ConSense Development Project

Abstract

Colombia ranked 52^nd out of 113 countries in terms of affordability, availability, quality, and safety of food and natural resources, according to the Global Food Security Index (GFSI). This reality motivated the Faculty of Nutrition and Food Sciences at CES University (Medellín, Colombia) to participate in the Learning Design and Education for Sustainable Development Bootcamp, designed by the Association for Learning Design and Education for Sustainable Development (ALDEDS) and delivered in collaboration with UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC), Manchester Metropolitan University, the American University of Sharjah and the Open University in the United Kingdom.

Participation in the Bootcamp enabled the development of institutional strategies and the establishment of institutional capacity at the university, including qualified personnel experienced in replication, implementation instruments, and designed monitoring for the implementation of the ConSentido Project Development. The project aims to improve the quality of life in rural communities from Jericó (Antioquia, Colombia) through the implementation of sustainable practices in the use of natural resources and the strengthening of local populations' capacities. Students from the Faculty of Nutrition and Food Sciences actively participate in this project, collaborating in the execution of actions and promoting sustainable development in the region.

The achievement of the learning objective is structured through a progressive advancement of four learning outcomes, starting from the ability to analyse a real situation, prioritize, and design an educational intervention, and eventually reaching its implementation and evaluation.

During the Learning Design and Education for Sustainable Development Bootcamp, we were able to analyse and comprehend the importance of the Sustainable Development Goals (SDGs) as a guide to address social, economic, and environmental challenges while considering institutional impact. This reflection made us realize that the integration of the SDGs should not be limited to a specific knowledge area but should have an integrative approach that allows providing our students with a more holistic and meaningful education.

This cross-cutting integration of the SDGs into the curriculum not only enriches our students' learning but also fosters a global and sustainable mindset, which is essential for addressing the complex challenges we currently face.