As a dual-degree doctoral researcher and Associate Fellow, Sana Yousef Cheruvallil, reflects on teaching sustainability across international classrooms. 

The UK’s Teaching Excellence Framework (TEF) has become a defining feature of higher education policy. By evaluating universities on teaching quality, student engagement and graduate outcomes, it reinforces an important message: what happens in the classroom matters. 

Yet frameworks also raise a broader question: what does excellent teaching actually look like in practice? 

As a dual-degree doctoral researcher exploring sustainability transitions across Europe and Asia, I have recently begun delivering workshops on sustainability and environmental governance. These experiences, alongside achieving Associate Fellowship from Advance HE, have prompted me to reflect on how effective teaching unfolds in real classrooms. Often, it emerges through small but meaningful decisions that shape how students engage, reflect and participate. 

Teaching complex real-world topics 

Sustainability is an unusual subject to teach. Unlike disciplines with clearly defined boundaries, it sits at the intersection of business, policy, ethics and environmental science. Questions rarely have straightforward answers, and decisions often involve trade-offs between environmental, social and economic priorities. 

In this context, teaching becomes less about transmitting information and more about helping students navigate complexity. My workshops use case studies, collaborative exercises and scenario-based discussions. Students might consider how companies balance innovation with regulatory risk, or how supply chains remain economically viable while meeting social and environmental expectations. 

These activities encourage students to connect theory with real-world challenges. When students debate these questions together, learning shifts from receiving information to actively exploring ideas. Research shows that students learn most effectively when they construct knowledge rather than passively receive it (Biggs & Tang, 2011). Designing activities that support this engagement is therefore central to effective teaching. 

The importance of clarity and feedback 

Interactive learning requires careful structure. Student feedback has been key in refining my approach. Small adjustments, such as clarifying instructions, pacing activities or linking exercises to learning objectives can significantly enhance engagement. 

For example, during a workshop role-play on governance and risk, students initially hesitated to participate. Once the task and expectations were explained more clearly, the discussion became lively and productive. The experience reinforced a simple lesson: the success of an activity depends as much on how it is framed as on its content. 

Teaching in an international classroom 

Teaching sustainability across countries adds complexity. While delivering workshops in Indonesia, digital tools such as quizzes and collaborative platforms were designed to support interaction. In practice, internet connectivity sometimes slowed participation. Students suggested more time to access materials and respond to questions. Simple adjustments like pausing to check links or allowing extra discussion time became important elements of inclusive teaching. 

Teaching sustainability governance also requires sensitivity when discussing policies and legislative systems. When comparing national approaches, I avoid ranking or critiquing governments. Instead, I explore the different contexts, priorities and constraints that shape policy decisions. This approach fosters knowledge exchange and helps students appreciate how perspectives emerge from distinct historical, institutional and societal circumstances. 

Teaching in a global higher education environment 

Higher education increasingly operates through international partnerships, transnational programmes and globally diverse student cohorts. For educators, this creates both opportunities and challenges. Students’ prior learning experiences, expectations and access to technology all influence engagement. 

What works well in one context may need adaptation in another. Teaching across international classrooms, therefore, requires flexibility and ongoing reflection. 

Beyond the metrics 

Frameworks such as TEF provide useful benchmarks for teaching quality, but many aspects of learning remain difficult to measure. Moments when students connect theory to experience, challenge assumptions or develop reflective thinking often emerge through discussion rather than formal assessment. 

Student feedback frequently highlights critical reflection as one of the most valuable aspects of learning. This aligns with research emphasising the role of reflective thinking in higher education (Brookfield, 2017; Schön, 1983). In sustainability, the goal is not only to understand concepts such as environmental governance and responsible supply chains, but also to develop the ability to navigate complex, uncertain situations. 

Learning through reflection 

Reflecting on early teaching experiences has reinforced a simple idea: effective teaching is iterative. It develops through observation, feedback and continual refinement rather than a single “best practice” model. Small practices such as listening to students, adapting activities and creating space for dialogue can have a meaningful impact. 

As higher education becomes increasingly global, these reflections may become even more relevant. Many of the most impactful aspects of teaching lie not in frameworks or metrics, but in everyday practices that shape how students learn: clarity, responsiveness and a willingness to learn alongside those we teach. 

How do you recognise excellent teaching in your own classroom practice? 

Sana is a dual-degree PhD candidate researching sustainability transitions across Europe and Asia. An Associate Fellow of Advance HE, she has taught sustainability in India, Indonesia and the UK. Her work focuses on environmental governance, sustainable business and global higher education teaching. 

References 

Altbach, P. & Knight, J. (2007) The internationalization of higher education: motivations and realities. Journal of Studies in International Education. 

Biggs, J. & Tang, C. (2011) Teaching for Quality Learning at University. 

Brookfield, S. (2017) Becoming a Critically Reflective Teacher. 

Schön, D. (1983) The Reflective Practitioner. 

UK Department for Education (2017) Teaching Excellence Framework: Year Two Specification.