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

Some of our key initiatives for THE Impact Ratings metrics are:

SDG1 No Poverty

No Poverty aims to reduce poverty in all its dimensions including implementing social protection systems, providing equal rights to economic and natural resources and access to basic services, reducing exposure and vulnerability to disasters, or creating sound policy frameworks to support poverty eradication actions.

The University supports the eradication of poverty b​y providing regional and accessible education in Tasmania including via the provision of scholarships and alternative learning pathways - acknowledging that education builds human capital and facilitates access to quality jobs. We seek to enable social and economic development for all Tasmanians including Indigenous, rural, and disadvantaged communities and improve community health and well-being so individuals can reach their potential.

University anti-poverty programmes

Bottom financial quintile admission target and student success

The University of Tasmania is committed to improving participation and graduation outcomes for students of low socio-economic status (SES). The University’s Strategic Plan 2019-2024 set an internal goal to increase the number of students participating in higher education (i.e., admissions), with a focus on students from a low SES background and other underrepresented groups such as Aboriginal and Torres Strait Islanders and people with a disability . The Plan also aimed to lift education attainment in the State and improve students’ success (completion) rates, with a continuous focus on equity, including students from a low SES background.

In 2024, the Australian Universities Accord (the Accord) established specific targets to increase participation of students with low SES background (20% by 2035), with the broad goal of achieving graduation rates that meet population parity by 2050. The University recognised its commitment to achieving the Accord’s targets in its 2024 submission Needs-based Funding: Implementation Consultation,      and reiterated this commitment in the University’s Strategic Plan 2025 Refresh, which outlines our ongoing efforts to support higher education participation and attainment for students from low SES backgrounds.

Low or lower-middle income countries student support

The 2024 Tasmania Access Scholarship (TAS) was offered to international students who were citizens of specific countries, including low or lower-middle income countries such as Bangladesh, Nepal, Pakistan, the Philippines, Sri Lanka and Vietnam.   This scholarship was for students commencing their studies in an eligible course in any study period during 2024. The scholarship provided a 15% reduction on registered tuition fees for the full duration of eligible courses to a maximum of 4 years.

Currently, Tasmanian International Scholarships provide eligible commencing international students with a 25% reduction in registered tuition fees for the duration of their course. These are assessed on academic merit, but cover all countries, including low or lower-middle income countries.

Community anti-poverty programmes

Local start-up assistance

The University provides unrepresented taxpayers, small business and start-up operators in the community (including those establishing financially and socially sustainable businesses) with access free advice and assistance on a range of taxation matters through the University of Tasmania’s Tax Clinics. Commencing in 2019 in Hobart and Launceston, the Clinic is an ongoing initiative designed to help individuals, as well as small business operators and start-ups who require taxation advice and seek to gain a better understanding of taxation law to help improve their operations and to remain economically sustainable. Advice is provided by students from the University’s School of Business and Economics, under the supervision of experienced tax practitioners.

Furthermore, the University provides assistance to local sustainable start-ups through InVent (Innovation Ventures), the research commercialisation arm of the University of Tasmania, who works alongside community partners and investors to bring Tasmanian innovation to the world. Some specific 2024 examples include:

• Providing venue space at no charge for the hosting of Tasmania’s first social impact incubator, The Shift Lab, supporting potential start-ups that aim to have a positive impact on our community – be it environmental, cultural, social or economic.
• Hosting a free public event to inspire future sustainable business entrepreneurs. The theme of the event was ‘Circular Economy’. The event showcased the three Tasmanian entrepreneurs using circular economy practises within their business and was held in the regional, low socio-economic area of NW Tasmania.
• Providing business mentoringto the program leader of Curious Climate Schools, a pre-incorporated, multi-organisational climate change education initiative for school students. This culminated in a $100k granted being awarded by the Tasmanian Government to fund the rollout of the program to Tasmanian schools’ students in 2025.
• Signing a Memorandum of Understanding with social enterprise recycling startup, Lids4Kids. The initiative will see Tasmanian community-collected plastic bottle lids turned into usable materials, like filament for 3d printers, by the University of Tasmania, giving the lids new life whilst simultaneously teaching University students and people in the Tasmanian community about the values of a circular economy.

InVent also provided financial and in-kind  support for X-Hemp between 2022 and 2024 by advancing working capital funding to underwrite Hemp production, and providing in-kind advisory support by the InVent team on capital raising and grant writing. X-Hemp is a local start-up, Tasmania’s only hemp processor and the only facility of this type in the world fully owned and operated by women. They produce 'hempcrete', a carbon-negative construction material, which will be used extensively in the University’s Forestry and Timberyards redevelopment, a project to create a state-of-the-art hub for learning and teaching in Hobart

Policy addressing poverty

The University participates in policy making at different levels to implement initiatives and policies to end poverty. For example:

• The Homelessness CoILAB is a responsive program of research and impact activities that aims to address the social harms intersecting as homelessness. It brings together researchers (staff, research degree students), community and government sectors at state and national level. They centre on engagement with lived experience, frontline service providers and policymakers and are currently running research projects, research-led advocacy and public events across all their agenda areas. One of the key points of their strategic research and impact agenda is informing the design of innovative social policy, systems and services. The ColLAB produces high-impact research that informs both policy development and service deliver. For example, the “Handing Out Tents” Report (2024) investigates the unmet needs of Tasmanians sleeping rough and calls for systemic reform in housing and support services
• Tasmanian Policy Exchange (TPE) was established in 2020 to enhance the University’s capacity to contribute to public policy debates and solutions that shape Tasmania’s future – locally and regionally. TPE works with government and community partners to co-design evidence-based policy options, particularly in areas of social disadvantage. Examples of TPE initiatives:
  • Local Government Reform: UTAS contributed research and policy options to the review of local government in Tasmania, focusing on liveability, improving service delivery and community outcomes.
  • COVID-19 and the Future of Work: Addressed employment vulnerabilities and proposed inclusive recovery strategies.
  • Climate-Positive Tasmania: Explored sustainable development pathways that also address economic inequality.
• The University’s Institute for Social Change supports positive social change and the 'good life' in Tasmania and beyond through internationally recognised and locally impactful research. The Institute delivered a range of policy and social research services to inform public policy at various levels on a range of poverty-related topics including food security and food systems, migration and population, and social and economic wellbeing. Their research has informed Tasmanian government initiatives including the Premier’s Economic and Social Recovery Advisory Council report, Child and Youth Wellbeing Strategy and the Cultural and Creative Recovery Strategy among others. The Institute wound down in late 2024.
• In 2024 the University entered into a Mission-Based Compact with the Australian Government under the Higher Education Support Act. This compact outlines UTAS’s commitment to equity, access, and poverty reduction through education. Key initiatives include:
  • Expanding regional and equity-focused education access, especially for disadvantaged cohorts.
  • Operating community services like free tax clinics and psychology clinics to support vulnerable populations.
  • Training Tasmania’s future workforce in allied health, addressing regional health inequities

Other University and community anti-poverty programs

• Low-income student support
• Bottom financial quintile student support
• Programs for services access

SDG2 Zero Hunger

Zero Hunger aims to provide safe, nutritious and sufficient food for all through transforming agriculture and food systems to be more inclusive and sustainable, providing social protection for vulnerable persons and reducing food waste.

The University partners with government, business and community to encourage sustainable food production, improve delivery to and connection with markets. We support research into sustainable and innovative food production, while increasing the skills and employability of people in the rural sector. We actively explore approaches to enhance food security by addressing social inequities through on-campus programs and activities to allow access to food and through education to increase health literacy, climate change mitigation and adaptation in food systems, and supply chain management in agribusiness.

Student hunger

Sustainable, healthy and affordable food choices

The University of Tasmania has developed a University position on sustainable food on campus, including eight sustainable Food Strategic Principles. Principle 4 (Prioritise suppliers with health, nutrition and sustainability initiatives) and Principle 6 (Outlets will (…)  meet student affordability) directly address the provision of healthy and affordable food choices by all food outlets on campus.

Furthermore, the University recognises the need for a planned transition to more healthy, sustainable, and equitable food systems for our students and staff across our campuses using a rights-based approach. The Healthy, Sustainable, and Equitable Food Strategic Plan 2023-2028 provides collective actions required to support informed and strategic decisions to achieve this goal and reduce food insecurity among students and staff by providing healthy and affordable food on campus. The Plan covers nine priority areas. These areas are not mutually exclusive, but are interconnected and overlapping, and should be seen and acted on collectively. The most relevant priority areas in relation to healthy and affordable food include:

• Priority 1: Food security and social justice recognises that campuses must provide healthy food environments and access to affordable food.
• Priority 4: Urban agriculture and edible campuses recognises the beneficial social impacts of urban agriculture and supports the food community gardens on campus.
• Priority 5: Food procurement, commercial and social enterprises supports on-campus outlets to ensure the sale of healthy, affordable and sustainable food is commercially viable for them

All campus outlets are required to follow the University’s Food Strategic Principles and address the relevant Healthy, Sustainable, and Equitable Food Strategic Plan priority areas. Hence, the University is proud to support a number of local Tasmanian food businesses on campus that are committed to provide local, fresh and sustainable food, including sustainably or ethically produced food products and vegetarian options in all outlets (with most outlets also offering vegan, gluten free and dairy free options). These food vendors are also committed to low cost and healthy meal options across all campuses and offer nutritional daily specials to provide affordable choices for students. Additionally, some campus food outlets regularly procure vegetables and herbs grown in the University food gardens and orchards in exchange for food vouchers for students.

A great example of the University’s commitment to providing sustainable, healthy and affordable food is the Source Eco Hub cooperative. Source is a University food outlet, although different from typical commercial food services, located on the Sandy Bay campus. Source is a community garden, kitchen and café that has succeeded in providing staff and students, as well as members of the community, with access to food that is ethical, local, organic, wholesome, vegetarian, good for the body and affordable. Source is a real place for the community to get a taste of what a sustainable food system is, with dishes being mostly sourced by produce from the garden, as well as building strong community networks. Source is run by members and volunteers to provide low cost and some ‘pay what you can’ meal options.

Other student and staff hunger initiatives

• Student food insecurity and hunger program
• Students hunger interventions
• Sustainable food choices on campus
• Staff hunger interventions

National hunger

Access to food security and sustainable agriculture and aquaculture knowledge

The University provides extensive knowledge, skills and technologies to local farmers and food producers in relation to food security and sustainable agriculture and aquaculture through its numerous industry-based institutes.

For example, the Institute for Marine and Antarctic Studies (IMAS) Fisheries and Aquaculture Centre produces various reports and resources annually for the benefit of the broader community. These reports are publicly available from the IMAS Publications webpage, and include aquaculture and fisheries assessments for Tasmanian waters and recreational fisheries reports, many in relation to sustainable aquaculture and fisheries (e.g., Planning for seaweed aquaculture in Tasmania: A preliminary evaluation of biophysical potential and co-location with existing aquaculture; Movement, habitat utilisation and population status of the endangered Maugean skate and implications for fishing and aquaculture operations in Macquarie Harbour;  Abalone Aquaculture Subprogram - The commercial control of spawning in temperate Abalone; Managing inshore stocks of Southern Rock Lobster for sustainable fishery). IMAS’ research supports the long-term sustainable harvest of wild marine resources.

Likewise, the Tasmanian Institute of Agriculture (TIA) is a specialised institute at the University of Tasmania with a mandate to progress the agricultural industry of Tasmania and a vision to enable Tasmanian food producers and processors to accelerate primary sector productivity while maintaining and improving Tasmania’s land and water quality for future generations. TIA provides access to extensive knowledge, skills and technology on food security and sustainable agriculture for local and regional communities through online resources, access to research farms and technology, and educational events. For example, a TIA flagship educational program is the annual Field Days (a free annual event) in their dairy and vegetable farms, which in 2024 focused on the theme ‘agriculture in a changing climate’ and provided an opportunity for people working in Tasmania’s horticulture and agriculture industry to come together and discover the innovative research underway to support a sustainable industry.

Events for local farmers and food producers

The University’s Tasmanian Institute of Agriculture (TIA) delivers research, industry development and education for Tasmanian agriculture. To meet their vision of enabling Tasmanian food producers and processors to accelerate primary sector productivity while maintaining and improving Tasmania’s land and water quality for future generations, the Institute regularly provides events for local farmers and food producers to connect and transfer knowledge. Some recent examples include:

• The Field Days program (ongoing) is a TIA flagship program providing free annual events conducted in their dairy and vegetable farms, which provides an opportunity for people working in the Tasmania’s agriculture industry to come together and share knowledge. Field Days include short research updates with opportunities for attendees to ask questions, a Q&A with local growers, networking opportunities at an industry expo, and an opportunity to walk around the farm to view current trials. For example, in 2024 the Forthside Vegetable Research Facility Field Day included topics such as managing disease and weeds in horticultural crops, agricultural technology developments, improving soil health, and growing value from irrigation. Likewise, the 2025 Dairy Research Facility Field Day covered topics related to virtual fencing technology, dairy business benchmarking, reducing livestock emissions, and a natural capital accounting demo.
• The TIA Future Forum events, in collaboration with the Australian Association of Animal Sciences (AAAS) VIC/TAS branch, provide a platform for famers and food producers to learn, connect, and contribute to the future of sustainable farming. The Forum involves webinars where participants learn about and discuss various topics related to agriculture issues. For example the 2024 Future Forum Ensuring a sustainable future for Australia's ruminant livestock production discussed opportunities identified by Australian scientists to reduce livestock methane emissions. Likewise, the 2025 event, Nitrogen efficiency in dairy systems, explored the critical topic of nitrogen use efficiency in farming systems: pasture based and intensive, offering fresh perspectives and practical solutions for sustainable livestock production.
• Soil and Technology Update (2024): TIA’s TAS Farm Innovation Hub partnered with Foodtech Tasmania to deliver this event, which provided a great opportunity for farmers to connect with inspiring innovators and explore how cutting-edge solutions could shape the future of Tasmania’s agriculture.
• Potato Seed Workshop (2024): A hands-on session on tuber inspection, identification of pests and diseases followed by a round table discussion on industry seed issues where farmers could network and ask questions.

Other national hunger initiatives

• Access to food security and sustainable agriculture and aquaculture knowledge, skills or technology
• University access to local farmers and food producers
• Sustainable food purchases

SDG3 Good Health and Well-being

Good Health and Well-being aims to ensure good health, including sexual, reproductive and mental health and promote wellbeing for all. This can be achieved through proactively reducing birth-related and young children’s deaths, combating communicable diseases (including epidemics), reducing mortality from non-communicable diseases, accidents and pollution, and preventing and treating substance abuse. Ensuring access to quality essential health care information, services and medicines are key to achieve this goal..

Our University works with government and communities to improve the health and wellbeing of Tasmanians, and from Tasmania to the world, through medical research; educating future and current health workforce; improving quality and sustainability of healthcare and health systems; increasing educational attainment and health literacy; and addressing social inequities, local and global environmental challenges, and planetary health.  The University recognises that Indigenous views of health include relationships to lands and waters, and health of Country.

Collaborations and health services

Current collaborations with health institutions

The University of Tasmania collaborates with local, national and global health institutions to improve health and wellbeing outcomes.

For example, the University is a partner of the Tasmanian Collaboration for Health Improvement (TCHI). TCHI is a key partnership between Primary Health Tasmania, the Department of Health, the University of Tasmania, as well as with other health service providers, community organisations and local government, to promote evidence-based health promotion and care for all Tasmanians. They seek to address health challenges, and respond to emerging health issues, using innovative, research-informed approaches, leveraging the advantages of collaborative effort. TCHI connects and supports health researchers, clinicians and the community to deliver rapid improvements in healthcare and health outcomes for all Tasmanians. They also work closely with accredited and emerging national Research Translation Centres through the Australia Health Research Alliance AHRA.

Furthermore, the Tasmanian Data Linkage Unit (TDLU) was established in 2010 along with other data linkage units across Australia, with funding from the Australian Government, to support nationally and internationally significant population-based research that will improve health and health-related well-being as well as enhancing the delivery of health and community care services in Tasmania and the rest of Australia.

The University also collaborates with national and international researchers and institutions through its research centres, such as the Wicking Dementia Centre and the Menzies Institute for Medical Research, to improve health and well-being outcomes locally and globally. For example, Menzies Institute has developed a free online course to improve people’s understanding of multiple sclerosis (MS) diagnosis and impact in collaboration with the MS International Federation and with support from MS Australia and MS Plus.

Other health and well-being initiatives

• Health outreach programs
• Shared sports facilities
• Sexual and reproductive health care services for students
• Mental health support for students
• Mental health support for staff
• Smoke-free policy

SDG4 Quality Education

Quality Education aims to ensure that quality lifelong education promotes sustainable development and lifestyles, including human rights, peace, global citizenship and appreciation of diverse cultures’ contributions to the world. Quality education should be accessible, inclusive and equitable for people of all genders, orientation, abilities, indigeneity, ethnicity, socio-economic means and other.

As a university, we seek to equip our students, teachers and mentors, to contribute to a sustainable future for Tasmania and the world. We strive to ensure that education is valued and accessible to all, to expand literacy, numeracy, knowledge and opportunities for employment and entrepreneurship. We provide purpose-built and flexible infrastructure, and engaging on-campus, distance and hybrid learning opportunities for various types of education, training, and preparedness to successfully and meaningfully engage in global society.

Lifelong learning measures

Vocational training events (lifelong learning)

The University offers a wide range of both ad hoc and programmed public events, short courses, workshops and open online programs (including executive education programs) that promote lifelong learning and are accessible to the general public. These courses are self-paced and opportunities for personal and professional development, without the commitment of long-term study.

For example, the University offers various Massive Open Online Courses (MOOCs), which are free to the general public. This includes the very successful Understanding Dementia MOOC, with tens of thousands of individuals having completed the course, or the new MOOC The Climate Shift: Exploring Science, Empowering Action aiming to skill participants to make a difference in their communities and beyond.

Likewise, the University’s Open2U website offers innovative online courses open to the public. Delivery of these courses allows flexible and inclusive lifelong learning opportunities to the general public (anywhere in the world) who can access a range of short courses that are free or offered for a small fee.

Short courses for executive education and vocational training can also be accessed through the Short Courses Portal, with over 60 courses on offer covering topics such as business and law; creative arts and design; earth, sea, Antarctic and environment; education and humanities; health and medicine; science, technology and engineering. Some examples include: Project Management, Industrial Cyber Security, Timber Design for Residential Construction or Science of Brewing Operations. Completion of most short courses are recognised with a digital Certificate of Completion, and some are eligible to be awarded a micro-credential.

Additionally, the University also offers ad hoc Business to Business (BSB) courses, developed and/or run for a specific audience when needed to support workforce development.

Lifelong learning access policy

The University is committed to ensuring equitable access to lifelong learning for all, regardless of ethnicity, religion, disability, immigration status or gender, as reflected in various policies, strategies and plans.

The Admission, Enrolments and Credit Policy supports a transparent and inclusive admissions process and participation opportunities for prospective students regardless of diversity in previous learning experiences and background. This applies to all learning activities at the University, including lifelong learning.

Further support is included in the Support for Students Policy (PDF 183.3 KB), which outlines how the University provides a personalised, equitable and supportive learning environment through which students receive an inclusive and welcoming university experience. This policy lists academic and non-academic support for students, including culturally appropriate services for Aboriginal and Torres Strait Islander students, tailored support for international students and learning plan adjustments for students with disability, health conditions or neurodiversity.

The Facilities, Infrastructure and Asset Management Policy indicates that the University provides campuses, facilities and equipment that support successful learning, teaching and research outcomes. In terms of access, the Policy indicates that University facilities will be open and accessible to all students, staff and members of the community, and events held at the University (including those providing lifelong learning) will uphold the values of the University - including diversity and the strength, resilience and creativity that it brings. Indeed, the University offers public access to its buildings and grounds, including those of cultural significance, libraries and galleries (see SDG11), which supports lifelong learning.

In addition, the Behaviour Policy highlights the University commitment to providing a safe, supportive, and healthy environment for all members of our community. Specifically, this Policy mandates that members of the University community will ensure research, learning and teaching environments are inclusive of differences, are diverse, intolerant of harassment and discrimination and that all people are treated with respect, fairness and justice.

Furthermore, the University also promotes a broader culture of inclusion though its Inclusion, Diversity and Equity Framework, fostering an inclusive culture which promotes equality, values diversity and maintains a working, learning and social environment in which the rights and dignity of all its staff and students are respected.

The Disability Inclusion Action Plan embraces universal design for learning and is inclusive of the needs of students with disability. This is complemented with accessibility advisors who provide specialist knowledge and professional guidance with strategies and support to assist students with their individual learning needs.

Likewise, the Strategic Plan for Aboriginal Engagement indicates that the University will ensure that the research and learning environment is safe and welcoming for Aboriginal and Torres Strait Islander staff and students and communities, and all Indigenous peoples by fostering adequate understandings of First Nations cultures, values and rights.

Together, these policies reflect UTAS’s strong commitment to lifelong learning access for all, including formal and informal learning, and inclusive education.

Other lifelong learning measures

• Public resources (lifelong learning)
• Public events (lifelong learning)
• Education outreach activities beyond campus

SDG5 Gender Equality

Gender Equality  aims to ensure gender equality by eliminating all forms of discrimination, unfair treatment and violence (including exploitation) against women, ensuring access to sexual and reproductive health and rights, and facilitating women’s full and effective participation and equal opportunities in all aspects of political, economic and social life (e.g., by providing needed public services, infrastructure, equal rights to economic resources and financial services, social protection policies and laws).

Our University recognises that there are people of diverse gender identities. We aspire to have a positive impact on the lives and experience of Tasmanians by improving gender equity through teaching, research, policies, procedures, and targeted scholarships and programs.

Student access measures

Tracking access measures

The University takes proactive steps to improve the participation - starting with admissions - and success of students who identify as women (including women in non-traditional areas).

Information on applications, acceptance and entry rates are monitored by the University. Admissions and completion rates are also reported annually to the Department of Education, who publishes ‘Selected Higher Education Statistics’ by university, including admissions by equity groups statistics (e.g., women and women in non-traditional areas). For example, in 2024, acceptance/entry rates from women were:

* Domestic students

The University uses a data-first approach to identify areas of improvement to inform future strategic directions to ensure that regardless of their background, students can be successful.

Other student access measures

• Policy for women applications and entry
• Women’s access schemes
• Women’s application in underrepresented subjects

Women’s progress measures

Policy of non-discrimination against women

The University’s Behaviour Policy requires that all members of the University community are considerate of each other and behave appropriately, acting in accordance with the University’s values of respect and self-respect, fairness and justice, integrity, trust and trustworthiness, responsibility and honesty. Discrimination against women and people of diverse sexuality and gender identities is considered inappropriate behaviour under this policy."

In addition, the Behaviour Procedure details examples of inappropriate behaviour that are covered by the policy in relation to discrimination against women. Some examples are:

• Unlawful discrimination means treating a person or group less favourably on the basis of the person or group having a particular characteristic or attribute (known as protected attributes), including gender and gender identity. These are prescribed under State or Federal legislation. Specific examples of direct discrimination include refusing to employ or promote a person because they are or identify as a woman or giving a person a lesser (or no) pay increase because they are about to commence maternity leave.
• Behaviour which offends, humiliates, or intimidates on the basis of certain attributes (for example, identifying as a woman). Specific examples include making inappropriate comments to a woman who needs to leave a tutorial early to collect their child from car or deliberating embarrassing a female colleague who is expressing milk for the purposes of breastfeeding their child.
• Gender Based Violence, i.e., violence that is used against someone because of their gender. It describes violence rooted in gender-based power inequalities, rigid gender norms and gender-based discrimination. The term is most often used to describe violence against women and girls, because most gender based violence is perpetrated by men against women, because they are women. This includes but is not limited to physical, emotional, financial abuse and coercive control.

Parental (maternity and paternity) policy

The University of Tasmania supports the participation in childcare duties by all parents.

The Staff Agreement includes generous Parental Leave benefits which cover women (maternity leave), men (paternity leave) and gender diverse staff in relation to the birth or placement of a child. Primary caregivers - who can be women, men or gender diverse individuals - are entitled to up to 26 weeks of paid parental leave, while non-primary caregivers can access two weeks of paid leave. Staff also have access to unpaid parental leave in accordance with the National Employment Standards, and can request flexible work arrangements to help balance work and family responsibilities.

These provisions aim to support women’s participation and promote gender equity by allowing all parents—regardless of gender or family structure—in participating in childcare duties. The agreement recognises the importance of family time and helps staff manage their transition into parenthood without financial stress or career disadvantage

Childcare facilities for students and employees

The University of Tasmania have childcare facilities offering professional childcare services located on campus in partnership with Lady Gowrie, which are available for staff and students. Students can focus on getting the most out of their studies, and employees can focus on their work, safe in the knowledge that their children are getting the best possible care in a nearby location. Families may be eligible for the Australian Government’s Child Care Subsidy, which can significantly reduce fees depending on income and other factors. TUSA (Tasmanian University Student Association) also offers financial hardship support that may help students manage childcare costs.

The University also provides free access to parenting facilities across its campuses for students and employees who are breastfeeding, bottle feeding, expressing milk, or caring for young children. These facilities are part of the University’s commitment to being a Breastfeeding Friendly Workplace, accredited by the Australian Breastfeeding Association. In addition, students are employees are welcome to breastfeed their children wherever they feel comfortable on campus.

Women’s success and support

The University takes proactive steps to improve the participation - starting with admissions - and success of students who identify as women (including women in non-traditional areas).

Information on completion rates by gender are monitored by the University. Admissions and graduation rates are also reported annually to the Department of Education, who publishes ‘Selected Higher Education Statistics’ by university, including completions by gender. For example, in 2024 the student population was 66% women, and 70% of student completions were by women. That same year, the graduation ratio (the proportion of students who graduated out of all students enrolled that same year) was six percentage points higher for women than men.

The University uses a data-first approach to identify areas of improvement to inform future strategic directions to ensure that regardless of their gender, students can be successful.

The University has several initiatives and programs to support students who identify as women and caregivers, including scholarships specifically for women in non-traditional areas; parenting facilities, including breastfeeding rooms; aKIDemic Life, which offers support for PhD students balancing their degrees with parenting; and information and support to reduce occurrences of gender based violence at our University (Preventing gender based violence). The University also offers mentorship opportunities for students who identify as women including, such as through the Women in Technology and Pathways to Politics for Women programs.

The Women in Technology Program aims to promote the importance of a diverse workforce; inspire, encourage and empower women and girls considering or building a career in technology; promote discussions about women working in technology related fields; and provide experienced and leading female voices from the technology sector to share their career journey and learnings.

Pathways to Politics for Women is increasing the number of women in Australian politics by equipping diverse women to boldly embrace their political ambitions, thrive as leaders and make a profound contribution to society. It provides comprehensive practical training, workshops, mentoring and career-long support, to provide unparalleled expertise for women who are serious about driving change through political leadership.

Other women's progress measures

• Non-discrimination policies for transgender
• Women’s mentoring schemes
• Policies protecting those reporting discrimination

SDG6 Clean Water and Sanitation

Clean Water and Sanitation aims to ensure access to safe, affordable drinking water, as well as adequate hygiene and sanitation as a basic human need and right. This goal acknowledges that water pollution, access and security are growing problems. Management strategies include improving water quality, usage efficiency, desalination, and waste-water treatment and recycling. Integrated water resource management across state and national boundaries must be equitable, sustainable and cooperative, involving local communities.

University research and education seeks to understand hydrological cycles, effects of water-borne diseases and pollutants on health, and to address local and global environmental water challenges.  We partner with local communities and Indigenous knowledge holders to enhance water management. We work with industry to reduce water use and negative impacts on ecosystems to improve human and environmental health.

Water in the Community

Water management educational opportunities

The Tasmanian Institute of Agriculture (TIA) is a specialist institute at the University of Tasmania with a mandate to deliver research, industry development and education for the agri-food industry of Tasmania. TIA offers community outreach programs on water irrigation practices and water management to the local community as part of their normal activities. Some relevant examples are:

• The Water Use Efficiency program (2024-2025), which offers free online education resources and events aimed to the local and regional community (specifically Tasmanian producers) to learn more about how to improve water use efficiency on farms. By exploring ways to use water efficiently on-farm and adopting best-practice water management practices, producers can build resilience to the increased risks of climate change. Resources and events are free and open to the public, and cover topics such as irrigation maintenance and performance, optimising irrigation, such as on-farm water storage.
• The Field Days program (ongoing) is a TIA flagship educational program, a free annual event conducted in their dairy and vegetable farms, which covers various topics including water irrigation practices and water management. In 2024 the Forthside Vegetable Research Facility Field Day included a topic on growing value from irrigation. Field Days include short research updates with opportunities for attendees to ask questions, a Q&A with local growers, networking opportunities at an industry expo, and an opportunity to walk around the farm to view current trials.

Off-campus water conservation support

The University’s Tasmania Institute of Agriculture (TIA) supports Tasmanian food producers and processors to accelerate primary sector productivity while maintaining and improving Tasmania’s land and water quality for future generations - this includes water conservation.

Specifically, the TIA Agricultural System Centre's activities focus on systems ranging from soil management and irrigation scheduling, to looking after water catchments. Their TAS Farm Innovation Hub was designed to help Tasmanian farmers, and those who support them, to care for land and waterways. One of the Hub main topics is water, including issues of reliable access and efficient use of water. Hence, their research supports water conservation off campus.

Examples of recent projects include:

• The TAS Farm Innovation Hub’s state-wide Water Use Efficiency program (2024-2025) supports Tasmanian primary producers to build confidence and skills in their farm water management and to improve their resilience to drought and climate variability.
• TIA’s project ‘Growing value from irrigation for Tasmanian agriculture’ (2024-2027) focuses on the efficient use of irrigation, resulting on water conservation, to boost sustainability and profitability for Tasmanian farmers off-campus. The project will support farmers to make decisions, addressing common issues associated with irrigation including scheduling, irrigating to needs of the soils, crop and climate, and optimising efficiency.

With these two programs, TIA supports water conservation off campus by supporting Tasmanian farmers through the provision of access to information and resources for the efficient use of water resources.

Cooperation on water security

The University’s Tasmania Institute of Agriculture (TIA) actively addresses water security in close collaboration with government and industry partners. TIA’s work supports the capacity of Tasmania’s population to safeguard sustainable access to water through:

• Research on irrigation efficiency and soil moisture: TIA leads projects like the Water Use Efficiency program, which helps farmers optimise irrigation and cropping decisions using soil mapping, benchmarking, and decision-support tools
• Climate resilience and drought adaptation: TIA runs climate-related research projects, including breeding drought- and waterlogging-resilient crops, modelling climate futures, and demonstrating the value of irrigation.
• Water quality and ecosystem preservation: Through its Agricultural Systems Centre and TAS Farm Innovation Hub, TIA investigates soil and water management practices that improve water retention, reduce pollution, and enhance biodiversity

TIA is also a collaborative partner of the Derwent Catchment Project (DCP). Collaborative partners include a wide range of industry, NGOs, community organisations and government – including various local councils, state government entities such as the Inland Fisheries Service, and national government programs such as National Landcare. The Project aims to empower and inspire the community to be involved in active management to improve land and waterway condition in the catchment and to facilitate community and industry innovation and investment in best-practice resource management to reverse land and waterway degradation, therefore ensuring water security.

The Project actively works to ensure water security by improving sustainable access to water of acceptable quality through initiatives such as river restoration, weed removal, and revegetation, which enhance waterway health and flow. It supports livelihoods and socio-economic development by promoting best-practice farming and fostering nature-based economic activities. In terms of pollution control, DCP addresses nutrient management and implements catchment-wide strategies to reduce water-borne contaminants, contributing to safer water systems. The project also plays a vital role in disaster resilience, with targeted flood recovery planning, fire management, and broader disaster mitigation efforts. Ecosystem preservation is central to DCP’s mission, evident in its conservation programs for endangered species like the Miena cider gum, and its extensive native revegetation work. Finally, DCP contributes to climate resilience and regional stability by building landscape-scale capacity to withstand threats such as drought, fire, and invasive species.

Likewise, the Institute for Marine and Antarctic Studies (IMAS) works with international partners to deliver their research to government, industry, institutions and communities. IMAS plays a role in water security, with a focus on the coastal and marine environment. They conduct research on oceanographic processes, marine ecosystems, and climate change impacts that directly affect water availability and quality in marine and coastal environments. They support sustainable seafood production, fisheries management, and aquaculture innovation, which depend on good quality water, to ensure food security and economic prosperity for communities reliant on aquatic resources. IMAS also investigates pollution impacts, ecosystem degradation, and climate-driven disasters such as sea-level rise and extreme weather events, contributing to mitigation strategies and resilience planning. They are leaders in regeneration science and conservation efforts for temperate marine ecosystems, Antarctic biodiversity, and endangered species, such as the Maugean skate and Antarctic krill. Furthermore, through its governance, socio-ecology, and economics research, IMAS contributes to jurisdictional planning and policy development for Tasmania, the Southern Ocean, and Antarctica — regions with strategic geopolitical importance.

Promoting conscious water usage on campus and in the wider community

The University of Tasmania is committed to reducing water consumption and pollution through water harvesting, water treatment and water efficiency infrastructure. The University actively supports conscious water use on campus and beyond.

Some examples of initiatives include the provision of visible water harvesting tanks (688kL capacity) with rainwater being reused for toilet flushing mainly,  as well as water efficiency infrastructure across campuses, such as water efficient taps, sensor taps and dual flush toilets . As many campuses are embedded in the community, with many locals often passing through and using our buildings, these initiatives help to promote conscious water use for campus and local communities. Over the coming years, it is envisaged that water harvesting capacity and water efficiency will continue to improve through infrastructure upgrades and behaviour change initiatives.

The University has also developed a water campaign poster (PDF 204 KB) to promote conscious water usage. This poster highlights the value of clean water and provides some tips to reduce water use when using toilets, taps, water fountains and showers. The poster has been designed to be displayed on campus and the wider community. Posters are regularly displayed in dedicated frames across campuses to promote conscious water use among students, staff, visitors, and residents. Furthermore, the poster is publicly accessible through the University’s Sustainability Portal, and community members are encouraged to download it, print it and display it in the neighbourhoods.

Another way in which the University promoted conscious water use in the community is through community outreach events. For example, the Tasmanian Institute of Agriculture (TIA), a specialist institute at the University, offers community outreach programs on efficient irrigation practices and conscious water use as part of their normal activities. Some relevant activities include the Water Use Efficiency program, which offers free online education resources and events aimed to the local and regional community to learn more about how to improve water use efficiency on farms, and the Field Days program, a free annual event that covers various topics including water irrigation practices and water management.

Water usage, care and reuse

• Wastewater treatment
• Preventing water system pollution
• Free drinking water provided
• Water-conscious building standards
• Water-conscious planting
• Water reuse policy
• Water reuse measurement
• Sustainable water extraction on campus

SDG7 Affordable and Clean Energy

Affordable and Clean Energy aims to ensure universal access to well-established, affordable and modern clean energy services including renewable energy and energy efficiency by facilitating clean energy research and technology as well as improving sustainable energy infrastructure and decreasing energy use.

The University is committed to contributing to Tasmania being a leader in affordable and clean energy and efficient energy use. We will drive innovation for the global application of Tasmania’s renewable energy expertise, including hydroelectric, wind and marine platforms for offshore energy production. We also drive innovation for energy efficiency through our research and built environment programs.

Energy and the community

Local community outreach for energy efficiency

The University promotes the importance of energy efficiency and renewable energy to various communities and through various platforms. For example:

• The University’s Centre for Renewable Energy and Power Systems (CREPS) offers a flagship annual event, ‘Isolated Power Systems Connect’, which brings together academics, industry leaders, and technical experts from the community. The event fosters collaboration across renewable energy, storage, mobility, and power generation, providing a platform to share insights, present results, reflect on lessons learned, and explore future collaborations. In the 2024 program, various sessions covered the topic of renewable energy and decarbonisation. Furthermore, the 2024 included a visit to a Tasmanian wind fam, a cutting-edge facility that is part of Tasmania’s initiative towards sustainable energy, featuring numerous turbines set against a backdrop of rolling hills and vibrant wildlife
• The Tasmanian Youth Climate Leaders Program (2023-2024) was a collaboration within the EfS Tasmania network by the University of Tasmania and Sustainable Living Tasmania (NGO), supported by the Tasmanian Government through ReCFIT (Renewables, Climate and Future Industries Tasmania). The Program provided educational resources and mentorship to students (aged 10-18 years) as they learnt about climate change and implemented a climate action project in their school or local community during the year. Topics covered included energy efficiency and sustainable transport among others.
• The Future Innovators Engineering Expo is a University program aimed to Tasmanian students in Years 9 -12 where graduating engineering students present their capstone projects in a poster/demonstration session. Sessions often include projects that touch on the importance of energy efficiency and clean energy. For example, sessions presented have included a project that aimed to ensure that electric vehicles in the future will always be fully charged and ready to go the next day, a project that looked at optimising battery energy storage system and solar PV for electric vehicle fleet charging, and a project about renewably powered medical oxygen generation for low-resource settings.

Other energy in the community initiatives

• 100% renewable energy pledge
• Energy efficiency services for industry

Energy efficiency services for industry

The University’s Centre for Renewable Energy and Power Systems (CREPS) is a University of Tasmania Centre that was created to help the power industry meet the challenges of the 21st Century. CREPS is a world-class research centre, specialising in the fields of renewable energy and enabling technologies. It aims to enhance both fundamental and applied research in power and energy systems in Australia, through its experienced and multidisciplinary researcher team.

The Centre supports world-leading research with local and global partners across four program areas: electrical power, energy systems, sustainable and emerging technologies and renewable energy, enabling and storage technologies. It has access to several onsite laboratory facilities including purpose-built renewable energy, microgrid and power laboratories, and it is equipped with state-of-the-art infrastructure.

CREPS’s flagship annual event, Isolated Power Systems Connect, is a utility and independent power producer forum that facilitates knowledge sharing across operational remote area power systems. The IPS Connect conference is an international technology forum that brings together academics, industry leaders, and technical experts in renewable energy, storage, mobility, and power generation to share insights, present results, reflect on lessons learned, and explore future collaborations.

They are also partners of the ARC Training Centre in Energy Technologies for Future Grids. This Training Centre helps to equip the next generation of electrical power engineers with the skills and knowledge needed to move Australia towards a transformed, climate-friendly era of energy supply.

Policy development for clean energy technology

The University Tasmanian Policy Exchange (TPE) is an agile team of researchers focused on the big issues shaping Tasmania's future. TPE works with government, as well as industry and community partners, to produce and share rigorous, independent evidence and policy analysis. They also support our University colleagues to make timely and informed contributions to policy debates and support governments, including through policy development, to address numerous economic, social and environmental challenges, aligned with the Sustainable Development Goals (SDGs), that we are facing.

One of their key areas is ‘Transitioning to a zero-emissions future’, which includes scaling up renewable energy generation for a Tasmania's renewable energy future. TPE’s work in this are includes preparing submissions to Tasmanian Government reviews and draft plans for the State’s renewable energy future and climate action strategies. Relevant work in this area has been focused on Tasmania, but it’s applicable to local, regional, national and global levels. Some examples include:

• Climate action in Tasmania: A Submission on Tasmanian Government’s Draft Emissions Reduction and Resilience Plans for the Energy, LULUCF, Agriculture, and IPPU sectors (2024). This submission posits that there is an urgent need to increase renewable energy generation to support the decarbonisation of the economy and low emissions industries of the future and has a whole section dedicated to this topic, covering both the need for increase in renewable energy generation projects and energy efficiency upgrades and smart systems for households and businesses.
• Tasmania’s Clean Fuel Future: A Submission on the Draft Future Clean Fuels Strategy (2025). The submission provides a series of principles to inform the development of a clean fuel strategy, including that policies to promote clean fuel production must ensure the sustainable use of natural resources and renewable electricity, and that clean fuel and associated renewable energy projects must deliver long term community benefits and legacies, and be informed by regional systems modelling and community collaboration.

Assistance to low-carbon innovation

The University provides assistance for new businesses and entrepreneurs in their early stages, including those that foster a low-carbon economy and technologies.

For example, between 2022 and 2024 the University provided financial and in-kind support for X-Hemp by advancing working capital funding to underwrite Hemp production, and providing in-kind advisory support by the InVent team on capital raising and grant writing. X-Hemp is a local start-up, Tasmania’s only hemp processor and the only facility of this type in the world fully owned and operated by women. They produce 'hempcrete', a carbon-negative construction material, which will has been used extensively in the University’s Forestry and Timberyards redevelopment, a project to create a state-of-the-art hub for learning and teaching in Hobart.

University measures towards affordable and clean energy

• Energy-efficient renovations and new buildings
• Upgrade buildings to higher energy efficiency
• Carbon reduction and emission reduction process
• Plan to reduce energy consumption
• Energy wastage identification
• Divestment policy

SDG8 Decent Work and Economic Growth

Decent Work and Economic Growth aims to drive sustained and inclusive economic growth, create decent work for all, and improve living standards. This can be achieved through technological innovation, sustainable development policies, reducing youth unemployment, procurement policies, protecting labour rights, efficient resource use, and decoupling economic growth from environmental degradation..

The University partners with government, business and communities to ensure that our students and graduates have opportunities to work in diverse, inclusive, innovative, sustainable existing and emerging industries. Our connection to Tasmania’s economy ensures we contribute to local innovation and provides opportunities to share our research and knowledge with the world. Tasmania’s environment uniquely places us to explore sustainable industries.

Decent work and economic growth initiatives

• Employment practice living wage
• Employment practice unions
• Employment policy on discrimination
• Employment policy modern slavery
• Employment practice equivalent rights outsourcing
• Employment policy pay scale equity
• Tracking pay scale for gender equity
• Employment practice appeal process
• Employment practice labour rights

SDG9 Industry, Innovation and Infrastructure

Industry, Innovation, and Infrastructure aims to promote inclusive and sustainable industrialisation, and build quality, reliable, sustainable, and resilient infrastructure. This can be achieved through innovation, technological progress, and research enhancement to find lasting solutions to environmental, social, and economic challenges, including increased resource and energy efficiency.

The University is committed to develop services and infrastructure to promote sustainable industry innovation and adopt sound and novel technologies to meet global and regional industry needs. We encourage our students and staff to collaborate with industry, government, and local organisations to promote sustainable development in Tasmania. We offer scholarships and directly support students, including students from developing countries, to contribute to research and gain technological capabilities, creating more sustainable trends across industries.

SDG10 Reduced Inequalities

Reduced Inequalities aims to ensure equal opportunity and to empower and promote the social, economic, and political inclusion of all, irrespective of age, gender, ability, race, ethnicity, origin, religion or economic or other status. This will ensure that vulnerable populations (including refugees and migrants, Indigenous peoples, older persons, people with disabilities and children) are not left out of progress.

The University is committed to reducing inequality by facilitating access to quality education. We have created a culture that ensures zero tolerance to all types of discrimination and awareness of the complexity of intersectionality. We provide alternative pathways as a non-traditional entry to our courses.  Scholarships have been refocused to support students with the greatest needs. Students are supported throughout their learning journey.

Measures against discrimination

Access to university track underrepresented groups applications

The University takes proactive steps to improve the participation - starting with admissions - and success of students from diverse and underrepresented groups such as students that identify as women (including women in non-traditional areas), students with disabilities, students with a low socio-economic background, students with an Indigenous background, and first in family to go to the university.

Information on applications, admissions and completion are monitored by the University. Admissions and completion rates are also reported annually to the Department of Education, who publishes ‘Selected Higher Education Statistics’ by university, including admissions by equity groups statistics. For example, in 2024 admission rates for underrepresented groups were:

* Domestic students

The University uses a data-first approach to identify areas of improvement to inform future strategic directions to ensure that regardless of their background, students can be successful.

University diversity officer

The University has an Inclusion, Diversity and Equity Unit as we are committed to fostering an inclusive culture which promotes equality, values diversity and maintains a working, learning and social environment in which the rights and dignity of all its staff and students are respected. They provide details of a number of initiatives that allow us to progress inclusion, diversity and equity, including our communities’ personal responsibility. They also offer some suggestions on ways in which we can contribute to making our University an inclusive culture place, where everyone can contribute and develop regardless of differences.

Focus areas of the Inclusion, Diversity and Equity unit include accessibility, Aboriginal and Torres Strait Islander groups, cultural and religious diversity, gender diversity and equity, enabling work and life balance, parental leave, resources and training opportunities, and equity and diversity policies and legislation.

Furthermore, until 2024 each University College had specific Inclusion, Diversity and Equity Committees (CIDEC). These committees provide advice to college leadership on inclusion, diversity, and equity matters for staff and students, supporting the University's broader commitment to these principles. The Colleges have now been reorganised into Academic Units as part of its strategic plan to align with institutional priorities and modern educational delivery.

Support for underrepresented groups

The University provides various programs to support students and employees from various equity and underrepresented groups. Some examples are:

Aboriginal and Torres Strait Islanders

The Riawunna Centre team is focused on Aboriginal and Torres Strait Islander student success. They provide a culturally welcoming space for students to study, access academic and cultural support, and be a part of a dynamic community. Riawunna provides academic support and advice; assistance with applications for bursaries, scholarships and cadetships; cultural and social support and events; the murina program (providing skills and confidence to commence undergraduate studies and pursue other vocational goals); pastoral care; resource collection featuring aboriginal literature and resources; spaces for studying and relaxing; aboriginal student adviser for assistance and referral for academic/personal issues; tutoring services.

The University has also implemented internal career development pathways, professional development opportunities, and mentorship programs to support the career advancement of Indigenous staff, guided by the University’s Aboriginal Employment Plan 2021-2024.

Gender diverse

The University’s Ally Network provides peer support to people of diverse sexualities, sexes and gender identities. The Network helps to create a safe, nurturing, inclusive, and affirming University environment. Allies are trained staff and students who are informed about, sensitive toward, and understanding of people of diverse sexualities, sexes and gender identities and their issues. They can be approached by students and staff if there are aspects of their experience at University as a sexually and gender diverse person that they need to discuss. Allies provide guidance and are a supportive point of contact.

In addition, The Pride Society of the Tasmanian University Student Association (TUSA) creates spaces for students on all campuses to connect, feel welcome and find other like-minded LGBTQIA+ people. The society runs social events like barbecues, dance parties, film nights, and market days. They also support students to attend professional development sessions and support queer research

Disabilities

The Speerment Program [intranet page] is a Specialist Peer Mentor Program that gives students on the autism spectrum support and assistance to help organise and manage their studies. Mentors check that students are on track to meet all of the course assessment requirements. This includes determining if the student with autism understands and has all the information they need to successfully complete tasks. If the assessment involves group work, the mentoring work includes helping the student develop skills to better understand the social aspects of task completion. The weekly check-in also serves to determine if a student is coping OK with their overall workload. Mentors engage in continuous review and reflection of their work to determine how to improve the process of their mentoring to achieve the outcomes needed by the student. The program means that these mentors, too, will leave the university and take the skills and knowledge they have learnt into the wider community for the benefit of all.

The Community of Practice for neurodivergent staff [intranet page] is a place to share knowledge, develop skills and engage with professional development for neurodivergent staff at the University of Tasmania. It has a practical focus on strategies, adjustments, communication and innovation.

Likewise, the Disability at Work Network (DAWN) [intranet page] is a network for staff with disabilities, and it is a safe, welcoming and supportive environment to share experiences, build new networks and champion the inclusion of people with disabilities in the workplace. Membership of DAWN is open to all staff who identify as having a disability, including staff who are neurodivergent or have a chronic illness that can be disabling or debilitating. Staff do not need to declare their disability status or what their disability is, to become a member.

The University has also adopted the Hidden Disabilities Sunflower Scheme, which aims to help people with non-visible disabilities signal their need for assistance, understanding, or extra time without having to disclose their disability. By adopting this scheme, the University demonstrates its commitment to inclusivity, improving the experiences of individuals with hidden disabilities, and enhance overall community well-being. This initiative supports current students and staff and community members who value a supportive and inclusive environment.

Women

See SDG5

Accessible facilities, disability support services and access scheme

As part of the University’s commitment to equity and inclusion, the University has developed a Disability Inclusion Action Plan 2022-2024, which is still current and has been adopted for 2025. This plan acknowledges and celebrates that people with disability are part of our University community, as students, staff, residents, visitors and through our activities in learning and teaching, student experience, research and community engagement.

The University provides accessible facilities for people with disabilities including accessible parking and inclusive spaces. For example, buildings at University campuses have lifts that can be used by the University and local community to access all floors. Likewise, facilities have toilets suitable for wheelchair access. New buildings and campuses are designed with disability expertise to ensure access to fittings, furnishings, and equipment.

Furthermore, the University provides assistive software on computers, and support services like Auslan interpreters, study materials in accessible formats, and assistive hearing devices.

Specialist support for students with a disability or health condition (including a mental health) that is impacting their study include access to an Accessibility Adviser to find out about strategies and support appropriate to their situation. Accessibility Advisers can provide information about all stages of the University journey relating to students disability, from application to graduation; discuss and evaluate the possible impact of the disability and / or health condition on the student’s participation in their study; provide information about adjustments about services to reduce the impact of the disability on their study; and assist students to apply for services and reasonable assessment adjustments through an approved Learning Access Plan.

The University also offers access schemes for people with different abilities. For example, the Speerment Program [intranet page] is a Specialist Peer Mentor Program that gives students on the autism spectrum support and assistance to help organise and manage their studies. Mentors check that students are on track to meet all of the course assessment requirements. This includes determining if the student with autism understands and has all the information they need to successfully complete tasks. If the assessment involves group work, the mentoring work includes helping the student develop skills to better understand the social aspects of task completion. The weekly check-in also serves to determine if a student is coping OK with their overall workload. Mentors engage in continuous review and reflection of their work to determine how to improve the process of their mentoring to achieve the outcomes needed by the student. The program means that these mentors, too, will leave the university and take the skills and knowledge they have learnt into the wider community for the benefit of all.

Likewise, the Community of Practice for neurodivergent staff [intranet page] is a place to share knowledge, develop skills and engage with professional development for neurodivergent staff at the University of Tasmania. It has a practical focus on strategies, adjustments, communication and innovation.

Other measures against discrimination

• Non-discriminatory admissions policy
• Access to university by underrepresented groups
• Anti-discrimination and anti-harassment policies
• Disability accommodation policy

SDG11 Sustainable Cities and Communities

Sustainable Cities and Communities aims to make cities safe, sustainable, healthy, and resilient.  This will be achieved through focus areas in cities including accessible housing; sustainable and affordable transport systems; inclusive and green public spaces; protected cultural and natural heritage; and reduced environmental impacts.

The University adopts whole system thinking to promote interconnection across and within systems to create, maintain, and regenerate sustainable cities and communities. The University is contributing to sustainable cities through the creation and upgrading of its campuses, including future proofing against environmental disasters, reducing its carbon footprint, and providing public green spaces.

Support of arts and heritage

Public access to buildings and landscapes of cultural significance

The University has various buildings of cultural significance that are listed in the Tasmanian Heritage Register, an inventory of places identified as important to Tasmania and Tasmanians because of their connections to the State's history, culture, and society. These places are linked to the cultural fabric important to our local communities, our state’s identity, and our tourism industry. Some examples include:

• Sandy Bay campus: Christ College
• Hobart campus: Domain House; The Hedberg site; Hollydene (Medical Science Precinct); Forestry Tasmania Dome
• Inveresk campus: Railway Workshops (incl Academy of the Arts)
• Newnham campus: Newnham Hall, Riverside Cottage and Grounds

These places are open to the public on a daily basis (e.g., The Hedberg; Riverside Cottage grounds; Forestry Building once refurbishment works are completed), or during special events such as community engagement activities, performances, guided tours (e.g., Domain House, the original home of the University).

In addition, various campuses have Aboriginal gardens that are landscapes of cultural significance, deeply aligned with the values of SDG11, and permanently open to the public. The gardens were designed in collaboration with Palawa artists embedding Aboriginal cultural values, stories, and practices into the landscape. The design process was Indigenous led, ensuring cultural protocols were respected and community aspirations were met. For example, the Riawunna Garden at Inveresk campus features native plantings, a performance space and four distinctive artworks that have been imagined by proud Tasmanian Aboriginal artists.

Public access to libraries

The University welcomes members of the public to access its libraries, including books and publications. Visitors are allowed to enter the University libraries during staffed hours to browse and view print resources. Most electronic resources can be accessed on-site using catalogue computers.

For those interested in borrowing materials, UTAS offers a Community Borrower program. Community Borrowers also have the option to request scanned copies of chapters or articles from print materials. While remote access to electronic resources is limited, on-site access provides a valuable opportunity for the public to engage with academic materials.

Public access to museums

The University offers a number of cultural collections on display in gallery, museum and campus spaces around Tasmania. Entry is free to all these collections, although some require booking an appointment.

Some examples include:

• The John Elliott Classics Museum in Sandy Bay campus houses a significant collection of ancient artefacts from Egypt, Mesopotamia, Greece, Etruria and Rome including 300 artefacts and 500 ancient coins. The museum is open to the public and used as a research and teaching resource for the University, community, and school groups.
• The Plimsoll Gallery (Hobart City campus) showcases touring and curated exhibitions of innovative local, national, and international contemporary art and design as well as student work from the School of Creative Arts and Media.
• The Academy Gallery is part of the Inveresk cultural precinct. The Gallery exhibits contemporary art and design including works from School of Creative Arts and Media students. The exhibition program aims to display art, craft and design that is insightful, challenging and rewarding to the community.

Arts and heritage contribution

The School of Creative Arts and Media work in brand-new inner-city facilities at Inveresk and in Hobart’s Creative Arts Precinct, which combines creative spaces in a converted 19th-century factory on the Hobart waterfront with cutting-edge technology at the Hedberg. Their programs are distinguished by the opportunities they present for students to work across their disciplines and collaborate on creative projects.

The School organises and hosts frequent public performances and events that include artist talks, public lectures, music concerts, tours and performances, theatre performances, art, sculpture and object design exhibitions, film screenings, and micro-festivals. Every year they contribute over 200 performances and events in Tasmania. The community are warmly encouraged to attend, and upcoming events can be found on the University events page.

Other support for arts and heritage

• Public access to green spaces
• Record and preserve cultural heritage

Sustainable practices

Affordable housing for employees and students

The University conducts research on housing dynamics, including evaluation of affordable housing. For example, the Tasmanian School of Business and Economics works on addressing economic challenges in Tasmania and beyond, with affordable housing evaluation as one of their main research themes. Research experts in housing and social issues work to understand the housing market as a crucial component of social wellbeing. This research has policy relevance in housing market issues and households’ financial wellbeing for our staff and students.

In addition, the School of Social Sciences hosts the Homelessness CoILAB, which works on homelessness prevention and early intervention in Tasmania and beyond, with evaluation of affordable housing for all being a key aspect.

Staff

The University has a Staff Relocation and Incentives Program [intranet page] to support the University's regionally networked strategy. The program offers relocation support to eligible staff, including relocation costs such as legal and stamp duty or rental assistance and other out-of-pocket costs, as well as reduced parking fees and consideration of other reasonable costs, and funding for personal/professional development.

Students

The University provides students with several on-campus housing options and financial aid opportunities.

The University is part of the National Rental Affordability Scheme (NRAS) which provides affordable living for students who meet the requirements. NRAS is an Australian Government initiative aiming to address the shortage of affordable rental accommodation.

The University also evaluates affordable housing close to our Sydney campus and lists affordable housing for students. These options are affordable alternatives that are recommended by the University of Tasmania but operated independently.

We also offer plenty of financial support to keep student’s housing costs affordable. This gives students access to a community designed to support their academic, social, and wellbeing needs - all on a student's budget. For example, relocation bursaries are available to eligible students to help cover the costs associated with moving.

Financial support programs such as the Student Financial Hardship Scheme and Higher Degree by Research Extreme Hardship Fund are also available through the Tasmanian University Student Association. This support is not a loan and does not require repayment. For example, the HDR Fund provides a limited number of extensions/payments for living allowances to eligible HDR (Higher Degree by Research) candidates in exceptional cases where they have experienced delays in their candidature or other financial hardships.

Other sustainable practices

• Targets for more sustainable commuting
• Promote sustainable commuting
• Allow remote working
• Pedestrian priority on campus
• Local authority collaboration regarding planning and development
• Planning development - new build standards
• Building on brownfield sites

SDG12 Responsible Consumption and Production

Responsible Consumption and Production aims to ensure responsible and sustainable consumption and production. This will be achieved through the application of a circular economy that seeks to promote sustainable lifestyles, minimise material use, reduce waste and pollution, circulate products and materials, and decouple economic growth from environmental degradation. This can contribute substantially to poverty alleviation and the transition towards low-carbon and green economies.

The University consistently applies sustainability criteria when making procurement, resource, and waste management decisions. We work towards minimising our waste, with a long-term aspiration to achieve zero waste to landfill. We encourage our staff to consider the need of any purchase and, if the purchase is required, to choose environmentally and socially preferable products and services from companies committed to sustainability, to interrogate the supply chain with regard to modern slavery, and to support just and resilient local economies.

SDG13 Climate Action

Climate Action aims to take climate action encompassing mitigation and adaptation.  It includes climate change measures incorporated into strategies and plans, using investment to support rapid decarbonisation of our economy, a focus on green jobs and sustainable, equitable and inclusive growth, improved education and awareness-raising, and increased institutional capacity to address climate risks, all fostered through cooperation.

The University acknowledges the climate emergency by being a signatory to the Race to Zero initiative. We are carbon neutral certified, are implementing an Emissions Reduction Strategic Plan, and have achieved full divestment from fossil fuel exposed investments. The University prioritises research on climate impacts and engages with community, business, and government to raise awareness, mitigate impacts, and contribute expertise to strategies and policies.  Climate emergency causes, impacts, mitigation, and adaptation are the focus of a number of courses that we offer.

Go to our Climate Action page

Environmental education measures

Local education programs on climate

The University manages local education programs and organises events for local education on climate-related issues. In 2024, some relevant examples include:

• The Curious Climate Schools is a University of Tasmania program that connects school students aged 10-18 with trusted climate experts, and provides climate education resources to schools in Tasmania. Commencing in 2020, Curious Climate Schools is an ongoing program aiming to deliver public-powered scientific engagement, bridging the gap between experts and children with credible, relevant information about climate change. Each student question is answered in video or webpage format by the panel of experts, and those answers are uploaded to the Curious Climate Schools website, where they can be explored by students and their teachers, as well as the wider public. The Curious Climate program was named winner of the Benefitting Society category at the 2022 Green Gown Awards Australasia, which recognise outstanding sustainability initiatives in universities and colleges.
• 'Can We Survive on a Hotter Planet?' (2024). This session focused on preparing for inevitable warming. The discussion was led by Clive Hamilton, a celebrated figure in Australian academia, together with a panel of University of Tasmania experts.
• 'Living Well with Climate Change, A conversation for the Huon Community' (2024). A community conversation on how practices like mindfulness, yoga, and spending time in nature can support individuals and community to manage challenges like bushfires, floods, and other climate change challenges.

Climate Action plan, shared with local government and/or local community groups

To meet our commitment to climate action, Race to Zero and carbon neutral certification, the University has developed a comprehensive and ambitious Greenhouse Gas Emissions Reduction Strategic Plan 2022-2030 (PDF 2.0 MB), which sets out how the University will accelerate and broaden climate action to address carbon emissions from all three emission scopes. Our efforts are guided by the 1.5°C Paris Target (IPCC pathway) that requires a global net anthropogenic GHG reduction of 45% by 2030 and reaching net zero before 2050.

Our objective is to deliver an ambitious plan for climate action and set goals that are ahead of current global standards so that we are a model for how to transition our society and economy to a low to zero carbon basis. Thus, our Greenhouse Gas Emissions Reduction Strategic Plan will reduce gross emissions by at least 50% by 2030 from a 2015 baseline year. It includes 42 measurable actions by emission source (covering scopes 1, 2 and 3 emissions) with clear KPIs/targets, deadlines, indicative cost of implementation and responsibility.

The Strategic Plan is publicly available and actively shared with other higher education institutions, government, and community groups. For example, the Plan has been shared through provision of the document and presentations on content to the Tasmanian Government-related Entities Sustainability Working Group, the City of Hobart Climate team, and community groups such as Sustainable Living Tasmania, Tasmanian Climate Collective, Net Zero Channel Inc (NZC).

Co-operative planning for climate change disasters

The University has partnered with state and local governments to plan for climate change disasters in various ways. In 2024, relevant examples include:

• The Practical and Sustainable Pathways to Community Coexistence with Bushfires Project (2023-2028) aims to develop adaptation pathways so Australian communities can co-exist safely and sustainably with intrinsically flammable landscapes. In collaboration with local, regional and national governments, state Department of Police, Fire & Emergency Management, Aboriginal communities contributing traditional knowledge, and world-leading fire scientists, this project is expected to provide insights into the drivers of fire disaster, concrete outcomes such as optimal preventive and mitigation plans, and greatly improved community understanding and involvement.
• The Tasmanian Bushfire Preparedness Survey Project (2023-2024) is designed to give an up-to-date and representative snapshot of the bushfire planning and preparedness of residents of bushfire-prone suburbs in every Tasmanian local government area, providing legacy baseline data for evaluation of new community preparedness and resilience plans and campaigns and evidence-based pathways for engaging with residents to improve bushfire preparedness.
• The Sparking Conversations, Igniting Action Project (2022-2024) is a joint initiative with various local governments to provide communities with the support they need to better prepare for and build resilience to bushfire. The Fire Centre will be evaluating the community engagement of the SCIA project, and contributing to the assessment of flammability of garden plants.
• The University's Disaster Resilience Research Group works with government and industry to collectively strengthen society's resilience to disasters, recognising the need to promote cooperation between research entities and those involved in emergency management to develop new products that enhance disaster resilience. The Group's research focuses on co-operative disaster planning and resilience, including climate change disasters, both locally in Tasmania, nationally in Australia and internationally. This often includes community displacement. For example:
  • Improving decision-making and trust-building in disaster management teams: In collaboration with various government emergency services that provide search, rescue, and humanitarian aid to displaced people, this project aims to foster trust among disaster management stakeholders during both planning and response phases, supporting the co-operative efforts needed to address climate-related disasters. Supported by the University of Tasmania and Natural Hazards Research Australia (NHRA),
  • Post Flood 2022/23: A Collaborative and coordinated flood research program across multiple jurisdictions (2023-2024). This project seeks to learn firsthand from people who were impacted by the 2022 floods in northern Tasmania and apply their lessons to future flood preparedness. The important first-hand experiences gathered for this research will provide an in-depth understanding of the communities lived experiences  before, during and following the significant flood events in 2022. This data will be a valuable source of accurate information to help agencies and stakeholders understand and learn from these floods.

Information and support for government in local climate change disaster/risk early warning and monitoring

The University often informs and supports local and state government in climate change disaster or risk early warning and monitoring. In 2024, some relevant examples include:

• The 'Drought-ready communities: A pilot project for regional drought planning preparedness' project (2024) conducted a community-based resilience-building exercise in NW Tasmania as part of the state governments 2-year Regional Drought Resilience Planning Program. This included early warning and monitoring. The pilot informed planning for regional drought preparedness. Based on learnings from the pilot, a separate phase of the activity may see the exercise replicated and rolled out in multiple communities across Tasmania to inform planning and preparedness across the state.
• The Climate Futures Research Group has developed 'A Natural Hazards Atlas for Tasmania', supported by the National Emergency Management Agency’s Disaster Ready Fund. The tool was launched in 2024, a critical first step in developing a multi-layered online resource that monitors and provides detailed data on natural hazards such as bushfires, floods, and storms. The atlas aims to bridge the gap in locally relevant and accessible hazard information, for multiple sectors across all of Tasmania, which is crucial for effective planning and response to natural hazards to build disaster resilience and preparedness.

Collaboration with NGOs on climate adaptation

The University partners with NGOs to collaborate in climate adaptation education. In 2024, relevant examples include:

• The Tasmanian Giant Kelp Restoration project (2023-2024) is a partnership between The Nature Conservancy, Natural Resource Management South (both NGOs and not-for-profit organisations), the Institute for Marine and Antarctic Studies (IMAS) at the University of Tasmania, and the CSIRO, Australia’s national science agency. The project aims to develop methods for large-scale restoration of Giant Kelp, which has been impacted by climate change, and bring together the knowledge, experience and capacity of a wide range of partners and stakeholders. This climate adaptation project helps ecosystems and societies adapt to future conditions by providing a wide range of ecosystem services, from habitat for commercially valuable species like lobsters, scalefish and abalone, to improving local water quality, buffering coastlines from erosion. Restoring Giant Kelp forests will also help recreational user groups, like local dive operators (healthy underwater forests are literally huge dive tourism attractions), and commercial fisheries by supporting job creation in regional coastal areas to supplement the developing urchin fishery as a current control method to allow for kelp recovery.

• The Tasmanian Youth Climate Leaders Program (2023-2024) is a collaboration between the University of Tasmania and Sustainable Living Tasmania (a local NGO and not-for-profit organisation), within the Education for Sustainability Tasmania network (a UN-recognised Regional Centre of Expertise on Education for Sustainable Development). The program was supported by the Tasmanian Government through Renewables, Climate and Future Industries Tasmania. It offers students (aged 10-18 years) the opportunity to understand the ways in which their actions can contribute towards the global effort to address climate change and sustainability, including climate adaptation. The program provides mentorship to students as they learn about climate change and implement a climate action project in their organisation or local community during the year. The goal of this program is to ignite the passion of youth, and equip them with skills to lead on-ground climate actions into the future.

Commitment to carbon neutrality

The University has been carbon neutral certified since 2016 by the Australian Government's Climate Active Carbon Neutral Standard. The Standard is based on international standards (e.g., ISO standards, Greenhouse Gas Protocol) and tailored to the Australian context. All emissions identified as occurring because of an organisation's business activities are considered for relevance using the relevance test. The criteria for relevance are adapted from the Greenhouse Gas Protocol - Corporate Standard and ensure the carbon account appropriately reflects the emissions of the organisation and meets the expectations of consumers and internal and external stakeholders. All relevant emissions sources (direct and indirect, covering scopes 1, 2 and 3) are included in the University’s greenhouse gas inventory and commitment to carbon neutrality, as required by the Standard.

To achieve carbon neutral certification, the University has:

• Measured and reduced emissions where possible. To meet our commitment to climate action, Race to Zero and carbon neutral certification, the University has developed a comprehensive and ambitious Emissions Reduction Strategic Plan, aiming to reduce gross emissions by at least 50% by 2030 from a 2015 baseline year
• Offset remaining emissions. Offset projects selected deliver benefits to the Tasmania community and to regions from which our international students originate, and provide co-benefits aligning with the University's values.
• Publicly reported on carbon neutrality. You can find the University's Public Disclosure Statements in the Climate Active certified organisations webpage, and the latest University's Greenhouse Gas Inventory in the Sustainability Portal.
• Undertaken independent validation (i.e. audit or verification) by an environmental auditor or carbon consultant at least once every three years. The University's latest independent technical assurance was conducted in 2025.

SDG14 Life Below Water

Life Below Water aims to conserve and preserve our oceans and their resources. This requires an interdisciplinary approach and involves the sustainable management of fisheries and aquaculture; reduction of ocean waste and pollution (including from land activities); blue and green economies; mitigation, adaptation and management of the impacts of climate change and ocean acidification; protection and restoration of marine and coastal environments; management of sustainable coastal and marine tourism; and national and international laws relating to marine systems.

The University offers a range of courses and research opportunities that leverages off the unique position of our island, our surrounding waters, the Southern Ocean and beyond.  We have an interdisciplinary University research theme of Antarctic and Southern Ocean that aims to establish a national institute for Antarctic and Southern Ocean science and position ourselves as a model for the world.  We partner with Indigenous knowledge holders to integrate Indigenous perspectives, knowledge, and culture into emerging marine and freshwater management practices and to enhance the biodiversity and environmental health of Tasmania.  The University aims to minimise ocean waste and pollution, including plastics and carbon emissions in all our activities.

Go to our Life Below Water page

Supporting aquatic ecosystems through education

Fresh-water ecosystems (community outreach)

The Tasmanian Institute of Agriculture (TIA) is a specialist institute at the University of Tasmania with a mandate to deliver research, industry development and education for the agri-food industry of Tasmania. TIA offers community outreach programs on water irrigation practices and water management as part of their normal activities. Some relevant examples are:

• The Water Use Efficiency program (2024-2025), which offers free online education resources and events aimed to the local and regional community (specifically Tasmanian producers) to learn more about how to improve water use efficiency on farms. By exploring ways to use water efficiently on-farm and adopting best-practice water management practices, producers can build resilience to the increased risks of climate change. Resources and events are free and open to the public, and cover topics such as irrigation maintenance and performance, optimising irrigation, such as on-farm water storage.
• The Field Days program (ongoing) is a TIA flagship educational program, a free annual event conducted in their dairy and vegetable farms, which covers various topics including water irrigation practices and water management. In 2024 the Forthside Vegetable Research Facility Field Day included a topic on growing value from irrigation. Field Days include short research updates with opportunities for attendees to ask questions, a Q&A with local growers, networking opportunities at an industry expo, and an opportunity to walk around the farm to view current trials.

Sustainable fisheries, aquaculture and tourism (community outreach)

The University of Tasmania offers various educational community outreach programs and opportunities to the local and national communities in relation to sustainable fisheries, aquaculture and tourism. Some relevant 2024 examples include:

• Sea Change Australia Program (2024 – ongoing), through the University’s Institute for Marine and Antarctic Studies (IMAS) and Centre for Marine Socioecology (CMS) has partnered with state and national government and other agencies around Australia to bring together fishers, aquaculture producers, industry, managers, and researchers to facilitate knowledge exchange and co-develop climate-resilient options for sustainable and healthy fisheries and aquaculture sectors in Australia. The program offers free access to information and resources relevant to the seafood sector. For example, community members can access a tool for adaptation of fisheries management to ensure sustainable fisheries in the face of climate change.
• The Centre for Marine Socioecology (CMS) is a unique collaboration between the University of Tasmania and the Commonwealth Scientific and Industrial Research Organisation (CSIRO), with support from the Australian Antarctic Division. CMS was created to provide the knowledge needed to support informed and sustainable management of multiple uses in marine and coastal systems such as food production (including sustainable fisheries and aquaculture). CMS organises and/or participates in educational community outreach activities, including an annual CMS Showcase, which is free of cost for all participants. The 2024 CMS Showcase was structured around a series of panels with researchers, government, industry representatives and traditional owners, presentations from interdisciplinary researchers (including experts in sustainable fisheries and aquaculture), and interactive workshops focused on identifying risks, opportunities and critical marine issues, including  for the years ahead.
• The Institute for Marine and Antarctic Studies (IMAS) contributes to the people and place of Tasmania and beyond, and covers fisheries and aquaculture, ecology and biodiversity, and oceans and cryosphere. IMAS believes in community engagement and opportunity, as they work to improve the marine environments of our local, national and international communities. IMAS is involved in many community events around Tasmania, including school engagement programs, events and citizen science. These initiatives have an educational component, with many covering sustainable fisheries and aquaculture.
• In 2024, the University’s Creative Antarctica research group organised the ‘Growlers, Bergy Bits and Behemoths’ program, a series of four talks and an immersive art installation that brought together creatives, researchers and policy-makers to discuss the cultural and social influence of Antarctica. The program’s talks included the topic of ethical and sustainable tourism in the South, promoting and ensuring low impact tourism in Antarctic pristine sea and land environment. The events were free and open to the public.

Overfishing (community outreach)

The University offers free educational outreach activities around overfishing.

A key example is the Tuna Champions (2019 – ongoing), an initiative of the Australian Recreational Fishing Foundation in collaboration with the Institute for Marine and Antarctic Studies at the University of Tasmania. The initiative educates fishers on best practices for handling, keeping, and releasing tuna species to improve fish welfare, minimise waste, and reduce mortality, ultimately contributing to the long-term health of tuna populations and fisheries. Its inception was the result of the historical overfishing of Southern bluefin tuna (SBT), which rendered them a threatened species, requiring urgent conservation efforts, and the acknowledgement that addressing the impact of the recreational fishery is crucial for effective conservation management. Current ‘Testimonials’ include: “What a great idea to educate recreational fishers about better ways to catch and respect their SBT”; “Being a Tuna Champion is all about knowing and respecting what you’re catching”.

The University’s Institute of Marine and Antarctic Sciences (IMAS) has also developed the Big Fish Card Game, a tabletop game about sustainable fishing and ocean literacy. Players must balance the desire to catch high-value big fish with the need to preserve fish populations for long-term ecosystem health. The game introduces real-world challenges such as illegal fishing, poor water quality, and ocean acidification as part of its mechanics, encouraging players to consider the consequences of unsustainable practices. By simulating the impacts of human and environmental pressures on fisheries, the game promotes awareness and understanding of the importance of conservation and responsible resource management. In 2024, the game was brought to various free community outreach events including the launch of the game inviting the community to attend and play, game nights with Environment Tasmania (a non-for-profit NGO), Seadragons Dive Club and the Bottom of the Earth students society, as well as presenting the game at the Festival of Bright Ideas where hundreds of school students and a host of families played. In 2025, the team is bringing the Big Fish game to schools, and they are developing and trialling various lessons that would facilitate learning about the ocean and sustainability through fun play and hands on activities.

Supporting aquatic ecosystems through action

Conservation and sustainable utilisation of the oceans, seas, lakes, rivers and marine resources (events)

The University’s Centre for Marine Socioecology (CMS) was created to provide the knowledge needed to support informed and sustainable management of multiple uses in marine and coastal systems.

In 2024 CMS organised their annual CMS Showcase, which brought together marine stakeholders from across research, government, industry, and the community, including Indigenous voices with the goal to work together to help support responsible stewardship and sustainable use of our unique marine systems, to ensure they can be appreciated by many generations to come and facilitate reflective discussion on how to achieve knowledge sharing, collaboration, and real integration across sectors in practice. A major focus of the 2024 Showcase was Integrated Ocean Management’, including presentations and discussions about integrated management offers a holistic, ecosystem and knowledge-based approach that can ensure the sustainability and resilience of marine ecosystems, while also taking into account the perspectives of multiple stakeholders and diverse ocean use.

Various presenters also addressed the complex and novel challenges in ocean conservation. Speakers from various backgrounds stressed the need for holistic approaches to marine management, acknowledging the challenges of aligning diverse interests across sectors including commercial fishing, conservation, and emerging industries like offshore energy. The development of Australia’s Sustainable Ocean Plan was also a focal point of discussion, with participants exploring how to translate high-level commitments into actionable policies.

Food from aquatic ecosystems (policies)

The University of Tasmania has developed a University position on sustainable food on campus, including eight sustainable food strategic principles. “Principle 4: Prioritise suppliers with health, nutrition and sustainability initiatives" directly addresses food on campus being sustainably farmed or harvested, from both aquatic and land ecosystems.

Furthermore, the University recognises the need for a planned transition to more healthy, sustainable, and equitable food systems for our students and staff across our campuses using a rights-based approach. The Healthy, Sustainable, and Equitable Food Strategic Plan 2023-2028 provides collective actions required to support informed and strategic decisions to achieve this goal and reduce food insecurity among students and staff. The Plan covers nine priority areas, including “Priority 5: Sustainable food procurement, commercial and social enterprises”.

This Priority builds on the University’s Procurement Policy that guides evaluation and purchasing to incorporate holistic sustainability outcomes, and the associated Sustainable Procurement Guide with further guidance on decision making for sound sustainable purchasing. The Guide is publicly available and specifically includes guidelines for food service providers, including that food from on-campus providers should not compromise the environmental, health, economic and social wellbeing of present and future generations and should consider sustainably and ethically produced supply chains including food from aquatic and land ecosystems (e.g., Marine Stewardship Council (MSC) certified).

Maintain ecosystems and their biodiversity (direct work)

The University's Institute of Marine and Antarctic Science (IMAS) undertakes a range of research that contributes to maintain and extend marine ecosystems. One of their main research themes is ‘sustainable use and conservation’, which aims to protect, repair, and regenerate marine environments in the face of increasing challenges. This is essential for enhancing biodiversity and maintaining crucial ecosystem services.

Researchers at the IMAS Centre for Ecology and Biodiversity working on this research theme lead pioneering research to guide decisions that balance conservation efforts with the sustainable use of marine resources to ensure the long-term health of ecosystems and the continued provision of their benefits. Some of their main focus areas include:

• Marine ecosystem restoration, providing the science behind restoration techniques, monitoring outcomes, and supporting ambitious plans for marine ecosystem restoration.
• Conserved and protected areas, focusing on supporting the management of marine protected areas in Australia with geospatial mapping, ecosystem assessments, and ongoing monitoring.
• Threatened species and ecosystems, with a focus on understanding the drivers of population decline in these species, monitoring their status, and supporting action for remediation and recovery.

Technologies towards aquatic ecosystem damage prevention (direct work)

The University's Institute of Marine and Antarctic Science (IMAS) Aquaculture Production team undertakes sustainable aquaculture research that seeks to improve our understanding of production biology and the environmental impacts and interactions of aquaculture. Their sustainable aquaculture research seeks to improve our understanding of production biology and the environmental impacts and interactions of aquaculture in temperate marine environments, while ensuring food security for the future. This research combines biology with innovative technology, with one of the main objectives being to reduce environmental impacts to prevent aquatic ecosystem damage.

Likewise, IMAS Modelling team supports sustainable fisheries and aquaculture by applying a range of quantitative and statistical methods – from established approaches to customised stock assessment models and broader ecological and population dynamics modelling. This team contributes directly to stock assessments used by managers and stakeholders, including regular updates for the national Status of Australian Fish Stocks (SAFS) reports. Their work spans biological and ecological research, resource assessments, and strategic advice for fisheries policy and management to prevent aquatic ecosystems damage.

Furthermore, the Environmental Interactions team focuses on understanding and managing the interactions between aquaculture and coastal ecosystems. Ensuring the monitoring of the environment is based on scientifically robust methodology and measures of performance is pivotal to minimising the environmental effects of activities such as aquaculture.

Water sensitive waste disposal

Water discharge guidelines and standards

The University's Strategic Framework for Sustainability commits to water conservation and highlights the intention to "maintain a perfect record of no stormwater pollution control incidents" to protect our land and aquatic ecosystems.

In addition, our University’s Contractors and Building Users Sustainability Guide also has guidelines for water discharge and indicates that the University is subject to stormwater and trade waste regulatory requirements, to ensure no pollutants are discharged into the stormwater and local waterways.

Wastewater treatment is conducted before discharge to reduce land, freshwater and marine water pollution. Treatment is conducted either on-site at specialised University facilities (e.g., integrated wastewater treatment at the Experimental Aquaculture Facility; reed beds at various experimental farms) or by TasWater (the single state-wide utility in Tasmania).

Action plan to reducing plastic waste

The University's Strategic Framework for Sustainability commits to “apply a circular economy model to waste management, including reducing waste generated by the University community [including plastic waste] through reduced generation (avoidance), increased re-use and recycling and minimised disposal to landfill advancing to eliminating landfill disposal.”

In addition, our University’s Contractors and Building Users Sustainability Guide also has guidelines to minimise the amount of materials going to landfill through careful selection of items when purchasing, repairing and reusing as much as possible, and recycling appropriately. This includes plastics that can be recycled though local services, but also soft plastics.

Furthermore, the University's Waste Minimisation Action Plan 2021-2025 lists several actions that aim to minimise plastic use, which will result in reduction of plastic waste. Some key actions include: implement preferred procurement guidelines in catering contracts that eliminate single-use plastics and non-compostable items; influence key suppliers to reduce or avoid the excessive use of packaging including materials such as plastic and foam; and implement a single-use petroleum-based plastic ban.

Reducing marine pollution (policy)

The University is committed to reduce water pollution and has a number of initiatives for water treatment, discharge and other initiatives to reduce land, freshwater and marine water pollution.

• The University's Strategic Framework for Sustainability highlights the intention to "maintain a perfect record of no stormwater pollution control incidents" to protect our land and aquatic ecosystems, including marine environments.
• The Contractors and Building Users Sustainability Guide (PDF 302.2 KB) assist all University contractors, staff, students, and visitors to be more sustainable in their activities on University properties. The Guide indicates that reducing stormwater pollution is a key sustainability priority and notes that the University is also subject to stormwater and trade waste regulatory requirements, to ensure no pollutants are discharged into the stormwater and local waterways (which includes marine environments).
• The Chemical Management Principles indicate the proper way to dispose of hazardous chemicals to avoid water pollution, in accordance with the relevant State and local regulations. It also provides guidance to prevent and control accidental spills to avoid land and water contamination.

Maintaining a local ecosystem

Minimising alteration of aquatic ecosystems (plan)

The University is committed to protect aquatic ecosystems and has plans and guiding documents to minimise alteration of aquatic ecosystems. For example, the University's Chemical Management Principles indicate the proper way to dispose of hazardous chemicals to avoid water pollution, in accordance with the relevant State and local regulations. It also provides guidance to prevent and control accidental spills to avoid land and water contamination.

Some initiatives that have resulted from plans and guiding documents include:

• Wastewater treatment is conducted on-site at specialised University facilities. For example, the Experimental Aquaculture Facility (Institute of Marine and Antarctic Sciences) in Taroona has integratedwastewater treatment for discharge from research experiments for release into an existing outfall.
• At the Small Animal Farm (Cambridge) facility and other experimental farms, water from septic and holding tanks feeds into a reed bed, where it’s treated (water trickling through the reed bed is cleaned by microorganisms living on the root system and in the litter).
• Water Sensitive Urban Design (WSUD) wetlands were installed in some locations (e.g., TUSA car park at Sandy Bay Campus) to slow down, filter and evapotranspirate stormwater run-off, to slow and clean water entering the stormwater drainage system that empties into the Derwent River.
• Drainage and grease traps exist at relevant locations in various campuses (e.g., cafes).
• All other wastewater is treated by TasWater in Tasmania (the single state-wide utility), including primary, secondary and tertiary treatment. In some cases, TasWater is able to recycle the treated water and biosolids from treatment plants for suitable farming applications.

Monitoring the health of aquatic ecosystems

The Institute of Marine and Antarctic Studies (IMAS) at the University of Tasmania is internationally recognised for excellence in marine and Antarctic research. The IMAS Ecology and Biodiversity Centre focuses on marine biology and ecology, conservation, sustainable development, climate change mitigation, restoration techniques and management, as well as understanding threats and impacts on marine ecosystems. More specifically, they provide accurate, relevant, and reliable information about marine ecosystems. IMAS monitors these environments, utilising advanced observational techniques, modelling, cutting-edge ocean technology, and geospatial information systems, to supports effective management practices, promote sustainable resource use, and strive to improve biodiversity outcomes in aquatic ecosystems.

Likewise, the IMAS Fisheries and Aquaculture Centre produces many reports and resources for the benefit of the broader community (see the Tasmanian Wild Fisheries Assessments website). These include a range of reports on the status and condition of marine species, fisheries assessments for Tasmanian waters, and recreational fisheries reports. Their research supports key commercial and recreational fisheries in Tasmania, including Abalone, Lobster, Octopus, Scalefish and Scallops, as well as ecosystem and fisheries management. These assessments and report include monitoring the health of aquatic ecosystems.

The Environmental Interactions group within the Fisheries and Aquaculture Centre also works on delivering the science needed for the effective environmental monitoring and management that supports a sustainable future for Tasmania's aquaculture industry. For example, the Macquarie Harbour Benthic Health Survey project involves extensive monitoring of benthic health around finfish farming operations in Macquarie Harbour, on Tasmania's west coast. These surveys include macrofauna assessments, examination of sediment chemistry and remotely operated vehicle (ROV) surveys across farm transects and control sites.

Programs towards good aquatic stewardship practices

The Centre for Marine Socioecology (a collaboration between the University of Tasmania and the Commonwealth Scientific and Industrial Research Organisation) regularly organises outreach activities and programs, free to all participants, focusing on the complex issues that are developing in the management of the marine environment with the aim to support good aquatic stewardship practices. In 2024, some examples are:

• ‘Targeting behavioural change in fisheries and aquaculture’ – this webinar included examples of opportunities for applying behaviour change interventions in the fisheries and aquaculture context. People interact with their environment through their behaviour. Therefore, promoting sustainable natural resource management, stewardship behaviours, safety at sea, or animal welfare, requires efforts to maintain certain behaviours and change others.
• Student-led Stakeholder Engagement Workshop: ‘Shift it! Conflicting Perspectives on Access to Marine Resources Tasmania’ - This event brought together representatives from science, industry, and First Nations communities to discuss how Tasmania's marine resources can be managed sustainably and inclusively.
• ‘Monitoring and Managing Coastal Areas: Challenges and Evidence-Based Solutions’ - This talk explored how scientific research, data-driven approaches, and monitoring techniques can inform the sustainable management of coastal areas. By highlighting real-world examples, it illustrated how science-based solutions can address these pressing challenges, and discuss the obstacles encountered in their implementation.
• CMS annual showcase - In 2024 CMS organised their free annual CMS Showcase, which brought together marine stakeholders from across research, government, industry, and the community, including Indigenous voices with the goal to work together to support responsible stewardship and sustainable use of our unique marine systems, to ensure they can be appreciated by many generations to come and facilitate reflective discussion on how to achieve knowledge sharing, collaboration, and real integration across sectors in practice. A major focus of the 2024 Showcase was Integrated Ocean Management’, including presentations and discussions about integrated management offers a holistic, ecosystem and knowledge-based approach that can ensure the sustainability and resilience of marine ecosystems, while also taking into account the perspectives of multiple stakeholders and diverse ocean use.

Furthermore, the University’s Institute of Marine and Antarctic Sciences (IMAS) has also developed the Big Fish Card Game, a tabletop game about sustainable fishing and ocean literacy. It brings together and showcases research about the importance of Big Fish (large individuals within a species) in marine ecosystems and how through sustainable fishing we can help ensure they return and are present in the future. The game uses various gaming mechanics to allow fishers to manage a fishing spot and understand the importance of Big Fish and how various external factors and events affect marine habitats.

Collaboration for shared aquatic ecosystems

The University collaborates with local communities and other partners to maintain aquatic ecosystems in various ways. For example, the Derwent Estuary Program (DEP) is a regional partnership between local and Tasmanian governments, commercial and industrial enterprises, scientists and the community to restore and promote the Derwent Estuary, where the University’s main campus is located. The DEP purpose is to understand the Derwent Estuary, use science to enhance and protect its values, and inform and involve the whole community with the aim to maintain an estuary with a healthy and diverse ecosystem that supports a wide range of community uses and is a source of pride and enjoyment. The University of Tasmania co-invest in this project through our research, which contributes to the DEP four central themes: managing human pressures on the Estuary, protecting estuarine ecosystems, enhancing human uses, and promoting understanding, awareness and participation.

A specific example is a University project funded by the Australian Government National Environmental Science Program (NESP) Climate Systems Hub entitled ‘Southeast Tasmania marine heatwave hazard baselines for species and resource risk assessments’. The project aims to provide marine heatwave hazard maps around southeastern Tasmania to help marine managers make informed planning decisions to maintain aquatic ecosystems. The group has begun working to develop an understanding of the background marine heatwave hazard in the Derwent and Huon estuary system and D'Entrecasteaux Channel regions, based on the analysis of ultra-high-resolution model simulations and in situ observations. Together with other stakeholders, DEP representatives have contributed to the co-design of the project and contributed with observations collected in the Derwent Estuary.

Watershed management strategy

With five Tasmanian campuses across three local government areas, the University  aligns our operations with local government water and watershed management strategies. This includes:

• Operate in a sustainable way to improve environmental and social outcomes by reducing resource consumption (including water)
• Ensure water conservation by minimising consumption and increasing rainwater harvesting and use and recycling for use in greywater or irrigation activities
• Maintain a perfect record of no stormwater pollution control incidents

For example, the University south campuses (Sandy Bay and Hobart CBD facilities) are located within the watershed of the River Derwent, a significant river and tidal estuary that flows through Hobart and eventually empties in Storm Bay and the Tasman Sea. The University actively contributes to the implementation of watershed management initiatives from the Tasmanian Government-backed Derwent Estuary Program (DEP). Some of the main focuses of the Program are stormwater management, litter and water sensitive urban design (WSUD). The University is committed to reduce water pollution and protect our shared watersheds, and has a number of initiatives for water treatment, discharge and other initiatives to reduce freshwater and marine water pollution.

• The University's Strategic Framework for Sustainability highlights the intention to "maintain a perfect record of no stormwater pollution control incidents" to protect our surrounding watersheds.
• The Contractors and Building Users Sustainability Guide (PDF 302.2 KB) assist all University contractors, staff, students, and visitors to be more sustainable in their activities on University properties. The Guide indicates that reducing stormwater pollution is a key sustainability priority and notes that the University is also subject to stormwater and trade waste regulatory requirements, to ensure no pollutants are discharged into the stormwater and local waterways.
• The Chemical Management Principles indicate the proper way to dispose of hazardous chemicals to avoid water pollution, in accordance with the relevant State and local regulations. It also provides guidance to prevent and control accidental spills to avoid land and water contamination.
• Furthermore, the University's Waste Minimisation Action Plan 2021-2025 lists several actions that aim to minimise waste and ensures proper disposal of various waste streams to avoid accumulation of litter in our natural environment, including along the foreshore of our rivers.

Some initiatives that have resulted from plans and guiding documents include:

• Wastewater treatment is conducted on-site at specialised University facilities. For example, the Experimental Aquaculture Facility (Institute of Marine and Antarctic Sciences) in Taroona has integratedwastewater treatment for discharge from research experiments for release into an existing outfall.
• At the Small Animal Farm (Cambridge) facility and other experimental farms, water from septic and holding tanks feeds into a reed bed, where it’s treated (water trickling through the reed bed is cleaned by microorganisms living on the root system and in the litter).
• Water Sensitive Urban Design (WSUD) wetlands were installed in some locations (e.g., TUSA car park at Sandy Bay Campus) to slow down, filter and evapotranspirate stormwater run-off, to slow and clean water entering the stormwater drainage system that empties into the Derwent River.
• Drainage and grease traps exist at relevant locations in various campuses (e.g., cafes).
• All other wastewater is treated by TasWater in Tasmania (the single state-wide utility), including primary, secondary and tertiary treatment. In some cases, TasWater is able to recycle the treated water and biosolids from treatment plants for suitable farming applications.

SDG15 Life on Land

Life on Land aims to conserve and restore terrestrial and freshwater ecosystems and their services, including forests, wetlands, mountains and drylands. This can be achieved through managing ecosystems in a sustainable way, including by halting deforestation and increasing afforestation and reforestation in the case of forests; restoring degraded land and soil; halting biodiversity loss; preventing introduction and reducing the impact of invasive species; preventing species poaching, trafficking and extinction; fair and equitable sharing of natural resources and their benefits (including genetic resources); and integrating natural values into planning and development processes. The mobilisation of financial resources is key to achieve this goal.

The University’s contribution to this goal includes researching and developing practical and ready-to-apply management methods for restoring degraded landscapes as well as improved processes for forestry and agriculture. Our teaching addresses terrestrial conservation issues in a multidisciplinary way including governance, sustainable agriculture, and restoration ecology. We partner with Indigenous knowledge holders to integrate Indigenous perspectives, knowledge, and culture into emerging land management practices and to enhance the biodiversity and environmental health of Tasmania.

Go to our Life on Land page

Supporting land ecosystems through education

Events about sustainable use of land

The University has partnered with various organisations to deliver events aimed to promote conservation, restoration and sustainable utilisation of the land.  Some 2024 examples include:

• Newnham Creek bank rehabilitation events (2023-2024) in partnership with Tamar NRM, the UTAS Landcare Society and the Environment Society. Students, staff and local community were invited to undertake rehabilitation work by removing invasive willows and blackberry and replanting hundreds of Tasmanian native trees, shrubs and grasses to boost biodiversity.
• Conservation Science Symposium (2023-ongoing).  the Tasmanian Land Conservancy (TLC) host this annual event, with invited talks from the University of Tasmania and other NGOs and government entities. The Symposium is aimed to the broad community. The University and TLC have a structured, critically important and enduring science collaboration, which results in the University’s science stories (both by staff and students) being strongly featured in the event lineup every year. In 2024, this public awareness event covered the work being done in Tasmanian reserves, landscape-scale conservation science, and other aspects of conservation and sustainable management of the land and natural values.
• Bioblitzes (2022-2024) involving an ecological survey of wildlife and experts' talks promoting conservation. A BioBlitz is a community effort, working with scientists and naturalists, to discover and record as many different species as possible within a chosen site for a set period. The improved species lists, including threatened species, supports conservation and sustainable utilisation of the land. In 2024, through the University’s Sustainability Integration Program for Students (SIPS), three students supported the BioBlitz at Mt Nelson Sustainable Learning Centre with primary school students, creating an opportunity for between 100-200 students from low-socioeconomic status to meet university students and staff and engage in a fun citizen science day.
• ‘The Cat Catastrophe: Pet or pest?’ public talk (2024) in collaboration with the Ten Lives Cat Centre. University and local communities heard about the complex role that cats play in our environment as an introduced species in Tasmania. With one in four Tasmanians owning a feline friend, attendees learned about the impact of these beloved animals, particularly on Tasmania's small mammal populations, some of which are already on the brink of extinction, heard about current management plans and considered whether Tasmanians can be responsible cat owners.

Sustainably farmed food on campus (policy)

The University of Tasmania has developed a University position on sustainable food on campus, including eight sustainable Food Strategic Principles. “Principle 4: Prioritise suppliers with health, nutrition and sustainability initiatives" directly addresses food on campus being sustainably farmed.

Furthermore, the University recognises the need for a planned transition to more healthy, sustainable, and equitable food systems for our students and staff across our campuses using a rights-based approach. The Healthy, Sustainable, and Equitable Food Strategic Plan 2023-2028 provides collective actions required to support informed and strategic decisions to achieve this goal and reduce food insecurity among students and staff. The Plan covers nine priority areas, including “Priority 5: Sustainable food procurement, commercial and social enterprises”.

This Priority builds on the University’s Procurement Policy that guides evaluation and purchasing to incorporate holistic sustainability outcomes, and the associated Sustainable Procurement Guide with further guidance on decision making for sound sustainable purchasing. The Guide is publicly available and specifically includes guidelines for food service providers, including that food from on-campus providers should not compromise the environmental, health, economic and social wellbeing of present and future generations and should consider sustainably and ethically produced supply chains (e.g., UTZ certified).

Go to our Food and Gardens webpage to find more information on this and other sustainable food initiatives.

Maintain and extend current ecosystems' biodiversity

Aligning with our holistic approach to sustainability, the University of Tasmania has a multi-faceted response to the unfolding planetary biodiversity crisis by acting locally to globally, and from individual species to ecosystems. We manage our own grounds using an Integrated Pest Management Plan and focus on protecting, regenerating and enhancing native species and communities on our campuses. We have led the efforts to safeguard the future of iconic and ecosystem integral species. Our efforts build on a long history of ecosystem research, applied learning and community education.

The University acknowledges that environmental protection and sustainability are key priorities in the way the University operates and aims for net positive environmental outcomes, with one of the main objectives being to maintain and improve ecosystems and biodiversity in an ecologically appropriate manner, both on campus and in shared land, in consultation with the university and local community groups.

This has been addressed through various ongoing programs on-campus, including the Newnham Creek multi-year project and targeted protection of tree hollows (Newnham campus), significant expansion and protection of Little Penguin nesting habitat and the installation of the largest green roof in Tasmania using plant seeds collected and grown locally (Burnie campus), and the ongoing biodiversity-focused management of the Sandy Bay University Reserve (~ 80 ha), home to several endangered and threatened species (Sandy Bay campus).

Furthermore, in 2024 UTAS signed a MOU with the Wedgetail Foundation, an organisation leading regeneration of a Tasmanian Midlands property (The Quoin), home to old-growth forests, critically endangered grassland communities, a significant rocky outcrop and iconic threatened species (e.g., wedge-tailed eagle, Tasmanian devil, and Eastern spotted quoll). The 4,985-hectare property is in one of Australia’s 20 Priority Places for biodiversity conservation. Formerly used for agricultural grazing, the property now serves as a living laboratory dedicated to developing and deploying technologies, products and practices to accelerate regeneration at scale.

Educational programs on ecosystems

The University’s Sustainable Living courses are open to the community, local and national, and offer flexible delivery (they are delivered fully online) so community members can follow their passion for sustainable living in their own community, wherever they are. These courses include various units that address ecosystems. For example, ‘Backyard Biodiversity’ teaches about local wildlife and the importance of biodiversity to human and ecosystem health and how biodiversity supports sustainable living. ‘Science of Gardening’ unpacks the science behind plant growth and sustainable gardening and how to apply scientific principles to nurture a thriving, eco-friendly garden that enhances local biodiversity. ‘Sustainable Design for Houses and Landscapes’ builds on practical knowledge of sustainable design for houses, expanding thinking to houses within landscapes - both natural and constructed - and interacting with climate, biodiversity, human health and urban and regional food systems. Australian citizens are eligible to receive a 100% fee scholarship, which is automatically applied on enrolment; hence the course is free for local and national communities (students commencing in 2024 to 2026; to be confirmed for future academic years).

In addition, the university offers a double degree (4 years) undergraduate in Bachelor of Natural Environments and Conservation and Master of Protected Area Conservation. This double degree is designed to train the next generation of environmental leaders with the needed technical and planning skills to deliver a sustainable life on land for both nature and people.

Sustainable management of land for agriculture (educational outreach)

The Tasmanian Institute of Agriculture (TIA) is a specialised institute at the University of Tasmania with a mandate to progress the agricultural industry of Tasmania and a vision to enable Tasmanian food producers and processors to accelerate primary sector productivity while maintaining and improving Tasmania’s land and water quality for future generations. TIA offers educational opportunities for local and regional communities on sustainable management of land for agriculture. With a strong commitment to sustainability and innovation, TIA aims to drive positive change in Tasmania’s agricultural sector, ensuring that the state remains a leader in high-quality, productive, and environmentally responsible agriculture and food production. A TIA flagship educational program is the annual Field Days (a free annual event) in their dairy and vegetable farms, which in 2024 focused on the theme ‘agriculture in a changing climate’ and covered various topics in relation to the sustainable management of land showcasing commercially adaptable alternative strategies that reduce inputs and emissions, and supports adoption of sustainable zero emission farming.

TIA is also a partner of agriCULTURED, an organisation that aims to cultivate opportunities and shape the future of Australia’s agri-food sector and regenerative tourism. The annual agriCULTURED multi-day event, which offers a mix of free community events and ticketed workshops and experiences, includes sessions for the community on sustainable management of land for agriculture and agritourism. For example, in the 2024 program, ‘The Science Behind Your Plate’ event hosted a four-course dinner that linked agricultural science themes with specially prepared dishes. Each agricultural themed dish was accompanied by a talk from experts covering topics related to sustainable management of land for agriculture such as the vital role soil plays in the production of healthy produce, support for farmers to diversify and build climate resilience and how pollination plays a vital role in the production of fruit and seed crops.

Sustainable management of land for tourism (educational outreach)

The University’s Antarctic Tourism research group takes a multi-disciplinary approach to understanding tourism in the Antarctic region and aims to make Antarctic tourism an enriching and environmentally sustainable experience. The group regularly offers educational opportunities for local and regional communities on sustainable management of land for tourism in Antarctica.

In 2024, the Creative Antarctica group organised the ‘Growlers, Bergy Bits and Behemoths’ program, a series of four talks and an immersive art installation that brought together creatives, researchers and policy-makers to discuss the cultural and social influence of Antarctica. The program’s talks included the topic of land management for an ethical and sustainable tourism in the South, promoting and ensuring low impact tourism in Antarctic pristine wilderness. The events were free and open to the public.

Previous educational outreach programs include the ‘Tourism and Risk in the Antarctic Region’ workshop (2023), which addressed some key themes in relation to sustainable use of land for tourism: risk posed to/by Antarctic tourism and scientific expeditions, risk mitigation strategies, and comparative research between tourism to the Arctic and Antarctica.

Furthermore, in 2024 the University offered ‘Tourism, Environmental and Cultural Heritage’ courses (Graduate Certificate and Graduate Diploma), which equipped students with a deep understanding of managing tourism in sites of cultural and environmental value (hence involving sustainable use of land to ensure conservation). Students also connect with industry partners and learn through authentic hands-on experiences.

Supporting land ecosystems through action

Sustainable use, conservation and restoration of land (policy)

The University of Tasmania has joined a global network of 500+ universities on a Nature Positive journey, committing to enhancing the university’s positive impacts on nature (both land and aquatic ecosystems) and restoring species and ecosystems that have been harmed by the impacts of a university and its activities.

The University is a leader in environmental education and research, and this work has contributed to greater awareness of the importance of sound environmental management in the broader community. Consistent with this, the University has a focus on best practice management of the impact that University operations have on the environment. This is reflected in various governance documents. For example, our Strategic Framework for Sustainability includes our commitment to "manage the University’s natural environment effectively for biodiversity with emphasis on protecting rare and threatened native species and minimising environmental harm." At a more applied level, the University's Integrated Pest Management Plan focuses on prevention and monitoring pests, and prioritises cultural, biological and physical control methods over the use of chemicals.

Monitoring IUCN and other conservation species (policies)

The University is committed to and has policies for effective management for biodiversity and ecosystems, with emphasis on protecting endangered, threatened, vulnerable and rare species, minimising environmental harm, and supporting regeneration and restoration initiatives. We have joined a global network on a Nature Positive journey, committing to restoring species and ecosystems that have been harmed by the impacts of our university. To be 'Nature Positive' there must be a measured biodiversity baseline and clear actions to monitor and protect these species. We have already completed a baseline species assessment of all our campuses that identifies those that are of concern, threatened or endangered following regional, national and international lists, including the International Union for Conservation of Nature’s (IUCN) Red List of Threatened Species, the Australian Environment Protection and Biodiversity Conservation Act 1999 and the Tasmanian Threatened Species Protection Act 1995. The list is publicly available and updated regularly, with the latest update being conducted in 2024. We also have assessed natural values and threats. These assessments form the basis of a University Biodiversity Action Plan, soon to be released.

Some examples of species in our land and surrounding areas that have been identified as IUCN threatened species are: Swift Parrot, Tasmanian Devil, Forty-spotted Pardalote, Eastern Quoll, South Esk Pine, Blue-winged Parrot, Eastern Barred Bandicoot and Eastern Barred Bandicoot. The full list of threatened species is available from the University’s Sustainability Portal.

Go to our Natural Environment webpage to find more information on this and other Life on Land initiatives.

Local biodiversity included in planning and development

The University's policies cover general sustainable building development and protection for local biodiversity, including rare, threatened and endangered.

The University’s Strategic Framework for Sustainability clearly notes protecting and enhancing biodiversity on University properties as one of our commitments, and mandates the development and implementation of detailed strategies and multi-year implementation plans with clear for operational sustainability focus areas that will guide and inform resource allocations to manage the University’s natural environment effectively for biodiversity with emphasis on protecting rare and threatened native species and minimising environmental harm. This includes planning for the development of new and redeveloped buildings. For example, the new Forestry Building redevelopment in Hobart – now renamed The Forest – integrates a living forest beneath the heritage dome, with 3500 native plants, and has a high emphasis on sustainability and innovation including a mass timber building framework and the use of low-carbon, recycled and repurposed materials.

In addition, the University’s Contractors and Building Users Sustainability Guide (last reviewed in 2022) highlights the importance of maintaining and enhancing "the natural environment on UTAS properties to encourage biodiversity and minimise impact on ecosystems." Section 8 covers biodiversity and the natural environment and includes actions such as “protect environmentally sensitive areas” and “revegetate areas damaged through construction or other University-related activities”.

Alien species impact reduction (policies)

The University's policies focus on protection for native biodiversity, which inherently includes managing invasive species.

We have joined a global network on a Nature Positive journey, committing to restoring species and ecosystems that have been harmed by the impacts of our university. To be 'Nature Positive' there must be a measured biodiversity baseline and clear actions to monitor and protect these species. The biodiversity baseline and action planning stages provide opportunities to identify and assess the presence and impact of alien species, develop strategies for their control or removal, and promote native species restoration.

The University has an Integrated Pest Management Plan (last reviewed in 2025), which focuses on prevention and monitoring pests with the aim to reduce their impact on University’s and surrounding land. The Plan emphasises early detection and eradication of new weed species before they become widespread, and prioritises maintaining ecosystems in good condition and avoiding the introduction of high-risk plant species in landscaping projects. It includes education and hygiene protocols to prevent accidental introductions. Weed control is prioritized based on ecological value and urgency, and control efforts are expanded from areas in good condition to create larger intact habitats. The Plan combines the use of biological, cultural, and chemical practices (pesticides being the last resource) to control weeds and other pests in an environmentally sensitive way.

Collaboration to maintain shared land ecosystems

The University of Tasmania aims to maintain and improve ecosystems and biodiversity in an ecologically appropriate manner, both on campus and on share lands, in consultation with the university and local community groups". Some examples of collaboration in 2024 include:

• Species Hotels (2016-ongoing), an award-winning program that involves architecture students and lecturers working in collaboration with schools, NGOs such as Greening Australia, scientists, landowners, artists, designers and engineers. Every year, students design accommodation for a range of native animals, including threatened species (e.g., Tasmanian devils, quolls, micro bats and pardalotes), with ‘hotels’ then installed in shared land, hence contributing to maintaining ecosystems.
• Through the UTAS Landcare Society (2019-ongoing), the University works with Landcare Tasmania, and Landcare groups across the state. The Society organises several events annually, with a focus on community environmental restoration projects, ranging from removing weeds from urban parks to restoring pine plantations back to native forests and restoring degraded wetlands.
• Furthermore, in 2024 UTAS signed a MOU with the Wedgetail Foundation, an organisation leading regeneration of a Tasmanian Midlands property (The Quoin), home to old-growth forests, critically endangered grassland communities, a significant rocky outcrop and iconic threatened species (e.g., wedge-tailed eagle, Tasmanian devil, and Eastern spotted quoll). The 4,985-hectare property is in one of Australia’s 20 Priority Places for biodiversity conservation. Formerly used for agricultural grazing, the property now serves as a living laboratory dedicated to developing and deploying technologies, products and practices to accelerate regeneration at scale.

Land sensitive waste disposal

Water discharge guidelines and standards

The University's Strategic Framework for Sustainability commits to water conservation and highlights the intention to "maintain a perfect record of no stormwater pollution control incidents" to protect our land and aquatic ecosystems.

In addition, our University’s Contractors and Building Users Sustainability Guide also has guidelines for water discharge and indicates that the University is subject to stormwater and trade waste regulatory requirements, to ensure no pollutants are discharged into the stormwater and local waterways.

Wastewater treatment is conducted before discharge to reduce land, freshwater and marine water pollution. Treatment is conducted either on-site at specialised University facilities (e.g., integrated wastewater treatment at the Experimental Aquaculture Facility; reed beds at various experimental farms) or by TasWater (the single state-wide utility in Tasmania).

Policy on plastic waste reduction

The University's Strategic Framework for Sustainability commits to “apply a circular economy model to waste management, including reducing waste generated by the University community [including plastic waste] through reduced generation (avoidance), increased re-use and recycling and minimised disposal to landfill advancing to eliminating landfill disposal.”

In addition, our University’s Contractors and Building Users Sustainability Guide also has guidelines to minimise the amount of materials going to landfill through careful selection of items when purchasing, repairing and reusing as much as possible, and recycling appropriately. This includes plastics that can be recycled though local services, but also soft plastics.

Furthermore, the University's Waste Minimisation Action Plan 2021-2025 lists several actions that aim to minimise plastic use, which will result in reduction of plastic waste. Some key actions include: implement preferred procurement guidelines in catering contracts that eliminate single-use plastics and non-compostable items; influence key suppliers to reduce or avoid the excessive use of packaging including materials such as plastic and foam; and implement a single-use petroleum-based plastic ban.

Policy on hazardous waste disposal

The University's Chemical Management Key Principles contain details regarding chemical risk, manifest quantities and the University control of hazardous chemicals including correct disposal and transfer of hazardous materials. Key principles in relation to hazardous ‘Chemical Waste Management and Disposal’ include the obligation to have a plan for disposal of waste prior to procuring hazardous chemicals, clear and accurate labelling of waste containers and appropriately segregating and not mixing incompatible chemical waste. Information on prevention and control of chemical spills is also provided.

Furthermore, the University’s Safety and Wellbeing Procedure provides guidelines for our community members to appropriately dispose of hazardous chemicals, which includes a requirement to be inducted and trained to undertake work with hazardous chemicals. The procedure also requires the appointment of a Hazardous Chemicals Coordinator (HCC) for areas with hazardous chemicals, who must exercise due diligence by taking reasonable steps to ensure that chemicals are correctly transported and disposed of.

SDG16 Peace, Justice, and Strong Institutions

Peace, Justice, and Strong Institutions aims to promote just, peaceful, and inclusive societies. Just societies can be achieved through reducing violence, corruption, exploitation, and abuse; developing effective, accountable, and transparent institutions; protecting fundamental freedoms and ensuring access to information and justice; and transparent and inclusive decision making.  Achieving this goal will enable individuals to reach their full potential by improving educational outcomes, health, and well-being.

The University supports the implementation of this goal by valuing diversity and subscribing to the fundamental values of honesty, integrity, responsibility, trust, respect, fairness and justice.  It supports healthy, civil, and sustainable local and global societies through education, research, and community engagement.

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 2024 submission 'Climate action in Tasmania' responded to the Tasmanian Government’s Draft Emissions Reduction and Resilience Plans for the Energy, LULUCF, Agriculture, and IPPU sectors. The submission draws on TPE’s recent research and analysis to present abatement priorities for each sector. (SDG13)
• Also in 2024, the TPE produced the report ‘Tasmanian forests and the carbon market: Barriers and opportunities’ for the Tasmania Forestry Hub, a regional non-government organisation aiming to address the industry’s need for collaboration to enhance the value and importance of timber in our economic, social, and environmental prospects. The report provides a timely industry perspective on Tasmania’s forest carbon market; its strengths, barriers to its expansion and strategies and reforms that will help ensure the sustainable growth of forest-carbon projects in Tasmania. (SDG13, SDG15)

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 Universities Accord (Student Support and Other Measures) Bill 2024, introduced to the Australian Parliament by the Australian Government. This submission supports the Bill’s measures to improve access, equity, and student success in higher education, especially for regional, low-SES, first-in-family, and adult learners. It emphasises the need for accessible, well-funded pathways and support programs to lift students’ educational attainment, and calls for student-centric, streamlined processes for new initiatives, with sector consultation to ensure equity and effectiveness. (SDG1, SDG10)
• Submission to the 'Needs-based Funding: Implementation Consultation' by the Department of Education, Australian Government (2024). The submission moving to a single, increased, and sustained funding model that targets improved educational outcomes for disadvantaged students. UTAS argues that funding should be based on student headcount rather than Equivalent Full-Time Student Load (EFTSL), to better reflect the needs of part-time and diverse student cohorts. It also warns against funding models that could incentivize “brain drain” from regional to metropolitan universities, calling for protocols to ensure growth in equity participation and success, not just redistribution of existing students. (SDG1, SDG10).

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 ACTS Conference: The Future of Sustainability continues to be the only dedicated sustainability event developed by and for the tertiary education sector. This unique event brings a wide range of attendees together - not just from Australasian university communities but also from outside the higher education sector - to discuss, share and explore solutions to current sustainability-related issues. In 2024, the conference was hosted by the University of Tasmania, with keynote speakers including the iconic environmentalist Bob Brown (founder of the Bob Brown Foundation, which aims to protect nature through direct action, legal defence, and science) who urged attendees to embrace sustainability with action and joy, and Sophie Handford (New Zealand’s youngest elected councillor) who shared her journey of youth leadership and the importance of community-driven action. The conference also included walking tours organised by local government and Aboriginal organisations. In addition to delegates from universities, attendants represented further education institutions, non-for-profit NGOs and businesses.
• The Centre for Marine Socioecology (CMS) organises an annual Showcase that brings together researchers, government, industry, and traditional owners to discuss sustainable ocean management with the aim to facilitate reflective discussion on how to achieve knowledge sharing, collaboration, and real integration across sectors in practice. The 2024 CMS Showcase focus was on building connections and collaboration for sustainable ocean management. The program included panels, short presentations, and interactive workshops on marine sustainability challenges and opportunities.
• The Conference on Communication and Environment - COCE 2025. 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 this conference, hosted at the University’s Hedberg campus. COCE provides a forum that encourages convivial collaboration across disciplines and sectors working in environmental communication.

International collaboration data gathering for SDG

The Southern Ocean Observing System (SOOS) is a coordinating body, hosted by the University of Tasmania Institute for Marine and Antarctic Studies (IMAS), 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.

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. 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 to conduct world-leading research into changes that are happening in the Antarctic and Southern Ocean and the impacts that the 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.  The University will bring expertise specifically in Antarctic geology and geophysics, physical and biogeochemical oceanography, paleoceanography, and marine and benthic ecology. (SDG13, SDG14, SDG15)
• The Blue Economy Cooperative Research Centre (CRC) involves international collaboration by bringing together expertise, industry, and research partners from nine countries. This global network of participants contributes to innovative and sustainable offshore industries like aquaculture and marine renewable energy, aligning with the United Nations's push for strengthened international cooperation in ocean science. (SDG14)
• The ARC Centre of Excellence for the Weather of the 21st Century aims to achieve future climate resilience by transforming our thinking of climate change and build a firm understanding of the past, present and future of our weather resources. The Centre is an international collaboration, as it includes national and international partner organisations, as well as global knowledge exchange and collaborations to advance the understanding of weather science and climate change. The Centre partners include Australian universities, government departments, private companies, and a network of other national and international research centres and organisations. (SDG13)

Collaboration with NGOs for SDGs

The University hosts numerous educational, research and volunteer programmes targeting SDGs in partnership with NGOs through various projects and initiatives. For example:

• 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. EfS Tasmania members can submit projects for endorsement. These projects must be aligned with EfS principles and address one or more Sustainable Development Goals (SDGs) challenges. By sharing initiatives and lessons learnt while working collaboratively towards social, cultural, economic and environmental sustainability, the aim is to support each other to help overcome sustainability challenges.
• 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.
• The Tasmanian Youth Climate Leaders Program (2023-2024) was a collaboration within the EfS Tasmania network by the University of Tasmania and Sustainable Living Tasmania (NGO), supported by the Tasmanian Government through ReCFIT (Renewables, Climate and Future Industries Tasmania). The Program provided educational resources and mentorship to students (aged 10-18 years) as they learnt about climate change and implemented a climate action project in their school or local community during the year. The goal of this program was to equip participants with skills to lead on- ground climate actions into the future. Over 20 volunteer mentors with expertise in waste, biodiversity, food security, transport, energy and climate justice, and over 200 students from over 30 different educational organisations (public, private and home-based) participated in the program each year. (SDG7, SDG11, SDG12, SDG13)
• 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 (2024-2027) 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 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 the host institution for the 2024 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 2019-2024 clearly indicated that “we are guided in our thinking by the United Nations Sustainable Development Goals and the recognition that our job is to find our way to create a model where prosperity, inclusivity, the environment and social and technological progress advance together, not in tension.” In this document, sustainability in the broad sense of the SDGs emerged in practice as a powerful governing idea, which helped organise many of our strategic efforts, including embedding relevant elements of the SDGs in our education delivery for all students.

The University’s Strategic Framework for Sustainability (launched in 2020, reconfirmed in 2023 and currently being refreshed) also indicates a commitment to embed the SDGs across all University's education programmes. “The University is positioned through our policies and strategies to leverage the SDGs through (…) a curriculum that seeks to allow students to broaden and personalise their experience by integrating studies with extracurricular involvement and future aspirations, including leadership and service opportunities, community engagement, industry engagement and engagement with the big ideas and complex problems of our time”.

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 a new search tool—soon to be released—will allow students to select units based on specific SDGs or sustainability themes of interest.

The 2025 Strategy Refresh reiterates our commitment to meaningful sustainability education following the SDG framework: “Our foundational commitment to sustainability [is] expressed in part through the way we have organised around the Sustainable Development Goals (SDGs)”. Sustainability is a core organising theme and priority for our teaching, research, and the way we run the University. “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”. We use the Sustainable Development Goals (SDGs) as the framework for organising around sustainability not because they are perfect but because they map the breadth of sustainability (environmental, social, and economic) and are sufficiently used globally that they facilitate the necessary collaboration with other organisations committed to sustainability.

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 a new search tool—soon to be released—will allow students to select units based on specific SDGs or sustainability themes of interest.

Education for SDGs in the wider community

Island of Ideas is a series of free public talks launched in 2020 and designed to ignite conversation and curiosity in our community, including students, staff, alumni, local communities, and displaced people and refugees. Guided by the United Nations Sustainable Development Goals, the program explores a wide range of topics. Dedicated to living in an Island of Ideas, the University of Tasmania proudly shares these talks with our community, in collaboration with experts and partners, always free of charge, both in-person and online.

Some recent topics include ‘Antarctic wildlife: Skating on thin ice’ (2024) ‘Forging a fire-ready future’ (2024), ‘Uprooted and unprotected: 110 million displaced lives’ (2024), ‘Plastic inside and out’ (2025), ‘The reading crisis we can fix’ (2025), ‘Tassie’s wild weather up close’ (2025), ‘Two ways to see Indigenous rock art’ (2025).

Sustainable Literacy

The University measures the sustainability literacy of students annually 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 most recent University of Tasmania report on student sustainability literacy surveys is publicly available from the University’s Sustainability Portal.