{"id":6971,"date":"2025-12-30T15:42:00","date_gmt":"2025-12-30T08:42:00","guid":{"rendered":"https:\/\/unnes.ac.id\/sdgs\/?p=6971"},"modified":"2026-10-22T15:06:58","modified_gmt":"2026-10-22T08:06:58","slug":"unnes-strengthens-sustainability-education-through-curriculum-reform-compulsory-learning-and-conservation-practice","status":"publish","type":"post","link":"https:\/\/unnes.ac.id\/sdgs\/unnes-strengthens-sustainability-education-through-curriculum-reform-compulsory-learning-and-conservation-practice\/","title":{"rendered":"UNNES Strengthens Sustainability Education through Curriculum Reform, Compulsory Learning and Conservation Practice"},"content":{"rendered":"\n

University-wide curriculum guidance, cross-faculty activities and a digital tree-monitoring system connect sustainability learning with practical student responsibilities.<\/em><\/p>\n\n\n\n

SEMARANG, Indonesia<\/strong> \u2014 Universitas Negeri Semarang (UNNES) strengthened its approach to sustainability education in 2025 by connecting university-wide curriculum development, compulsory Conservation Education and practical activities supported by digital monitoring.<\/p>\n\n\n\n

The approach gives students across academic disciplines a shared foundation in sustainability while allowing study programmes to connect environmental and social challenges with their respective fields. Classroom learning is reinforced through student discussions, projects and conservation activities.<\/p>\n\n\n\n

University-Wide Curriculum Direction<\/strong><\/p>\n\n\n\n

UNNES formalised its curriculum direction through Rector Regulation No. 76 of 2025 on Guidelines for Developing an Outcome-Based, Sustainable and Impactful Curriculum.<\/em><\/strong><\/p>\n\n\n

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Rector Regulation No. 76 of 2025 on Guidelines for Developing an Outcome-Based, Sustainable and Impactful Curriculum<\/figcaption><\/figure>\n<\/div>\n\n\n

The regulation establishes a common framework for curriculum development across the university. Within this framework, sustainability is associated with long-term educational relevance, sustainable development and UNNES\u2019s identity as a conservation-oriented institution.<\/p>\n\n\n\n

Study programmes can apply this direction to their learning outcomes, teaching activities, research and student projects. This provides a basis for connecting sustainability with the knowledge, skills and professional responsibilities relevant to different disciplines.<\/p>\n\n\n\n

Connecting Curriculum Development with Professional Needs<\/strong><\/p>\n\n\n\n

The Environmental Science Study Program at the Faculty of Mathematics and Natural Sciences provided one example of this approach through a focus group discussion on 24 June 2025<\/strong>.<\/p>\n\n\n\n

The forum involved government agencies, environmental consultants, academics, nongovernmental organisations, industry practitioners and alumni. Participants reviewed graduate competency needs and discussed environmental challenges relevant to curriculum development.<\/p>\n\n\n\n

Topics included low-carbon and climate-resilient development, circular economy approaches, the triple planetary crisis, community empowerment, natural-resource conservation and environmental policy.<\/p>\n\n\n\n

The discussion brought external perspectives into the curriculum development process, helping the programme connect academic learning with challenges graduates may encounter in government, industry and community settings.<\/p>\n\n\n\n

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The Environmental Science curriculum discussion on 24 June 2025 brought together stakeholders to discuss graduate competencies and sustainability challenges.<\/em><\/figcaption><\/figure>\n\n\n\n

Compulsory Conservation Education Provides a Shared Foundation<\/strong><\/p>\n\n\n\n

UNNES also provides a common foundation through Conservation Education (Pendidikan Konservasi)<\/strong>, which its official course plan describes as compulsory for all students.<\/p>\n\n\n\n

The course uses a general-education approach, with an emphasis on case-based learning and team-based projects<\/strong>. Students examine conservation values and their application to environmental and social responsibility.<\/p>\n\n\n\n

Its scope includes arts and cultural conservation, anti-corruption education, disaster education and sustainable-campus concepts. Topics such as green infrastructure, green energy, climate change, water management, waste management and green transportation connect the course with issues students can observe in everyday life.<\/p>\n\n\n\n

By providing this compulsory course across study programmes, UNNES gives students a shared introduction to conservation while encouraging them to consider its relevance to their own disciplines and future professions.<\/p>\n\n\n\n

Students from Every Faculty Discuss Conservation in Practice<\/strong><\/p>\n\n\n\n

Sustainability learning also extends into cross-faculty activities. On 18 March 2025<\/strong>, the UNNES Conservation Sub-Directorate<\/strong> convened a focus group discussion on aligning conservation values and character, involving student representatives from every faculty.<\/p>\n\n\n\n

Participants discussed how conservation could be implemented in academic and non-academic activities. The discussion covered greening, waste management, energy efficiency and environmental innovation.<\/p>\n\n\n\n

The forum created an opportunity for students from different academic backgrounds to exchange perspectives and develop a shared understanding of conservation responsibilities within university life.<\/p>\n\n\n\n

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Student representatives from every UNNES faculty participate in the conservation values and character discussion on 18 March 2025.<\/em><\/figcaption><\/figure>\n\n\n\n

SiOMON Connects Tree Planting with Follow-Up Care<\/strong><\/p>\n\n\n\n

Practical conservation activities are supported by SiOMON (Sistem Informasi Penanaman dan Perawatan Pohon)<\/strong>, UNNES\u2019s official information system for tree planting and maintenance.<\/p>\n\n\n\n

The 2025 SiOMON guide<\/strong>, issued by the Natural Resources and Environment Section of the UNNES Conservation Sub-Directorate, explains how students document their activities through the MyUNNES-Student platform<\/strong>.<\/p>\n\n\n\n

Students can record planting information, geotagged locations, photographs and tree conditions, as well as submit periodic maintenance updates. These records provide a way to document both planting and subsequent care.<\/p>\n\n\n\n

The system connects environmental responsibility with an activity students can carry out and monitor over time. Recording a tree\u2019s location and condition encourages attention to its continued maintenance after planting.<\/p>\n\n\n\n

UNNES has long linked student tree planting with academic progression. The 2025 guide documents the continuing digital mechanism for recording and monitoring this responsibility.<\/p>\n\n\n

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SiOMON enables students to record tree locations, upload photographic evidence and update maintenance information through MyUNNES-Student.<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n

Connecting Policy, Learning and Student Action<\/strong><\/p>\n\n\n\n

The curriculum framework, compulsory course, stakeholder discussions and SiOMON serve complementary roles in UNNES\u2019s sustainability education.<\/p>\n\n\n\n

University policy provides a common direction. Conservation Education introduces shared values and concepts, while study programmes connect sustainability with disciplinary knowledge and professional needs. Cross-faculty activities broaden student participation, and practical conservation work provides opportunities to apply learning.<\/p>\n\n\n\n

Through this approach, UNNES brings sustainability into both academic study and everyday university life, giving students opportunities to understand conservation responsibilities and put them into practice.<\/p>\n","protected":false},"excerpt":{"rendered":"

University-wide curriculum guidance, cross-faculty activities and a digital tree-monitoring system connect sustainability learning with practical student responsibilities. SEMARANG, Indonesia \u2014 Universitas Negeri Semarang (UNNES) strengthened its approach to sustainability education in 2025 by connecting university-wide curriculum development, compulsory Conservation Education and practical activities supported by digital monitoring. The approach gives students across academic disciplines a […]<\/p>\n","protected":false},"author":85,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[153,84,86,90,92,94],"tags":[],"class_list":["post-6971","post","type-post","status-publish","format-standard","hentry","category-news","category-responsible-consumption-and-production","category-climate-action","category-life-on-land","category-peace-justice-and-strong-institutions","category-partnerships-for-the-goals"],"_links":{"self":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/6971","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/comments?post=6971"}],"version-history":[{"count":5,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/6971\/revisions"}],"predecessor-version":[{"id":7034,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/6971\/revisions\/7034"}],"wp:attachment":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/media?parent=6971"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/categories?post=6971"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/tags?post=6971"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}