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With the release of our QS Sustainability Rankings, it is becoming clear that more universities are thinking about how they can adopt sustainability principles and improve their social and environmental impact.
Some programmes which have seen significant sustainable development in recent years are those in the STEM field. But what changes are being made exactly? And how can a more sustainable approach to STEM research and education benefit students and society as a whole?
We spoke with David Ackerly, the Dean of Rausser College of Natural Resources at the University of California Berkeley to find out more.
How universities are embracing sustainability
Sustainability principles are becoming an integral part of university operations and higher education. The QS Sustainability Rankings methodology highlights environmental education, environmental research and impact of education as major indicators by which universities are ranked.
University of California Berkeley receives a perfect score for environmental education as there are so many options for majors which are rooted in environmentalism, including conservation and resource studies, society and environment, environmental studies, environmental economics and policy, and ecosystem management.
There are also opportunities for students to embrace sustainability even if they are not studying a related major. Ackerly told us about UC Berkeley’s efforts to offer all their students the opportunity to gain an education in sustainability alongside their regular studies: “We’ve been working with faculty across the university to integrate sustainability into learning opportunities as a way to increase sustainability literacy among students.”
At the University of California Berkeley, sustainability education is offered through Big Ideas courses.
“These courses are designed with non-majors in mind, do not have prerequisites and are taught by two or more faculty from different departments,” said Ackerly. He went on to give the example of the course Climate Change and the Future of California “which covers the widespread impacts of climate in California, as well as the possibility of novel opportunities for innovation and global leadership to reduce its magnitude and adapt to new challenges.”
It encourages students to look towards the future of their community and consider how they can contribute to positive change.
Ackerly also talks about the success of the Solutions for a Sustainable and Just Future Big Ideas course which is taught by undergraduate students, for other students.
“What began with just 25 enrolled students grew into a 300-person lecture hall in just five semesters, breaking the university’s record for the largest student-led course ever.
“Berkeley has led the way in the global environmental and sustainability movement for more than a half-century. We’ve been working with faculty across the university to integrate sustainability into learning opportunities as a way to increase sustainability literacy among students and enhance the visibility of relevant courses and activities.”
The effects of sustainability on STEM education
Sustainability has clearly influenced university policy and operations, but what about the academic material? Ackerly said sustainability and environmental education has become fully embedded in STEM subjects, with students at UC Berkeley now working in the labs of “renowned scientists who are leading cutting-edge research around clean engines, climate change, plant drought and disease resistance, environmental engineering and more.”
When conducting experiments, students are now being taught to consider the sustainability of the chemicals and materials used and produced as well as the impact their studies have on the environment and ecosystems.
Engineering and technology are also considerably affected by sustainability as the products studied, used, and created in these subjects often either have to comply with environmental regulations or can be used to combat environmental damage and improve construction, water systems and waste management, to give a few examples.
STEM students at UC Berkeley can also get involved with projects on campus that allow students to apply their knowledge to create a more sustainable university environment.
Ackerly said: “Undergraduate and postgraduate students study the sustainability practices of students living in university dorms, conduct waste audits of campus facilities with sustainability staff, and lead independent research into technologies to promote drought-tolerant and disease resistant crops.”
These opportunities not only demonstrate University of California Berkeley’s commitment to sustainable development but also advocates for students to use their knowledge practically and benefit the people around them. Not only does it give them valuable work experience but also the ability to make a real difference.
Sustainable development in STEM industries
Sustainability is a relatively new topic within the study of STEM and one that is constantly changing and evolving with new and emerging research. Adapting to this constant change is critical as sustainability should always be applicable to the real world and not just taught conceptually.
According to Ackerly, UC Berkeley does this by allowing students to conduct their own independent research in a ‘living laboratory’ which allows them to apply their learning to university infrastructure and systems, as previously mentioned.
Many of the sustainable development projects undertaken at UC Berkeley are organised by the Student Environmental Resource Centre. Student-led projects and initiatives are popular on many campuses and contribute towards the sustainable development of the university and wider community as students volunteer their time, raise funds, put their knowledge into practice and create new ways to implement sustainability principles in the world around them.
Ackerly referenced the work of the Energy and Biosciences Institute: “It’s supported early-stage companies focused on developing a high-efficiency fermentation platform central to manufacturing sustainable bioproducts, producing an environmentally friendly bio-process for extracting rare earth elements from electronic waste and enzymes that are capable of removing industrial chemicals from polluted environments.”
He also highlighted the work of the Fund Fellowship Conservation and Innovation track which encourages students to “participate in experiential team and project-based learning focused on creating technology solutions for conservation and environmental health challenges with a particular emphasis on maintaining biodiversity.”
New technologies, scientific studies and mathematical equations all help us to understand the impact we’re currently having on the planet and society and how we can reduce our negative impact and alter our current systems to benefit society and the environment.
This is shown through the work of STEM students who have embraced sustainability, graduated and went on to do important work and research of their own. Ackerly told us of alumni who “go on to work in climate policy, business, non-profit organisations, biotech companies, governmental positions that are focussed on sustainability, and have even founded startups at the cutting edge of sustainability [research and technology]”.
These roles allow STEM graduates to be a part of policy change on a bigger level, using their scientific knowledge to identify current problems and become a part of the solution.
Although STEM studies are major contributors to sustainable development, all students across all subjects should have the opportunity to gain some sustainability education and awareness of how they can embrace sustainability in their future careers.
University of California Berkeley is making an effort to expand their sustainability education topics across all subjects. This includes their Master of Climate Solutions programme offered by the Haas School of Business, designed to support aspiring entrepreneurs and business leaders who aim to “accelerate the implementation of solutions that mitigate greenhouse gas emissions or protect against the harms of climate change through adaptation, with an awareness of equity and justice.”
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STEM and sustainability: Studying for a more sustainable future
Holly Hemmings
Updated May 19, 2025Save
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With the release of our QS Sustainability Rankings, it is becoming clear that more universities are thinking about how they can adopt sustainability principles and improve their social and environmental impact.
Some programmes which have seen significant sustainable development in recent years are those in the STEM field. But what changes are being made exactly? And how can a more sustainable approach to STEM research and education benefit students and society as a whole?
We spoke with David Ackerly, the Dean of Rausser College of Natural Resources at the University of California Berkeley to find out more.
How universities are embracing sustainability
Sustainability principles are becoming an integral part of university operations and higher education. The QS Sustainability Rankings methodology highlights environmental education, environmental research and impact of education as major indicators by which universities are ranked.
University of California Berkeley receives a perfect score for environmental education as there are so many options for majors which are rooted in environmentalism, including conservation and resource studies, society and environment, environmental studies, environmental economics and policy, and ecosystem management.
There are also opportunities for students to embrace sustainability even if they are not studying a related major. Ackerly told us about UC Berkeley’s efforts to offer all their students the opportunity to gain an education in sustainability alongside their regular studies: “We’ve been working with faculty across the university to integrate sustainability into learning opportunities as a way to increase sustainability literacy among students.”
At the University of California Berkeley, sustainability education is offered through Big Ideas courses.
“These courses are designed with non-majors in mind, do not have prerequisites and are taught by two or more faculty from different departments,” said Ackerly. He went on to give the example of the course Climate Change and the Future of California “which covers the widespread impacts of climate in California, as well as the possibility of novel opportunities for innovation and global leadership to reduce its magnitude and adapt to new challenges.”
It encourages students to look towards the future of their community and consider how they can contribute to positive change.
Ackerly also talks about the success of the Solutions for a Sustainable and Just Future Big Ideas course which is taught by undergraduate students, for other students.
“What began with just 25 enrolled students grew into a 300-person lecture hall in just five semesters, breaking the university’s record for the largest student-led course ever.
“Berkeley has led the way in the global environmental and sustainability movement for more than a half-century. We’ve been working with faculty across the university to integrate sustainability into learning opportunities as a way to increase sustainability literacy among students and enhance the visibility of relevant courses and activities.”
The effects of sustainability on STEM education
Sustainability has clearly influenced university policy and operations, but what about the academic material? Ackerly said sustainability and environmental education has become fully embedded in STEM subjects, with students at UC Berkeley now working in the labs of “renowned scientists who are leading cutting-edge research around clean engines, climate change, plant drought and disease resistance, environmental engineering and more.”
When conducting experiments, students are now being taught to consider the sustainability of the chemicals and materials used and produced as well as the impact their studies have on the environment and ecosystems.
Engineering and technology are also considerably affected by sustainability as the products studied, used, and created in these subjects often either have to comply with environmental regulations or can be used to combat environmental damage and improve construction, water systems and waste management, to give a few examples.
STEM students at UC Berkeley can also get involved with projects on campus that allow students to apply their knowledge to create a more sustainable university environment.
Ackerly said: “Undergraduate and postgraduate students study the sustainability practices of students living in university dorms, conduct waste audits of campus facilities with sustainability staff, and lead independent research into technologies to promote drought-tolerant and disease resistant crops.”
These opportunities not only demonstrate University of California Berkeley’s commitment to sustainable development but also advocates for students to use their knowledge practically and benefit the people around them. Not only does it give them valuable work experience but also the ability to make a real difference.
Sustainable development in STEM industries
Sustainability is a relatively new topic within the study of STEM and one that is constantly changing and evolving with new and emerging research. Adapting to this constant change is critical as sustainability should always be applicable to the real world and not just taught conceptually.
According to Ackerly, UC Berkeley does this by allowing students to conduct their own independent research in a ‘living laboratory’ which allows them to apply their learning to university infrastructure and systems, as previously mentioned.
Many of the sustainable development projects undertaken at UC Berkeley are organised by the Student Environmental Resource Centre. Student-led projects and initiatives are popular on many campuses and contribute towards the sustainable development of the university and wider community as students volunteer their time, raise funds, put their knowledge into practice and create new ways to implement sustainability principles in the world around them.
Ackerly referenced the work of the Energy and Biosciences Institute: “It’s supported early-stage companies focused on developing a high-efficiency fermentation platform central to manufacturing sustainable bioproducts, producing an environmentally friendly bio-process for extracting rare earth elements from electronic waste and enzymes that are capable of removing industrial chemicals from polluted environments.”
He also highlighted the work of the Fund Fellowship Conservation and Innovation track which encourages students to “participate in experiential team and project-based learning focused on creating technology solutions for conservation and environmental health challenges with a particular emphasis on maintaining biodiversity.”
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STEM and a sustainable future
New technologies, scientific studies and mathematical equations all help us to understand the impact we’re currently having on the planet and society and how we can reduce our negative impact and alter our current systems to benefit society and the environment.
This is shown through the work of STEM students who have embraced sustainability, graduated and went on to do important work and research of their own. Ackerly told us of alumni who “go on to work in climate policy, business, non-profit organisations, biotech companies, governmental positions that are focussed on sustainability, and have even founded startups at the cutting edge of sustainability [research and technology]”.
These roles allow STEM graduates to be a part of policy change on a bigger level, using their scientific knowledge to identify current problems and become a part of the solution.
Although STEM studies are major contributors to sustainable development, all students across all subjects should have the opportunity to gain some sustainability education and awareness of how they can embrace sustainability in their future careers.
University of California Berkeley is making an effort to expand their sustainability education topics across all subjects. This includes their Master of Climate Solutions programme offered by the Haas School of Business, designed to support aspiring entrepreneurs and business leaders who aim to “accelerate the implementation of solutions that mitigate greenhouse gas emissions or protect against the harms of climate change through adaptation, with an awareness of equity and justice.”
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