Casebook of IDG Implementation into Higher Education

Shtaltovna, Yuliya and Rodriguez Carreon, Vivianna, eds. (2026) Casebook of IDG Implementation into Higher Education. Pact for Youth Association, Budapest. ISBN 9786150263410

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Abstract

The Casebook of IDG Implementation into Higher Education arrives in response to the recognition that global sustainability cannot be addressed through cognitive knowledge alone. It requires capabilities from within. The Inner Development Goals (IDG) developed a framework that enables the bridge between inner and outer transformation for individuals and collective systems. The Casebook is a collection of 12 peer-reviewed cases developed by 38 authors across 11 countries. It explores Inner Development Goals (IDG) principles that can inform curriculum design, teaching methods, experiential learning, leadership development, professional education and institutional transformation in higher education. Covering classroom interventions, programme-level integration, field experiences, project-based learning, teacher preparation, learning circles, and university–community collaboration, these cases offer practical insights into reflection, dialogue, systems thinking, perspective-taking, emotional awareness, collaboration, and responsible action. This is a global contribution from across the globe spanning the Netherlands, Sweden, Brazil, Mexico, Canada, Uruguay, the United Kingdom, South Africa, and the United Arab Emirates, alongside online cross-border collaboration between Germany and Ukraine. It maps the diversity in how institutions view and approach transformative practices within higher education. Therefore, the Casebook does not present the IDGs as a blueprint or a one-size-fits-all model. Their implementation is context-dependent and cannot simply be copied from one institution, culture, or learning environment to another. As with any complex, transdisciplinary, and multi-stakeholder endeavor, IDG-informed education develops through local interpretation, collaboration, experimentation, and adaptation. The contributing early adopters therefore offer a diverse palette of possibilities to get inspired and learn from, rather than prescribed solutions. Their experiences show what can be created and achieved through IDG-informed practice while recognizing that each initiative develops within its own circumstances.The editors and authors invite educators, programme directors, researchers, institutional and professional leaders and to review these approaches, choose relevant principles and develop locally contextual and meaningful systemic practices that support inner development, responsible leadership, collective learning and sustainability-oriented higher education.

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