-driven extreme events like unprecedented heatwaves, drought, bushfire, floods and storms, along with the climate risks to communities, infrastructure and livelihoods from sea level rise and other future climate impacts even under low warming scenarios (SDG13). Two University of Tasmania scientists have been selected to collaborate with other leading climate experts to draft the Seventh IPCC report.

Collaboration for SDG best practice

With collaborative partners across the globe, the University of Tasmania delivers research that contribute to the development of international best practice on tackling the SDGs to government, industry, institutions and communities. Our partners, projects and collaborations play a vital role in our capacity to provide world-leading scientific and policy-ready research outcomes. Some examples are:

• The Australian Centre for Excellence in Antarctic Science (ACEAS) was formed by a consortium of seven Australian universities led by University of Tasmania and has formally partnered with 30 international and national organisations. ACEAS brings together expertise from Australia, Europe, North America and Asia to conduct world-leading research into climate change impacts in the Antarctic and Southern Ocean and the effect that these changes are having on the global climate system. The University of Tasmania team has a major focus on field and remote sensing observations, as well as ecosystem modelling.  By comparing Antarctic monitoring, climate modelling and adaptation approaches across jurisdictions and research programs, ACEAS develops globally relevant knowledge on climate resilience, sea-level rise and ecosystem protection. The Centre’s research directly informs international understanding of SDG 13 (Climate Action), SDG 14 (Life Below Water) and SDG 17 (Partnerships for the Goals), while translating scientific findings into policy-relevant guidance and best practice for climate adaptation and risk management worldwide.
• The University is a major partner of the Blue Economy Cooperative Research Centre (CRC), which brings together Australian and international universities, industry, government and research organisations to develop sustainable offshore aquaculture, renewable energy and marine industries. The CRC aligns its work with the SDGs and collaborates internationally to evaluate regulatory frameworks, governance models and technological innovations from different nations. Through comparative research on sustainable ocean economies, offshore energy systems and marine resource management, the CRC develops evidence-based best practice for balancing economic development with environmental stewardship. This work contributes particularly to SDG 14 (Life Below Water), SDG 7 (Affordable and Clean Energy), SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships for the Goals), while positioning Tasmania as a global hub for sustainable blue economy solutions
• The University of Tasmania is a core university partners in the ARC Centre of Excellence for the Weather of the 21st Century, a major international research collaboration that comprises leading global institutions including universities, government departments, private companies, and a network of other national and international research centres and organisations. The Centre aims to achieve future climate resilience by transforming our thinking of climate change and building a firm understanding of the past, present and future of our weather resources. Through international comparison of forecasting systems, modelling approaches and adaptation pathways, the Centre develops next-generation knowledge and best practice to help governments, industries and communities respond to climate-related risks. The research advances SDG13 (Climate Action) and supports evidence-based decision-making on water security, energy transitions, disaster preparedness and climate resilience at international scales.
• Future Seas is a unique international collaboration, spearheaded by the University’s Centre for Marine Socioecology, of over 100 researchers from the University of Tasmania, the Commonwealth Scientific and Industrial Research Organisation (CSIRO) and other Australian and international institutions. Future Seas researchers worked together to explore alternative futures for oceans and coasts under the UN Decade of Ocean Science for Sustainable Development. The project explicitly examined different governance, management and policy approaches from around the world and co-developed pathways towards sustainable and equitable ocean futures. This interdisciplinary and international collaboration has generated practical guidance for decision-makers and established best-practice frameworks for sustainable marine governance, contributing to SDG14 (Life Below Water), SDG16 (Peace, Justice and Strong Institutions) and SDG17 (Partnerships for the Goals).

Collaboration with NGOs for SDGs

The University of Tasmania collaborates with non-government organisations (NGOs) and community partners to advance the United Nations Sustainable Development Goals (SDGs) through student volunteering, research partnerships, and the development of educational resources. For example:

• Within the annual UniGO (University Global Opportunity) Program, UTAS students work with local organisations and NGOs in Indonesia, Malaysia, or Vietnam on sustainability projects and community-led solutions. The program is designed around UTAS's commitment to sustainability and gives students opportunities to engage directly with organisations delivering projects aligned with the UN Sustainable Development Goals (SDGs). The program is delivered through a partnership with AVI (Australian Volunteers International), which has a long history of ethical volunteering and sustainable development work.
• Through the Sustainability Placement Experience unit, various students work every year with non-government organisations (NGOs) and community partners to support the achievement of the SDGs through student-led research, resource development and organisational capacity building. Students are embedded within community organisations to address real-world sustainability challenges, delivering practical outcomes that directly support NGO initiatives. In 2025, examples include working with environmental organisations on Forests and Dark Sky campaigns where students reviewed and enhanced citizen science activities, contributed ecological monitoring, and produced reports to strengthen community engagement and conservation outcomes; collaborating with community partners to investigate food waste in school lunch programs and develop evidence-based recommendations to reduce waste; supporting arts and cultural organisations such as Festival of Voices to establish sustainability reporting frameworks and identify pathways for continuous improvement; and working with The Unconformity festival to assess opportunities to replace diesel-powered energy generation with lower-emissions alternatives.
• Education for Sustainability (EfS) Tasmania is a UN -recognised Regional Centre of Expertise in Education for Sustainable Development. EfS Tasmania is hosted by the University of Tasmania and includes various government and non-government organisations (NGOs). It aims to: facilitate collaboration on Education for Sustainability initiatives; build capacity of organisations to sustain a process of change to support and improve Education for Sustainability initiatives; promote and endorse Tasmanian Education for Sustainability projects; and advocate for education as a tool to help more people develop the skills and capacity needed to protect the planet and ensure social and cultural prosperity for all.
• Curious Climate Schools is a University of Tasmania program that connects school students directly with trusted climate experts, and develops and provides innovative and engaging climate education resources to schools in Tasmania. Launched in 2020, this ongoing program collaborates with NGOs such as Sustainable Living Tasmania, ReThink Waste, and the South Hobart Sustainable Community to extend its impact beyond formal education settings. Responding to a need for youth empowerment in climate action, Curious Climate Schools programs and resources involve children and young people as research participants, consultants, co-designers and/or evaluators. The program relies on the voluntary participation of climate experts to answer children’s questions, and to visit schools.
• Through the UTAS Landcare Society (2019-ongoing), the University collaborates with Landcare Tasmania and Landcare groups across the state. The Society organises several events each year, bringing together student volunteers to participate in community environmental restoration projects. These projects range from removing invasive weeds in urban parks to restoring pine plantations into native forests and rehabilitating degraded wetlands. (SDG15)
• The Tasmanian Giant Kelp Restoration project (2024-2026) is a University research program in partnership with The Nature Conservancy Australia (an NGOs and not-for-profit organisation), Eaglehawk Dive Centre and Sea Forest, and working with Tasmanian Aboriginal communities. Led by the University’s Institute for Marine and Antarctic Studies (IMAS), the project aims to achieve a whole-of-reef-ecosystem restoration, improve the health of Tasmanian reef ecosystems and bring back giant kelp forests. The cooperation between scientists, marine harvest industries, government and Aboriginal communities will create capacity for local restoration initiatives and industries to bring back giant kelp forests. (SDG14)
• The West Coast Financial Literacy Project (2025-2027) is a community-driven initiative that advances SDG4 (Quality Education), SDG10 (Reduced Inequalities) and SDG8 (Decent Work and Economic Growth). Led by the University and delivered in partnership with local community organisations, schools and other regional stakeholders, the project develops practical educational resources, including a financial literacy curriculum, educator and guardian training workshops, community engagement activities and an online resource platform designed to improve financial capability among young people and their families. A key feature of the initiative is its train-the-trainer model, which builds the capacity of educators, guardians and community leaders to continue delivering financial literacy education beyond the life of the project. Through these collaborations, the University supports community partners to address financial disadvantage, improve financial wellbeing and create long-term, locally led educational outcomes, demonstrating a shared commitment to achieving the Sustainable Development Goals
• The University collaborates with the Multicultural Employment Project (MEP Tasmania) to advance SDG8 (Decent Work and Economic Growth), SDG10 (Reduced Inequalities) and SDG17 (Partnerships for the Goals) through the Multicultural Employment Project (2024-2026) by improving employment opportunities and workplace inclusion for culturally diverse communities. Supported by the Tasmanian Community Fund and delivered in partnership with the University, the project works with community stakeholders and employers to remove barriers to multicultural employment through research, cultural capacity building and the development of practical educational resources. Project outputs include employer toolkits, self-assessment checklists, cultural audit tools, communication resources and training materials designed to strengthen inclusive recruitment, talent management and workplace practices. Through this collaboration, UTAS contributes research expertise and resource development that helps employers better engage Tasmania's culturally diverse workforce, supporting more equitable employment outcomes and stronger community participation
• The Bushfires and Your Health Project is an online education initiative where educational resources were developed to address climate adaptation in relation to health risks of bushfires and smoke. The course is delivered annually through the University’s Menzies Institute website as a free Massive Open Online Course (MOOC). In partnership with the Migrant Resource Centre (MRC, an NGOs and non-for-profit organisation) additional educational resources based on the course material were also developed in multiple languages (Nepali, Farsi, Arabic, Karen, Oromo and Tigrinya) and distributed to those language communities in Tasmania through a variety of networks, including the MRC Tas website, social media, newsletters, with MRC Tas partners and stakeholders and directly to MRC Tas clients.
• The University was one of the host institutions for the 2025 Australasian Campuses Towards Sustainability (ACTS) Conference. Under the theme ‘The Future of Sustainability’, ACTS (a non-for-profit NGO) brought together champions from campus communities across Australasia and the Pacific. This unique event provided a platform for collaboration, learning, and inspiration for sustainability leaders, practitioners and learners alike, allowing for cross-sectoral dialogue about sustainability and the SDGs. Throughout the conference special emphasis was placed on leading through transformational governance and values, fostering innovation, empowering education and change, and amplifying the voices of First Nation peoples. The conference served as a platform to share insights and inspire transformative actions and strengthen important connections and collaborations through a range of in-person regional networking events.

Education for the SDGs

Education for SDGs commitment to meaningful education

Sustainability is embedded across all aspects of our activity — learning and teaching, research, community engagement and operations. The University’s Strategic Plan: 2025 Refresh demonstrates a strong commitment to meaningful education aligned with the Sustainable Development Goals (SDGs) by positioning the University as a key contributor to creating “a more sustainable planet” and identifying climate, education, health and productivity as core priorities for Tasmania's future. The plan highlights the University's role in preparing students to address complex global challenges through a revised curriculum, place-based learning opportunities, expanded access to higher education, and a mission focused on making a positive impact locally and globally. By embedding sustainability within the University's long-term vision to 2050 and recognising its global leadership i for the SDGs, the strategic plan signals that sustainability knowledge, skills and values are intended to be integrated across the student experience rather than confined to a single discipline. This provides a university-wide framework supporting student engagement with sustainability challenges and opportunities that are relevant across all fields of study.

“Our foundational commitment to sustainability [is] expressed in part through the way we have organised around the Sustainable Development Goals (SDGs)”

“We have a clear aspiration to be the world leader in sustainability education, with sustainability themes embedded across our curriculum supported by innovative and more team-based teaching”

The University’s Stewardship for Sustainability framework (launched in 2020, reconfirmed in 2023 and refreshed in 2026) provides strong evidence of a university-wide commitment to meaningful education around the Sustainable Development Goals (SDGs). The framework explicitly aligns the University’s sustainability approach with the UN SDGs and commits to embedding sustainability across learning, teaching, research, engagement and operations. It identifies a strategic goal to be “a leader in sustainability education and research” and recognises the role of education in equipping students with the knowledge, skills and values needed to address complex environmental, social and economic challenges. The framework further emphasises the integration of sustainability into curriculum design, student learning experiences and institutional decision-making, ensuring that engagement with the SDGs is relevant across disciplines and available to all students. Through this whole-of-university approach, the framework supports graduates to understand and contribute to sustainable development outcomes locally, nationally and globally.

Since 2023, unit coordinators and academics across the University have been asked to identify where and how their units address the Sustainable Development Goals (SDGs), to better understand the curriculum’s contribution and identify opportunities for improvement. Each unit’s alignment with the SDGs is now displayed in the online Course Guide, and students can select units based on specific SDGs or sustainability themes of interest..

Education for SDGs specific courses on sustainability

The University of Tasmania offers dedicated courses and units that address sustainability and the SDGs. Students can explore their passion for sustainability in many ways.

Sustainability courses addressing the SDGs (including undergraduate and postgraduate programs) can be found in various dedicated public webpages, including ‘Where study meets sustainability’ webpage. This page lists a number of study opportunities such us the Sustainable Living Diploma, a Sustainability Major that can be undertaken as part of most bachelor’s degrees, and the Graduate Certificate in Sustainable Business. This webpage also highlights work integrated placement and internship opportunities including the Sustainability Placement Experience unit and the Sustainability Integration Program for Students (SIPS) that allows students to apply their skills, knowledge and University studies and engage with industry and University and local community-led projects to participate in real-world sustainability solutions.

In addition, we are developing dedicated SDG pages that include related courses. For example, the SDG13 Climate Action webpage has a Learning and Teaching section that highlight courses and programs that will equip students with the knowledge and skills to drive meaningful climate action. Some key examples are the Bachelor of Natural Environment and Conservation or the Bachelor of Marine and Antarctic Science, and the free Massive Open Online Course (MOOC) The Climate Shift: Exploring Science, Empowering Action.

The University also have some webpages dedicated to research degree opportunities in relation to specific SDGs. The Climate Change PhD projects webpage lists dozens of projects in relation to climate change and its impacts, finding solutions to climate change challenges, and creating sustainable practices that ensure the wellbeing of future generations.

Since 2023, unit coordinators and academics across the University have been asked to identify where and how their units address the Sustainable Development Goals (SDGs), to better understand the curriculum’s contribution and identify opportunities for improvement. Each unit’s alignment with the SDGs is now displayed in the online Course Guide, and students can select units based on specific SDGs or sustainability themes of interest.

Education for SDGs in the wider community

The University of Tasmania’s Island of Ideas program, launched in 2020, provides dedicated educational outreach activities for the wider community through a series of free public lectures and discussions that are open to all Tasmanians, including alumni, local residents, displaced people, community organisations and online participants. The program is specifically designed to share University expertise beyond the campus and stimulate informed public discussion on issues of social, environmental and economic importance. The wide range of topics are aligned to and guided by the United Nations Sustainable Development Goals. Island of Ideas events are delivered both in person and online, removing geographic barriers and enabling broad community participation across Tasmania. The series brings together researchers, policymakers, industry leaders and community voices, creating accessible opportunities for lifelong learning and public engagement. By providing free access to leading researchers and experts on issues of public significance, Island of Ideas demonstrates a sustained and structured approach to community education and public engagement

During 2025, the series included discussions on climate action, public health, social justice, conflict and humanitarian protection, ageing, artificial intelligence, weather resilience and energy transition, with participation from government leaders, professional bodies and non-government organisations including the Australian Red Cross (e.g., ‘Plastic inside and out’, ‘The reading crisis we can fix’, ‘Tassie’s wild weather up close’, ‘Two ways to see Indigenous rock art’.

Examples from the 2026 program include Building Social Cohesion in a Multicultural Country, which explored inclusion and community cohesion as migration to Tasmania grows; Understanding the Insect Apocalypse, which examined biodiversity decline and ecosystem resilience; Critical Minerals, Critical Moment, which discussed Tasmania’s role in the low-carbon transition; and How Social Media Is Changing Science Communication, featuring science communicator Dr Kirsten Banks and focusing on public trust, misinformation and science literacy..

Sustainable Literacy

The University measures the sustainability literacy of students annually since 2023 through a questionnaire that is regionally relevant. The questionnaire was developed in-house and recently reviewed and expanded by another Australian university, with plans of continuing this expansion through an Australasian Campuses Towards Sustainability (ACTS) Working Group and make it freely available to Australasian institutions.

The ACTS Sustainability Literacy Survey Working Group (ASLSWG) has been established to facilitate collaboration among ACTS members with a shared interest in sustainability literacy surveys. Sustainability literacy surveys are used to determine knowledge and understanding of sustainability concepts. The objectives of the ASLSWG are to develop a sustainability literacy survey that is relevant to our sector and region; agree on a standardised set of questions and analysis methodology that will allow benchmarking across Australasian tertiary education institutions, allowing for other questions to be contextualised for each institution; and foster collaboration and knowledge sharing among ACTS members regarding sustainability literacy surveys.

The University of Tasmania reports on student sustainability literacy surveys are publicly available from the University’s Sustainability Portal.