Pathways to Sustainability Require Collaboration and Innovation. Arguments for the Inclusion of Communication Competences in Environmental Sciences and Related Higher Education

Abstract

Introduction: Steps towards sustainability require an evaluation of the interconnections among environmental, social, and economic factors. To address global societal and environmental challenges, distinct actors employ concepts and frameworks, speak a specific language, and prioritize diverse issues and goals. This situation triggers 'communication gaps' that frequently result in misunderstandings and impasses. However, it is through effective communication that these gaps can be bridged, empowering each actor to play an integral role in fostering a collaborative framework that supports problem-solving and actions towards sustainability. This work examines the significance of communication in facilitating transdisciplinary collaboration, a crucial aspect of pursuing sustainability amidst the complexities of current global challeng Methods: A literature review was conducted using targeted keywords related to communication, collaboration, and sustainability education. Additionally, a qualitative survey of over 130 master's curricula and academic training offerings from universities in Europe and the United States was performed, utilising the KeyStone Master Studies database and supplementary Google searches for training programs. Results: These findings indicated a limited and inconsistent inclusion of communication training, particularly beyond technical writing or presentation skills. Existing approaches fall short in preparing students to navigate interdisciplinary dialogue, address cognitive divergences, and facilitate co-creative problem-solving - all vital to advancing sustainability initiatives. Discussion: The review found limited integration of communication training, especially in interpersonal and strategic areas, within environmental master’s programmes. Despite some search limitations, curricula from Europe and the USA, along with broader academic-level findings, suggest that such training is not widely offered. This gap is consistent with trends identified in the literature, highlighting a disconnect between the recognised importance of communication skills and their academic provision. Conclusion: Higher education programs in environmental sciences and engineering must adopt a more comprehensive approach to communication. By embedding communication theory, interpersonal dynamics, and strategic engagement into curricula, institutions can better equip future professionals to lead and collaborate effectively in sustainability-oriented contexts.