Established in 2020, the Global Sustainable Futures: Progress through Partnerships Network (GSFN) materialised out of the need to connect Global South with Global North and to co-address the challenges of sustainable futures through constructive partnerships.

The network is looking forward to full-fledged collaborative and interactive activities and co-creation of knowledge and practices, beyond national borders and academic disciplines, and contribute to the achievement of SDGs Agenda 2030 and beyond. The network is committed to create collaboration/partnerships across low-, middle- and high- income countries, reaching out through its coordinators to secure global sustainable futures which are both urgent and important.

The network has planned for a very engaging, interactive, inclusive enthusiastic programme for networking and capacity development, starting right from the first day of the year 2021.

Currently, the network comprises of 400 co-ordinators from 90 countries. The group is inclusive and accessible for academics, systems thinkers, innovation practitioners, change makers, and creative voices, from any discipline who want to enable sustainable transitions for future generations in line with the UN Sustainable Development Goals (SDGs) and we aim to forge connections outside of academia with other stakeholders such as government, community groups and business.



Through GSFN, we want to play a leading role in creating an inclusive, collaborative, innovative and engaging network of early career researchers and like targeted stakeholders including start-ups and entrepreneurs, where everyone can share in their research, innovation, visualisation, and enthusiasm in parallel to network’s success.


To create a strong research environment, building to a multi-disciplinary and multi-sectoral team of endogenous professionals that would be capable of pursuing and utilising participatory and integrative approaches in solving public and environmental sustainability problems.



Dr Renuka Thakore from UCEM’s research, innovations and partnerships department founded this network on 31 October 2020. Dr Renuka Thakore strongly believes that collaborations between various stakeholders, research partnerships between diverse academics and knowledge exchange and enhancement in education could be the key to achieving global sustainable futures.


University College of Estate Management (UCEM) is providing in-kind support to GSFN.


Through GSFN, academics and practitioners who have a stake in contributing towards Sustainable Development Goals 2030 and beyond can easily access evidence and expertise from several different parts of the world.


Multidisciplinary Activities and Partnerships Development Platform

Demand for capacity development, stronger links between research, policy and practice and the importance of a systems approach are the three continuing priorities for Global South early career researchers. Though several strategies have been employed to address specific barriers; open, inclusive, and proactively engaging platforms for developing and disseminating empirical research as well as monitoring and evaluating their effectiveness in delivering SDGs goals and targets are hardly any. Global South and Global North, and within, between and beyond low-, middle- and high- income countries need to steadily progress in research capacity, but major barriers to research are lack of empirical evidence on strategic transdisciplinary interventions. Despite an evolution in sustainable development thinking, local actors continue to use outdated development strategies that are recognised as unsustainable. To realise multi-dimensional sustainable innovative strategies, research capacity outcomes need to be equally valued as research output on international platforms.

Given this context, it is important that the key players – academics, researchers, industry professionals, technocrats, and research-oriented institutions – respond to ongoing and emerging climate change, environmental and sustainability challenges in the Global South and Global North, and within, between and beyond low-, middle- and high- income countries. Missing, however, are the ‘knowledge and skills’ to ‘integrate’ and ‘network’ these fundamental ingredients of capacity development in organic, real-time and innovative ways. Thus, the case is made for a considered, deliberate effort to build a platform that integrates all the above listed elements, ultimately to improve the research capacity and capability of researchers and sustainability professionals throughout the globe.

Calls for multinational transdisciplinary research projects

Co-ordinators can propose their research projects and can ask for relevant coordinators to engage and facilitate their research projects in full or partly in any research activities throughout the life cycle process of the research project.

Knowledge exchange meetings

GSFN conducts network wide open monthly meetings every second Saturday of the month, which serves as a knowledge exchange platform. These monthly meetings include brainstorming sessions, which serve as knowledge sharing/capacity development/training events. Co-ordinators are informed about the agenda and the brainstorming topic in advance; thus, they came prepared to contribute to these sessions and get engaged in an interactive dialogue. The current debatable topics that make attendees think about sustainable transformation to the sustainable societies and economies, including achieving sustainable development goals (SDGs) 2030 and beyond are selected for the brainstorming session. Topic such as systems-thinking, meaningful stakeholder engagement and the circular economy are discussed.

Identification of research opportunities

GSFN will respond to requests to identify experts with research in specific SDG. It brings together a list of relevant coordinators those who are or have expressed their interest in contributing to one or more SDGs from across its network.

Engaging via social media

GSFN selects one SDG every week and engages with social media platforms to create awareness around the selected SDG. The social media accounts are LinkedIn, Twitter, Instagram, Facebook.

Collaboration with other networks

GSFN has joined with other networks such as Future Earth, The Systems of Sustainable Consumption and Production (SSCP) Knowledge-Action Network (KAN) and International Research Network in Resilient Development in Climate – RIPEDRC to facilitate the advancement of science-based knowledge towards achieving Agenda 2030 through collaboration with partners in low- and middle-income countries. Importantly, GSFN is committed to encourage early career researcher and strives to providing them opportunities to lead on research projects bringing support or mentoring from senior researchers.


GSFN, through research projects, collaboration activities, develop scientific publications engaging its coordinators and provides best way to contribute to literature of sustainable practices and sustainable development goals.

In all cases, GSFN aims to improve the research capacity and capability of researchers and sustainability professionals throughout the globe by providing multidisciplinary activities, partnerships development, collaborations between various stakeholders and research partnerships between diverse academics. Flexibility, responsiveness, and knowledge exchange and enhancement in education and research are fundamental to achieving global sustainable futures. Thus, GSFN is happy to consider requests that fall into the remit of these broad objectives.





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Introduction to STRIDES Project

The STRIDES (Systemic Transformative and Resilient Interventional Drivers for Education for Sustainability) project PART 1 explores the grand challenge: transforming the education systems (environment) in which we learn, teach and exchange knowledge.

PART 0 The Global Challenge of Education

PART 0 research findings substantiate the need for repurposing education in learning institutions for sustainable societies and climate change. This is a call for unfolding from the simple to the complex based on a grounded theoretical framework that for education to be meaningful and relevant – a society should be able to fight risks such as the recent Covid19 pandemic. The framework of current education seems to be operating at strategic level without the bottom-up approach that should leave no one behind. The great thinking at strategic level leads to numerous changes of policy in Educational institutions and poor evaluation because of slow implementation processes which are overtaken by events. To address human needs within the context of promoting a positive attitude toward climate change, this research suggests an all-inclusive approach rather than the existing fragmented one which does not seem so much palatable. Thus, the scope of the future desired state is an envisaged approach to reduce all externalities on the environment through application of technical and vocation education systems that must be inherent in all communities across the globe. Human capital development is key to the transformational processes in which every society needs to implant human-centered designs to address their needs within the scope of appropriate technology and cultural dimensions. Thus, internationalisation of the education process in line with sustainable development goals may help to build the desired strategies to embrace the future with the mind that supports sustainability and climate change.

PART 1 Innovative Case Studies or Advances in Education for Sustainable Development (ESD) for STRIDES Project

Developing, demonstrating, and scaling a novel approach to leveraging systems transformation in the educational spaces is a complex challenge. Script and structured interface have a beneficial effect on the grounding discussions or in other types of complex problem solving (Schoonenboom, 2008). Therefore, in the initial phase, this study follows a journey of exploration and discovery, a systematic inquiry of what is possible, probable and preferable. This project serves as the starting point. Educators, systems thinkers, innovation practitioners, change makers, and creative voices, all are invited to join in figuring out how to deploy excellence in educational spaces while increasing operational flexibility in the pursuit of what we hold for the future sustainable education and societal systems.

PART 1 will compile innovative case studies or advances in Education for Sustainable Development (ESD). You are welcome to provide inputs on what the latest innovative case studies or advances are within the Education in learning institutions for sustainable societies and climate Change. In this PART 1, the objective is to highlight the latest innovative case studies or advances across disciplines to identify systemic transformative and resilient interventional drivers for education for sustainability. The synthesis will be based on the contributions from multiple expert stakeholders. Inputs from all active researchers, educators, systems thinkers, innovation practitioners, change makers, and creative voices, across all disciplines, working with issues related to ESD.

Please share here what you view as the 1-3 most innovative case studies or advances in your overarching field of research in recent times and the key articles and reports highlighting them. To consider a given topic, you are requested a minimum of one paper supporting advances. You may also declare your interest in contributing as a co-author of the adjoining peer-review paper. If your responses are long, you may write in a separate document and copy the text into the survey (this is to avoid any mishaps in saving on the form).

If you have any question, please contact Dr Renuka Thakore.

Please click to find the STRIDES project PART 1 case studies collection survey.

Please contribute to the project.