Dr Teuta Hazizi, University of Elbasan “Aleksandër Xhuvani”, Albania
This Collaborative Enhancement Project, led by London Metropolitan University, created a practice-led and inclusive set of quality principles to support the implementation and promotion of Education for Sustainable Development (ESD) using Generative AI.
Increasing and enhancing the provision of ESD enables transformative learning for students, empowering them to become change agents for sustainable futures. But how can we ensure they are equipped to thrive amid high levels of uncertainty and rapid change?
By using Generative AI, educators can explore new pedagogical approaches, connect students with wider resources, and support new forms of knowledge production.
Impact and insight
Project lead Dr Eleni Meletiadou reflects on how this project embedded ethical, inclusive, and sustainable AI practices into teaching, creating lasting sector-wide impact.
"Being involved in this Collaborative Enhancement Project was transformative personally and professionally. It deepened my commitment to equity, ethics, and sustainability in pedagogy and enabled me to lead complex international initiatives, expanding my research portfolio and demonstrating the leadership expected of a full professorship.
The project’s alignment with the UN Sustainable Development Goals provided a clear framework for measuring impact and demonstrating wider societal significance.
Influencing practice across teams and institutions
The project brought lasting change to how we approach curriculum design, digital pedagogy, and sustainability. Previously, AI and ESD principles were sporadic and exploratory. Now, ethical, inclusive, and sustainability-focused practices are embedded in teaching by default—thanks to the project’s collaborative methodology and evidence-based outputs.
“Working on this project has been an eye-opening experience. It’s allowed me to see how AI can be used to break down barriers for students who might otherwise be left behind, and it’s inspired me to pursue further research in digital equity.” Kabul, Research Assistant
Institutionally, the AI-ESD Framework and annotated resources are adopted in staff development and curriculum review. These offer a practical structure for academic teams to evaluate and enhance digital practices through a sustainability lens, enabling more confident, informed AI experimentation guided by ethical and pedagogical understanding.
Importantly, the project fostered sustained cross-institutional dialogue, creating a shared language and common goals. This has transformed isolated efforts into a coherent, strategic approach to inclusive education, reflected in how easily outputs have been adopted across departments and partner universities.
Supporting students and institutions to thrive
The project boosted inclusion, digital confidence, and teaching practice—especially supporting underrepresented students to engage confidently with digital learning.
Students reported increased confidence and motivation, particularly those with limited digital skills who found the tools accessible and empowering. Educators gained practical case studies and an ethics-based framework guiding inclusive AI teaching. Many teams now embed the AI-ESD Framework in module development and training, promoting inclusive and sustainable practices from the outset.
Results and recognition
Over 300 students and staff engaged in webinars and workshops, building a sustainable community of practice. The framework has been adopted by several institutions and recognised at national and international conferences as a best-practice example."
Outputs to support ESD in practice
- Blog on using Artificial Intelligence (AI) to promote Education for Sustainable Development (ESD) and widen access to digital skills
- PowerPoint slides and a paper from BAM 2024 Conference where the project lead presented on the team’s early research.
- An annotated reading list of publications and pedagogic resources to support academic staff and students who wish to develop their digital skills by using AI in relation to ESD.
- Case studies for academic staff which illustrate effective practice models and how they can be adopted in other institutions.
Lead Institution: London Metropolitan University
Dr Eleni Meletiadou is a RILEAS and GEDI Research Group Director at the Guildhall School of Business and Law. Eleni’s responsibilities involve strategic leadership to enhance student learning experience and staff professional and research development. Her personal mission is to make Education for Social Justice and Sustainable Development meaningful, accessible, and transformative for ALL students.
Project Partners
Dr Teuta Hazizi, University of Elbasan “Aleksandër Xhuvani”, Albania
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Dr Teuta Hazizi, University of Elbasan “Aleksandër Xhuvani”, Albania
Dr Teuta Hazizi is a lecturer at the Business Administration Department, Faculty of Economy at University of Elbasan “Aleksandër Xhuvani” in Albania. Her research interests include Education for Sustainable Development, gender equality, entrepreneurship, inclusion and digital leadership.
Dr Thomais Rousoulioti, Aristotle University, Greece
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Dr Thomais Rousoulioti, Aristotle University, Greece
Dr Thomais Rousoulioti is a Lecturer at Aristotle University in Greece. Her research interests include Education for Sustainable Development, gender equality, cultural studies, multilingualism and inclusion and applied linguistics.
Dr Sirvan Karakis, Coventry University
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Dr Sirvan Karakis, Coventry University
Dr Sirvan Karakis is a Course Leader for
Business Management & Leadership at Coventry University. Her research
interests include Education for Sustainable Development, gender equality,
Accounting, Marketing and Leadership.
Dr Somayeh Pouransari, University of Hertfordshire
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Dr Somayeh Pouransari, University of Hertfordshire
Dr Somayeh Pouransari is a Senior lecturer in Human Resource Management and Information Systems at the University of Hertfordshire. Her research interests include Education for Sustainable Development, gender equality, HRM and digital literacy.
Dr Reza Naji, University of Hertfordshire
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Dr Reza Naji, University of Hertfordshire
Dr Reza Naji is a
Senior lecturer at the University of Hertfordshire. Her research interests
include Education for Sustainable Development, and digital literacy and energy
management.
Dr Mirela Alhasani, Epoka University, Albania
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Dr Mirela Alhasani, Epoka University, Albania
Dr Mirela Alhasani (Dubali) is a Senior Lecturer of (English) Linguistics and Politics at the Centre for European Studies, at Epoka University in Albania. Her research focuses on Education for Sustainable Development, the linguistic educational transformation of developing democracies, gender equality, inclusion, EU language politics, and applied linguistics.
Dr Irini Papakammenou, University of Staffordshire
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Dr Irini Papakammenou, University of Staffordshire
Dr. Irini Papakammenou is a Lecturer at University of Staffordshire. Her research interests include Education for Sustainable Development, cultural studies, inclusion and applied linguistics.
Other Collaborative Enhancement Projects
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.