Introduction

Universities play a vital role in equipping students with the knowledge, skills and values required to foment sustainable development on our plant. The aim is to train students to make decisions that will lead us to a long-lasting world, a world without inequalities and injustice. The sustainability paradigm is invoked as a way to tackle this challenge (United Nations, 2018). This comprehensive theory recognises how natural and human systems depend on each other. In response, it seeks to find a balance between economic, social and environmental development in a way that meets the needs of current generations without compromising future needs. Transdisciplinary approaches guided by research and theory are used to foster the conservation of natural resources, environmental protection, social justice and economic prosperity. Such approaches have a practical focus that promotes sustainable measures as solutions to global challenges and to build a more resilient future (Daly & Cobb, 1994; Jackson, 2011; Meadows et al., 2004; Orr, 2002; Raworth, 2018; Rockström & Gaffney, 2021; Sachs et al., 2019; Sen, 2000; Wals & Jickling, 2002). The ability to tackle the most important challenges currently facing humanity requires understanding, inventing, imagining, creating, and even getting things wrong occasionally. It is therefore a learning process, one in which humans can develop these skills and not lose faith in the idea that together, we can create a more sustainable planet and society (Mayor Zaragoza, 2015).

This article is based on the need to understand some of the key issues that can inspire the design and implementation of ESD-based extracurricular activities that promote the SDGs. For this purpose, it is described an extracurricular activity focusing on ocean sustainability offered to students by the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UB) aboard the training ship Saltillo. We explore the profile and interests of the students taking part, and analyse the learning derived from this experience.

The role of universities in education for sustainable development and the sustainable development goals

Universities have the potential, and therefore the duty, to educate students on the values and behaviours that foster sustainable practises, which promote responsible citizenship and a commitment to sustainability (Tilbury et al., 2017). Accordingly, universities place their attention and hope on Education for Sustainable Development (ESD) (UNESCO, 2014). ESD guides student training so they can make informed decisions, preparing them to be agents of change capable of tackling complex sustainability challenges that will arise throughout their personal and professional lives (Dlouhá et al., 2019; Stibbe, 2016). Integrating ESD into universities also stimulates research and innovation in areas related to sustainability, thereby creating new knowledge, technologies and solutions to new problems. In other words, under this model, universities become centres of research on and for sustainability, fostering collaboration with other academic, economic, social and governmental institutions (Miñano & García Haro, 2020).

However, integrating ESD into the system of higher education institutions is still a challenge in itself. According to the literature, there are different reasons for this. Some of these reasons are commented below. One of the reason is that there is limited awareness and understanding of the issue. Academics and professionals working in the sustainability field often call for greater understanding and awareness raising to better integrate ESD into curricula and institutional practices (Leal Filho et al., 2018; Lozano et al., 2015; Sterling, 2004). In fact, university teachers claim the need for training in this area because they perceive that it is a challenge that is not being met (Mulà & Tilbury, 2023).

In addition, universities continue to revolve around discipline-based structures. The interdisciplinary approaches required to tackle complex sustainability challenges clash with disciplinary boundaries that universities have traditionally followed. Disciplinary silos must be broken down and transdisciplinary collaboration encouraged to integrate ESD (Bernstein, 2015).

Another reason is that it provokes resistance to change. Implementing ESD often requires changing study plans, teaching and assessment methods, and institutional practise, which can lead to resistance to change from the university community. This may be due to concerns about workload, the perceived irrelevance of sustainability within certain disciplines, or unfamiliarity with new teaching approaches (Barth & Rieckmann, 2012; Leal Filho et al., 2018).

Moreover, other of the reason is that there are difficulties in assessing and evaluating ESD initiatives. Assessing the effectiveness of ESD actions is complex due to the multidimensional nature of sustainability. As such, developing appropriate evaluation methods that capture the diverse learning outcomes of ESD is a challenge in itself, which currently makes it difficult to measure impact (Sterling, 2017; Wals & Corcoran, 2012).

While ESD poses many difficulties, universities must search for ways to successfully define and implement it by focussing on complex models to understand and form education programmes. Universities are implementing ESD strategies that include, for example, the followings:

  • Curricular integration. One example is integrate the concepts of sustainability and the Sustainable Development Goals (SDGs) into the curricula of different disciplines to provide students with a holistic understanding of sustainability challenges and solutions (Busquets et al., 2021).

  • Fostering interdisciplinary and transdisciplinary approaches. Different examples that provide the opportunity for students to engage with the real world on sustainability issues through active learning methodologies (projects, service-learning, case studies, challenges, etc.) (Rekalde-Rodriguez et al., 2021; Lozano et al., 2017; Willis et al., 2017; Yang et al., 2018).

  • Faculty development and engagement. Some orientations that provide professional development opportunities to enhance their understanding of sustainability and effective pedagogical approaches to address ESD. At the same time, they are motivated to incorporate sustainability into their research as well as teaching activities (Fischer et al., 2022; Mulà & Tilbury, 2023).

  • Contact and collaboration with associations from the social fabric. The examples have been done by creating allies with external organisation (local communities, industry, NGOs, etc.) to offer learning contexts that have an impact on sustainable development (Cruz-Iglesias et al., 2022; Rekalde-Rodriguez et al., 2022). Likewise, by collaborating with other universities and networks to share good practices, develop joint programmes, and foster research collaborations in sustainability and ESD.

  • The opportunity to implement sustainable practices on campus, leading by example. Practices within the university can include energy and water conservation, waste management, and sustainable transport. The aim is to involve students in campus sustainability initiatives through student organisations, internships and volunteer opportunities (Sáez de Cámara et al., 2021).

  • Monitoring, evaluation and reporting. There are interesting examples to develop robust mechanisms to monitor and evaluate ESD initiatives, reporting on sustainability progress, achievements and challenges to promote transparency and accountability within and beyond the university community (Kioupi & Voulvoulis, 2019; Lozano et al., 2015).

The SDGs are targets set by the UN to address the world’s most pressing social, economic and environmental challenges. The SDGs are 17 goals and 169 targets covering a wide range of issues, such as eradicating poverty, quality education, gender equality, access to clean energy, climate action, and environmental protection (UNESCO, 2017; UN, 2016, 2018). In the context of Higher Education, the SDGs provide a clear direction for universities to align their programmes and actions with global goals (EHUagenda, 2030). They can be used as a reference to establish policies and strategies that promote sustainability in academic and institutional plans (Amorós et al., 2023; Diaz-Sarachaga & Longo, 2023; Leal Filho et al., 2020; SDSN Australia/Pacific, 2017). Furthermore, educational institutions can assess the contribution of their educational programmes to sustainability through existing evaluation frameworks that assess the alignment of the intended learning outcomes with the enabling conditions for an SDG-based vision of sustainability (Kioupi & Voulvoulis, 2020).

Extra-curricular activities in Higher Education to advance the SDGs

Universities currently offer a wide range of educational activities through the training modalities set out in study plans as well as through other activities (Bartkus et al., 2012). Research provides evidence that extracurricular activities in Higher Education have a positive impact on students’ overall education by promoting training for holistic human development (Diaz-Iso et al., 2020; Ivanova & Logvinova, 2017). The literature also recognises that participation in extracurricular activities has important benefits for university students, including improved academic performance (Tieu et al., 2010), developing skills relevant to career success (Mahoney et al., 2003; Rubin et al., 2002), and more active performance as citizens (Chapman et al., 2023; Keser et al., 2011). However, reviews of the literature on extracurricular activities in higher education show that the concept itself remains ambiguous and unclear; it is often described using examples, which hinders its typology, classification and proper approach (Greenbank, 2015). Hence, there is a call for further research on the subject (Bartkus et al., 2012).

Broadly speaking, extracurricular activities can be characterised as those that: a) take place outside the classroom or the regular curriculum, b) are supported and driven by the educational institution, c) are not graded or given academic credits, d) can be academic or non-academic and, e) are voluntary or optional (Bartkus et al., 2012; Diaz-Iso et al., 2020).

Extracurricular activities are an important complement to formal education, offering students the opportunity to participate in university life through a variety of experiences beyond their academic work (Tieu et al., 2010). These activities can encompass a wide range of initiatives, such as volunteering programmes, research projects, sports competitions, artistic, cultural and spiritual activities, student groups and non-governmental student organisations (Diaz-Iso et al., 2020).

As mentioned, students benefit in multiple ways. We can highlight studies that argue that extracurricular activities promote positive attitudes towards social transformation. These studies assert the potential of such activities to train socially active citizens who are better at adapting to change and aware of the importance of achieving sustainable development (Ivanova & Logvinova, 2017; Li, 2017; Lipscombe, 2008; Lipscombe et al., 2008). If they are also grounded in an ESD approach, they can become powerful tools to foster awareness, commitment and action for sustainable development (Lipscombe, 2008; Lipscombe et al., 2008). Extracurricular activities provide students with the opportunity to develop personal skills (initiative, reflective thinking, among others) and social skills (teamwork, communication, commitment and responsibility) (Diaz-Iso et al., 2020), which are fundamental to addressing the challenges set by the SDGs (SDSN Australia/Pacific, 2017). Extracurricular activities can therefore contribute to meeting the SDGs by fostering awareness and engagement among students, by creating spaces for dialogue where SDG-related issues can be reflected upon. This provides a better understanding of the global challenges faced and their relevance at the local level. Such activities also encourage active participation in problem-solving and decision-making (Garcia-Feijoo et al., 2020; Viana et al., 2023).

As recognised by Diaz-Iso et al. (2019), it is considered essential that students participate in extracurricular activities that involve social projects. Furthermore, the students must also collaborate with peers and teachers in these activities by creating supportive and trusting environments.

Some examples of extracurricular activities that contribute to achieving the SDGs identified in the literature are set out below (Table 1).

Table 1 Extracurricular activities in higher education that contribute to the SDGs
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Along these lines, co-curricular activities such as conferences, seminars and workshops can also improve knowledge transfer, provide experience and promote good practice (Bresciani, 2005), fostering collaboration and the co-creation of solutions that impact on the different SDGs. Collaboration and networking between students, academics, non-governmental organisations and other relevant actors is also fundamental to the impact on SDG 17 (Franco & Abe, 2020).

The experience of sailing: learning from it

There is an abundance of literature that highlights the training and learnings derived from sea expeditions and voyages carried out by students (Eid et al., 2024; Henstock et al., 2013; McCulloch, 2007). It is from the year 2000 that research activity on this training began to grow, having a direct effect on the design of programmes, policies, theories and practices for youth development (Schijf et al., 2017). The literature highlights sailing as an alternative and non-formal educational space that offers experiential and adventurous learning (Lyth, 2021), as well as a powerful educational experience (McCulloch et al., 2010).

These studies investigate issues of sustainability, marine biology, behavioural science, sailing (Eid et al., 2024) as well as the particular character of domestic and social life on board (McCulloch, 2007). In addition, studies have focused on the transferability of learning to other environments (Sibthorp, 2003).

In the literature, the boat itself is seen as a challenging socio-cultural environment (Fletcher, 2020), where learning takes place as a result of residential and communal living dimensions (McCulloch, 2007). Studies reveal that sailing has an impact on the development of technical skills (Sibthorp, 2003), personal and social skills (Henstock et al., 2013; Lyth, 2021; Schijf et al., 2017), teamwork competence (Eid et al., 2024; McCulloch et al., 2010), self-concept (Henstock et al., 2013), and engagement in learning and education (Henstock, 2013). But, also, sailing has a positive effect on the general well-being of participants (Fletcher, 2020), and has the potential to stimulate the development of an analytical view towards the self, the other and the interaction between them (Xu, 2023). It is recognized also that it is the social skills that are most likely to be transferred to other settings, such as the family environment (Sibthorp, 2003).

These researches are mainly qualitative and ethnographic in nature (Fletcher, 2020; Xu, 2023), and the main research tools used are narratives (Eid et al., 2024; Fletcher, 2020), interviews (Henstock et al., 2013; Sibthorp, 2003), observation of participants' actions and the meanings attributed to them (McCulloch, 2007), etc. It is also noted that much of the research in this field is not cumulative (Schijf et al., 2017).

In these studies is highlighted that the main challenges faced by these training experiences and programs are to strike a balance between academic work, and the demands of seagoing tasks and life on board in a sailing ship (Eid et al., 2024). In addition, making structured designs of the training program being carried out is another challenge (Schijf et al., 2017). That is, identifying the specific activities in the training program that are most emphasized, because these are the most effective experiences (McCulloch et al., 2010). However, the effects of demographic characteristics such as gender, age or socio-economic background of the participating learners remain unexplored (Schijf et al., 2017). In some studies, moreover, the interdisciplinarity of the learner profile is highlighted as an element that enhances learning (Eid et al., 2024).

One example is the One Ocean Expedition, which shows how life on board a sailing ship can be a formative learning experience and an interdisciplinary laboratory for studying and living in line with the SDGs and the overall mandate of the Global Agenda for Sustainable Development (Eid et al., 2024). Another is the experiential learning program conducted on the Australian national sailing training ship STS Young Endeavour that highlights that the key factors affecting student engagement in learning appear to be experiential activities specifically designed to support self-concept and social skills, such as, standing watch, taking control of the boat, climbing the mast… (Henstock et al., 2013). Other studies analyze, for example, the space, movement and privacy of the confined environment, as well as the impact of domestic and work routines on learners (McCulloch, 2007). For others, the process of constructing interculturality and the negotiation of participants' identity throughout the sailing journey (Xu, 2023). What they all have in common is that they have a direct impact on SDG 14 and, indirectly, depending on the activities planned in other SDGs of the 2030 Agenda (Henstock et al., 2013; Lyth, 2021).

Aim and objectives of the work

The aim of this paper is to investigate the impact that an extracurricular activity on ocean sustainability aboard the training ship Saltillo has had on UPV/EHU and UB students. The purpose is to extract ideas from reflecting on their contributions that can inspire extracurricular university activities based on ESD that advocate for the SDGs.

This research has the following objectives:

  • To discuss the profile of university students who are interested in participating in extracurricular activities associated with sustainability.

  • To extract the motivations university students have to engage in extracurricular activities associated with sustainability.

  • To highlight the learning that students identify from participating in this extracurricular activity based on ocean sustainability.

  • To illustrate the changes perceived by students after taking part.

  • To know the impact of e-logbook writing on student`s learning.

Methodological approach

In line with the framework provided by the literature and the study goals, a hermeneutic approach was chosen, revolving around qualitative research (Denzin & Lincoln, 2018). This allows us to penetrate the data content provided by the students, and to offer ideas that can inspire how to design and implement extracurricular university activities that advocate sustainability by understanding and reflecting on student contributions (Flick, 2004).

A case study has been used for this purpose, which is an extracurricular activity to sail on Saltillo, the UPV/EHU's heritage sailing boat. This activity forms part of a summer course. Based on the literature, case studies are one of the most characteristic strategies of the qualitative approach (Bogdan & Biklen, 1982). This method is deemed particularly appropriate for studying a situation in depth, as a way or probing into an example in action (Stake, 1998).

Research context

This work has been developed within the framework of a cross-border summer course entitled A University that looks out to sea: sailing for knowledge on the training ship Saltillo, as part of the UPV/EHU Summer Courses (Uda Ikastaroak -UIK-, 11–20 July 2022). This course was carried out with the collaboration of the UPV/EHU, UB, Euskampus Foundation, the Ocean i3 project, Itsasmuseum Bilbao, Bilbao Port, and Mutriku Town Council (UIK, 2022).

It is not an ordinary course, as the extracurricular activity involves sailing on the training ship Saltillo along the Basque-Aquitaine coast.

Saltillo is a sailing ship built in 1932 in Amsterdam and, whose interior was finished in England. It was acquired in 1934 by a Biscayan businessman who renamed with the name of Saltillo. From 1946 to 1963, it was ceded to the Spanish royal household, and in 1968 was donated to the Bilbao School of Nautical and Naval Machinery (now the Bilbao School of Engineering) to be used as a training vessel ship. It was restored and re-launched in 1998, and is used as a training ship for the UPV/EHU (University of the Basque Country) for students to do their practical sailing training. Saltillo training ship is a 26-m long, steel-hulled Ketch sailing ship divided into 8 rooms (see Fig. 1).

Fig. 1
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Images of Saltillo 2023

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The itinerary of this experience was divided into two crossings, the first from Santurtzi to Saint-Jean-de-Luz and the second from Saint-Jean-de-Luz to Santurtzi. Each crossing lasted five full days and included stopovers, as can be seen in Fig. 2.

Fig. 2
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Itinerary of Saltillo 2022 with interdisciplinar student crew. Source. Own elaboration

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The itinerary combined the activities and tasks of sailing and life on the ship with complementary co-curricular activities on ocean sustainability at the different ports (conferences, site visits, workshops, etc.). These were free activities that were open to the general public. The full programme for student participants is set out in the following Table 2, where the activities designed and implemented for the first crew are collected and repeated for the second crew.

Table 2 Activity programme for student participants
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In a natural and experiential way, it combines and merges the formal instruction that comes from sailing knowledge, with the non-formal instruction that comes from conferences and site visit, with the informal training that comes from living together on and off the ship.

The experience is committed to SDGs 4, 14 and 17 + 1 (UPV/EHU’s own SDG from the EHU agenda 2030). The activity offers students of both universities an experimental, meaningful and quality activity that promotes learning beyond university walls, aimed at achieving SDG 4. It raises awareness of the importance of the ocean for our common and sustainable future to meet SDG 14. Finally, it promotes the Basque language and culture as well as multilingual culture in line with SDG 17 + 1. These SDGs have been tackled following the themes and approaches suggested by UNESCO (2017, p. 19 & 39).

Participants

The profiles of the 26 UPV/EHU and UB students taking part at different stages of the research project are detailed in Table 3. Students marked with an asterisk are those who have made one or more crossings aboard the training ship and have therefore taken part in a greater number of data collection instruments.

Table 3 Profile of the students
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The students who finally took part of the crews were selected based on criteria of university (U), gender (G), studies and their availability for the days of the crossing. Fourteen students with no experience in seafaring, nine from the UB and five from the UPV/EHU, and seven students from the UPV/EHU's Nautical degree who were chosen by the ship's captain to carry out curricular work experience linked to the degree. These seven students took part in the two crossings as experienced sailing crew. The selection is shown in Fig. 3.

Fig. 3
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Selection of participants in each crew. Source. Own elaboration

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Each student was assigned a position (helmsman; engineer; zodiac skipper, assistant zodiac skipper, mooring 1, mooring 2, chief navigator, bow chief, stern chief, sailor 1, sailor 2, sailor 3, sailor 4 and sailor 5) with their respective manoeuvres. The captain created pairs to perform the manoeuvres between the experienced sailing students and the inexperienced students coming from other degrees.

Although they have not been direct participants in the research, they have played a key role in the design of the program and during the development of the activity. This is the case of the ship's captain and the course directors.

The captain is staff of the UPV/EHU and, he has been captaining this boat for more than 20 years and is in charge of the practical instruction of nautical students. He was in charge of managing and regulating life on the boat. The course directors, one a lecturer at the UPV/EHU and the other a member of the Euskampus Foundation, have been in charge of the training activities ashore and logistical matters.

Information instruments

The data collection instruments consisted of the cover letters that the students initially wrote when applying, the group e-logbooks written during the crossings, the individual Lego® Serious Play® constructions made at the beginning and end of the crossing, and the open online questionnaires completed at the end (see Fig. 4).

Fig. 4
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Research instruments. Source. Own elaboration

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Cover letters are personal written documents where the students freely describe their profile and suitability to participate in the activity as well as their reasons for applying. The cover letters were used as instruments during the desk research stage. These documents help to understand the students’ backgrounds and motivations behind applying. The Group e-logbook is an audiovisual instrument created by the group that was written daily and published on social media. This instrument serves as a common thread between the crew and those following the journey onshore. As noted in the literature, the Logbook instrument favours learning and skill development, and helps to educate on attitudes and values (Baiutti & Paolone, 2018; Korthagen, 1999; Osgood, 2013). Finally, individual artefacts created using the Lego® Serious Play® methodology are used to demonstrate how students represent themselves at the start of the activity and what qualities they highlight about themselves to share with the group. In a second closing exercise, the artefacts are used to articulate the transformation experienced after being a crew member on the Saltillo (Ajibade & Hayes, 2022). These instruments and records are common and suitable for qualitative research (Hernández et al., 2014).

Finally, students completed an open-ended questionnaire to provide feedback on positive aspects and areas for improvements relating to the extracurricular activity. The questionnaire was provided online and answered by all participants of the crossings.

Analysis procedure

The qualitative data analytical procedure was carried out following the guidelines by Miles and Huberman (1994). It was developed at the same time as the fieldwork (Goetz & Lecompte, 1988) that is, as information was obtained from an instrument it was analysed by carrying out a first partial approximation of the content analysis. The information obtained was analysed in an inductive, dynamic and systematic process that required identifying, selecting, categorising, comparing and interpreting the information obtained (Coffey & Atkinson, 2003). Figure 5 describes these analysis phases.

Fig. 5
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Qualitative analysis phases. Source. Own elaboration

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Once all the data derived from the all different instruments were obtained, we opted to unify the partial systems in a global categorisation system, where different units of meaning are identified and assigned to a category that is specified according to its content. The categories refer to opinions, attitudes, feelings, evaluations and learning expressed by the students regarding their participation in this extracurricular activity.

Student contributions have effectively defined the categories, and the categorical system has been built as a result of these contributions. For this reason, the category system is presented at the beginning of the findings as a further contribution to the work that articulates the meaning of the findings presented below.

Ethical and research quality criteria

In line with what Blaxter et al. (2008) propose, students were clearly informed from the outset about the nature of the study in consideration of ethical and quality factors. Agreements were reached regarding the use of the data, including its analysis and dissemination. Furthermore, voices and information were coded to preserve privacy, anonymity, personal dignity and integrity. The coding system used is detailed in Table 4.

Table 4 Coding system
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The requirements set out by O'Brien et al. (2014) on reporting qualitative research were followed in relation to the research quality. The criterion of veracity was present throughout the research. As much information as possible was collected to reconstruct the students' perceptions by implementing instrument triangulation strategies. Low-inference descriptors were also used (students’ productions, transcriptions of manuscripts, etc.), to record reality as faithfully as possible (Tracy, 2010). Nevertheless, all the students’ voices and contributions have been translated into English, losing the subtleties and nuances that they may have in the original language (Basque, Spanish and French).

Findings

The findings are presented below using the emerging categorical system resulting from the analysis of the information derived from the different instruments used.

The data reveal the profile of the students who get involved in ocean sustainability activities, the motivations that lead them to participate, the learning and changes experimented after their participation in this sustainability experience, as well as students' perceptions of the impact of e-logbook writing on their learning (see Table 5).

Table 5 Category system
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This first finding, which consists of categorisation, serves to give visibility and interpretation to the findings derived from the experience.

How can the profile of students involved in ocean sustainability activities be described?

Students describe themselves as sensitive and committed to sustainability, team players, active in social media, eager to learn, restless and adventurous.

Sensitive and committed to sustainability

Students highlight this through their participation and work in NGOs, public awareness activities (beach cleaning, marine litter collection, seaweed care, waste recycling, energy saving strategies, proper use of water, graphic activism on marine sustainability, etc.), and innovation and research projects related to the environment.

“I researched environmental problems from a green and blue criminology point of view for my final year project. This work was carried out as part of the Ocean i3 project. Next year I will study a Master’s degree on socioeconomic and human factors for environmental protection” (CL/EHU/F/Criminology).

Students who know how to work in a team

This is determined by their involvement in community life, their leadership profile (class representative, member of the school council or other body at their higher education institution, etc.) and their problem-solving approach.

“I have learned to work together with different professions throughout my personal and academic career to develop ideas and solutions” (CL/UB/F/Aeronautics).

Active on social media

The students taking part have knowledge in photography, video editing, and occasionally as community managers for the social media pages of their respective voluntary organisations.

“In my internship, I was in charge of creating a podcast, writing press articles, producing photos/videos, creating websites, managing social media, translating press releases (English and Spanish), producing calls for projects, creating visual content and presenting the partnership associations during events or meetings in English” (CL/UB/F/Project management).

Restless and adventurous

Students describe travelling and discovering new places as their passion. They are sociable, open, practical, responsible, active, supportive, willing to face difficulties, and eager to live new experiences (LSP/S) (see Fig. 6).

Fig. 6
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Features highlighted by students in the initial Lego® Serious Play® exercise. Source. Own elaboration

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Their eagerness to get to know other cultures and people of different origins is another aspect to be highlighted.

“During my travels (Australia, Indonesia, New Zealand, New Caledonia, European countries, French Polynesia, etc.) I have learned to adapt and became interested in other cultures” (CL/UB/F/Project management).

What motivates students to become involved in activities related to ocean sustainability?

Students’ motivations are mainly academic and personal. In terms of academic motivations, students are interested in the close ties that the activity has with their current studies, the academic practices involved, career prospects, and social transfer.

The students’ interest in this sustainability link is down to the close link between their studies, as those studying a degree in Biology and Life Sciences cover topics such as ecology, climatology, geology, biochemistry, changes in coastal mesoclimates, increases in water temperature and acidity, and the disappearance, adaptation and migration of marine species, among others.

“I work on the MAGMA project which aims to optimise and reinforce offshore marine system monitoring programmes. Specifically, I am studying the impact of metal and organic pollution on the biology of the common sole” (CL/UB/F/Ecology).

The students’ interest in the ocean is expressed through the links to curricular internships that are part of their studies. These academic internships include working on conserving the marine and terrestrial environment, monitoring bioindicator species to determine the state of conservation of diving sites, internships in adapted sports, bringing water sports closer to people with chronic illnesses, and internships related to communication and dissemination.

In terms of the link with their professional future, the students emphasise their desire to work in any sector related to the ocean and sustainable development, innovation, and the transition towards more ecological mobility.

“My professional project is to combine my passion for the sea and marine health with my ecological concerns” (CL/UB/F/Project management).

In terms of social transfer, the students talk about making science more popular. They insist on the importance of raising awareness among society about the protection of marine and coastal environments, combining collective creativity with personal commitment, making scientific research accessible by transferring knowledge in open events such as scientific cafés, podcasts and plastic collection routes, communicating from experience and with scientific rigour.

“I believe science must be made more popular, since society dictates scientific advances and projects, and it is up to us, future researchers, future actors in science, to know how to transmit our knowledge and make it accessible to the greatest number of people” (CL/UB/M/Biology).

With regard to students’ personal interests, they highlight the connection of their lives, practising water projects, and team spirit.

Most students have grown up having a special relationship with sea to a greater or lesser extent; through the jobs members of their families have, and experiences and memories from their childhood and adolescence related to the coast.

“I went on my grandfather’s boat when I was young, listening to stories of voyages to Africa when he was a sailor. The thought of going to sea in a small sailing ship only slightly larger than a longboat and learning the principles of getting around safely has woken me up, while I have started to dream of one day setting sail as a crew doctor” (CL/EHU/F/Medicine).

Regarding water sports, the students' voices highlight their passion for diving, surfing, kayaking, foil, canoeing, rowing, swimming, etc.

“I have been surfing for several years, I have experience validating the level of bronze waves and I have participated in rescue sessions in this context” (CL/UB/F/Biology); “As a sport, surfing is my hobby and I think it is a sport that transmits respect for the sea” (CL/EHU /F/Criminology).

Students particularly express an interest in sailing, underlining the importance of having knowledge and experience in sailing so they deal more sensibly, sensitively and responsibly with issues related to the ocean.

“I would be a dream come true to learn the basics of nautical science by collaborating with students from different fields and working on environmental issues that are important to me, so I can be capable of finding and proposing coresponsible solutions for the safeguarding and survival of the oceans” (CL/UB/F/Aeronautics).

In terms of team spirit, students underline the fact that they are motivated to participate in the activity because it is essential to demonstrate that they have good teamwork skills.

“Another reason why the world of the sea appeals to me so much is the teamwork and collaboration and/or support that everyone has to give each other. It is a place where there is no room for selfishness and you have to help everyone because the sea is unpredictable and if you don’t work properly, it would turn into the sea fighting against everything” (CL/EHU/F/Nursing).

What learning and changes do students who have participated in this activity reveal?

The students highlight that they have learned about sailing, sustainability, coexistence, multilingualism, and their own awareness of their own transformation from the experience.

Sailing

The students emphasise what they have learned about sailing such as sailing vocabulary (parts of the boat, names of sails, types of ropes and knots etc.) and practical seafaring experience.

“We were lucky to have some wind, which allowed us to sail without the engines. During the manoeuvres, I did the mizzen tacking, i.e., signing and chasing the stays depending on the direction of the sail. We arrived in Donostia and we lowered the sails and prepared to anchor in the bay” (eL2/2).

Students also highlight what they learned about the importance of time management in sailing manoeuvres, coordination between crew members, and the need to listen to and follow the captain’s orders.

“I found the approach on Saltillo to be totally different from anything I had experienced thus far. The spirit on board is one of delegation, where each person follows a precise task to create a coherent and harmonised sailing experience. I think the hardest thing is having the confidence to do it” (eL2/1).

However, learning to sail is not without its difficulties, as some of the students point out were understanding orders and vocabulary in a different language, staying on station for manoeuvres, early morning watches, etc.

“It was more difficult in practice than it was in theory, as we had to be fast and it was a bit stressful” (eL1/3).

However, the lasting perception is that they wanted to keep learning, and that the 5-day experience had passed very quickly.

“"It would have been cool to be able to sail more, you're left wanting a bit more; the last few manoeuvres were amazing. We felt like we had to try to make the most of the last manoeuvres, but we'd like to sail more” (Q2).

Sustainability

Students highlight the learning related to sustainability and how this is associated with the conferences and activities carried out at the different ports they moored at. For example, Elkano and the crossing, floating wind farms, buoys set up to measure the corrosion resistance of paint, sound and electromagnetic field tests to understand how to take care of the environment, consumption of renewable energies, sustainable aquaculture, as well as concepts, technologies and current projects related to ocean sustainability, where the proximity to the speaker and on-site visits were highly valued.

“The talks were very interesting. I had some knowledge of the topics, but you always learn something new. The best part was when we could talk to the speaker after the talk” (Q1); “The visit to the Mutriku turbines was great, I loved it. We often hear about solutions to generate energy using our surroundings. However, I had never had the opportunity to see one of these sustainable solutions up close” (Q2).

However, students noted a lack of practical environmental awareness activities such as litter collection, diving to see the damage pollution causes to the seabed, creating objects from recycled materials, etc. In short, activities that would help them to see how they have contributed to ocean sustainable development and ocean conservation. They also would have liked more time at the ports they called at.

“It would have been interesting if there were more practical moments like the one at Mutriku where we had the opportunity to visit the turbines” (eL2/5); “Offer outdoor activities when on land instead of in a conference room (beach cleaning for example)” (Q1).

Shared living

Students underline what they learned from shared living, referencing the need to establish clear rules, taking an active role in community life, and showing kindness and respect at all times.

“On Saltillo you go out to meet people and learn how to take care of them; it is kind of like a school of life for me” (eL2/4).

However, this was not without difficulties that made the students more empathetic.

“The difficulties of living together have to do with the limited space on board. In regard to eating, moving around or sleeping, you always have to make things easier for others” (eL1/1).

The need and interest of everyone on board to have and assume a place on the ship is reinforced. Everyone has tasks to perform, and it is important to coordinate and synchronise manoeuvres. In the same vein, the importance of helping others is also underlined.

“If any needed help or had any questions, there was always someone there to help. The fact that we each had a role was positive, because as soon as we got ready to sail, everyone knew what to do and where to stand” (Q1).

Students commented on how tasks such as housework were rotated among all crew members, making it easier to get to know each other.

“Housework is done as a team, and by working together we get to know each other and share moments, adventures and anecdotes” (Q2).

Multilingualism

Students emphasise multilingual learning by referring to how they expanded their vocabulary in languages other than their mother tongue and learned technical sailing terms.

“We have learned many technical terms in English, Spanish, French and Basque. Receiving instructions in different languages wasn’t an issue, we were able to adapt perfectly and communication problems have gradually disappeared” (eL1/3); “The most remarkable thing is the fact that I enjoy expressing myself by mixing French with English and Spanish, I fell that I put all my linguistic knowledge into practice with ease” (eL2/1).

The needs of the space mean students had to pay close attention to ensure that communications were effective. They had to check whether others had followed the conversation correctly, translate sentences into another language, speak more slowly, and combine several languages in the same conversation.

“It is a very enriching experience because you learn to express yourself, even if a certain word does not come to mind, and you can mix languages without being frowned upon. Anything goes to make sure you are understood” (Q2).

Moreover, students did not feel that the language distanced them; in contrast, it was an exercise in trust and mutual help to reach an understanding and communicate well on board.

“It was a very positive lesson, because language was not an issue, despite what I thought beforehand. We were able to get closer to one another by having a good attitude rather than the different languages creating a barrier between us” (eL2/3); “Multilingualism has brought us closer during the trip; having to translate for those who did not understand and asking for translations has made us laugh on many occasions and bring us closer to each other” (eL2/4).

Some strategies also helped to facilitate communication.

“The captain had put labels on the boat with the necessary vocabulary to learn, which was also a good way to avoid always asking for vocabulary and to quickly remember the name of everything” (Q1).

Finally, students suggested that a limited number of books could be made available on board with basic verbs, verb tables, polite expressions, vocabulary to introduce oneself, etc., in the different languages. Another suggestion was to:

“Why not organise a game at the beginning which would force people not to speak in their native language and put them to the test?” (Q2).

Awareness of transformation

It is also interesting to underline how the students are aware of how they have changed. They reveal how the experience has turned them into people who are more aware of the value of learning, the need to learn how to learn, to be more aware of their limitations, more self-confident, courageous and adaptive. (LSP/E) (see Fig. 7).

Fig. 7
figure 7

Transformations highlighted by students in the end Lego® Serious Play® exercise. Source. Own elaboration

Full size image

The same student also highlighted in her cover letter:

“The crossing aboard the Saltillo would be an opportunity for me to make a dream come true” (CL/UB/F/Aeronautics).

After the crossing, the student wrote:

“I feel like a sailboat; free, without borders, with so much to see and discover, so much to learn and share” (LSP/E_UB/F/Aeronautics).

What impact does e-logbook writing have on student learning?

The students underline the strengths and weaknesses of the writing of the group e-logbook, the proposals for improvement they point out, as well as other contributions they make regarding the e-logbook.

Regarding the strengths, students comment on different issues that can be grouped, in turn, into three different moments: before writing the e-logbook, when it is written and after it is written.

Regarding the usefulness before writing the group e-logbook, the following is commented on:

  1. a)

    Recapitulating and reflecting on what has happened during the day. Students underline that the activity makes them review and rethink what they have done and what they have been talking and learning about during the day:

    "It makes you reflect on what you learnt during the day and it is a way to keep it in your memory because you have to relive it and go back to the moment to be able to tell it again" (Q1); "It has helped me to be aware of the experience and what I have learnt" (Q2).

  2. b)

    Identify for oneself the most significant events of the day and the lessons learnt. In order to share it with their peers, the exercise leads them to identify what they want to select to share with others because of what the event has meant to them, because of the value or usefulness of what they have learnt:

    "For me it has helped me to reflect on what I have experienced, and to collectivise that reflection, because we discussed as a group what and how to collect those ideas. Perhaps without this diary we would have had the opportunity to have these conversations, but I am sure that it has been very helpful" (Q2).

  3. c)

    Structuring ideas and asking the right questions. The students emphasise that the activity helps them to put their thoughts in order and ask themselves why they chose these contents to present them, share them and combine them with the experiences of others:

    "It was also interesting to divide the logbook into several parts in order to be able to structure thoughts" (Q1); "It has definitely helped me to structure my ideas, and ask myself questions about what I was looking for" (Q2).

  4. d)

    Seek solitary moments to think about homework. It is interesting how students comment that homework makes them feel the need to look for intimate moments to think about the contents. For example, one of the moments to which they have resorted the most has been during shifts:

    "(...) it gives you a quite curious task to do while you are on duty and I thought it was a very good idea" (Q1).

    Regarding the usefulness of this tool during the writing of the group's own e-logbook, the following is commented on:

  5. e)

    Gathering all the crew around a computer on the deck of a sailing boat at night. According to the students, it was a magical moment, where they could see each other's faces, without rushing, and where, having a common task beyond those of the boat, they could see and feel that the crew was becoming more and more a compact team:

    "To recap what they had done during the day and above all to team up with students from the University of Bordeaux and work together with them for a while every day" (Q1).

  6. f)

    Dialogue and collectivising one's own thoughts. The pupils highlight the moment that this activity favours dialogue around an activity; the sharing, the contrast; the different points of view and experiences about the same fact… gave the opportunity to get to know oneself better, and to get to know the rest of the classmates better:

    "Writing down your thoughts. It allows you to see how you feel about the experience and how you are evolving" (Q2).

  7. g)

    Agreeing on what was to be written in the group e-logbook. This was also a difficult exercise in shaping those mergers, which came from similar experiences, but from different people:

    "It was useful to share each other's feelings and to agree on what to bring to the log. It was also useful to take stock of the days together, the difficulties encountered and how to face them next time, what improved during the days, what we learned.... It's positive work!" (Q2).

  8. h)

    Combining different languages in the sharing and writing of the e-logbook. The pupils also highlight the fact of selecting and using the language when writing the log, where they point out that by putting translanguaging into practice, it was the person who had the task of writing that day who chose the language because they expressed themselves better, or more comfortably, in it:

    "It is an interesting exercise especially because it forces you to sit down with the rest of the students on the course to dialogue in different languages" (Q1).

    Regarding the usefulness of this instrument once the writing of the group e-logbook has been completed, the following comments were made:

  9. i)

    Being aware of all that the experience entails and of the learning at different levels and areas (navigation, coexistence, multilingualism, sustainability…). They underline how the e-logbook becomes a repository of learning and experiences:

    "It provides a fresh record of what we have experienced and helps us to remember small details and, above all, the spirit we were in that we might forget over time" (Q2).

  10. j)

    Leaving a record for the future of what the experience has taught you, a way of immortalising those moments. It is, in short, a way of narrating the collective learning experience with the aim of making it last over time:

    "To have a memory of the experience, in the end, it is an intense experience and it is to leave testimony of the moments" (Q1); "To leave a trace of my feelings at the time. So that I can savour reading it in a few years' time and remember with nostalgia this intense and fast-paced experience in which, you don't have time to take a step back because you are living an atypical experience that surpasses you..." (Q2).

  11. k)

    Connecting with people ashore. It has been an invisible strand linking the crew to shore-based activities and people:

    "It was nice to know that those ashore were going to follow you and also that what we put in the logbook was what the conferences in the ports started with" (Q1).

In terms of weaknesses, the students commented that it is sometimes a complicated exercise. Because it is difficult to combine writing with life on the boat and the activities scheduled on land; the format of the e-logbook; there was not always an internet signal on the boat; writing on a computer on a boat is not always easy and reading and writing on a boat causes seasickness and discomfort.

The proposed improvements to the writing of the e-logbook are related to the format of the document. The following are mentioned as improvements: a) not structuring the document following the same pattern (navigation, coexistence…) for every day; b) allowing more freedom in writing, without so many instructions, and c) including more ways of leaving a trace of what happened, for example, incorporating photos, drawings, audio, videos or other forms that help to connect with others while the activity is being carried out.

Other contributions made in relation to the e-logbook are related to the proposal to use the paper format and manual writing, and the possibility of it being an individual exercise. Some voices underline that in order to collect reflections and make them immediate and lively, paper notebooks should be used that allow for the inclusion of drawings, anecdotes, and that each student can write them down whenever they want:

"Personally, reflections and this kind of things, I like to do more by handwriting" (Q1); "I would have preferred it to be organised in the form of a book. Where you could write whatever you wanted on the topics you wanted and what you took away from the experience/every day, and every night tell your experiences/feelings to the whole team. And, at the end, put it together to make a single book" (Q2).

However, the students agree that meeting and getting together at the end of the day for a period of time and in a space on the boat such as the deck to discuss, share and agree on what is going to be recorded in the e-logbook is a key activity in the learning obtained.

Discussion and conclusions

The literature reveals that many extracurricular activities are offered and disseminated by universities (Bartkus et al., 2012), and in the same way, research activity on the training and learning derived from the expeditions and sea crossings undertaken by students began to grow from 2000 onwards (Eid et al., 2024; Henstock et al., 2013; McCulloch, 2007; Schijf et al., 2017). However, the design of the training program, which combines the sea voyage (seafaring learnings, teamwork and home life) with co-curricular activities (conferences) and other open activities onshore, gives the program a unique nuance.

The sailing experience aboard the training ship Saltillo is an example of an extracurricular activity designed under the ESD approach. The activity is embedded into the UPV/EHU as a way to integrate the knowledge, values, skills and attitudes required to promote ocean sustainable development. It has overcome many of the obstacles identified in the literature when integrating ESD into universities (Barth & Rieckmann, 2012; Leal Filho et al., 2018; Sterling, 2017; Wals & Corcoran, 2012).

The literature proposes sustainable practical activities on campus for ESD development (Kioupi & Voulvoulis, 2019), and in this case, the extracurricular activity is offered beyond the physical walls of the institution.

In this experience, SDGs 4, 14, 17 and 17 + 1 have served as guides to shape the activity and align it with the university's strategic policies (Amorós et al., 2023; Diaz-Sarachaga & Longo, 2023; Leal Filho et al., 2020).

This extracurricular activity provided the time and space for students to reflect on and share their thoughts with other classmates on the learning acquired. This was done by writing in the elogbook, along the lines of what Diaz-Iso et al. (2019) point out. The e-logbook has been the thread that has driven the constant reflection on the learning acquired by the students in the different spaces and activities (seafaring, human relations, conferences…), but it has also been the support that has allowed dialogue, contrast and consensus on the content to be disseminated.

The student profile stands out for their involvement and activism as responsible citizens committed to sustainability. These students do not need to be convinced, but rather their profile denotes that they have an intrinsic interest, as well as the skills (such as teamwork) and attitudes (sensitivity, commitment) required to address the SDGs (SDSN Australia/Pacific, 2017).

Students are motivated to take part in this experience because of its direct link to their studies and thus be able to increase their knowledge, skills, attitudes and values from the direct and contextualised experience that this activity can provide, beyond the university walls (Diaz-Iso et al., 2020). Conversely, students are also personally motivated by everything that the sea represents and evokes in them (family, childhood, future, etc.).

This activity has provided learning that favours integral human development (Diaz-Iso et al., 2020; Ivanova & Logvinova, 2017). The shared living (McCulloch, 2007), personal and social skills (Henstock et al., 2013; Lyth, 2021; Schijf et al., 2017), teamwork (Eid et al., 2024; McCulloch et al., 2010) and sustainability experience (Eid et al., 2024) are highlighted, not only for the experience in itself, but also for what students learned from sailing (Sibthorp, 2003) and practising multilingualism/translingualism (Cenoz & Gorter, 2021).

The sailing experience has made them more responsible and committed to sustainability (Chapman et al., 2023). However, in addition, the pupils feel that participating in this extracurricular activity has transformed them into people who are aware of their learning and this is partly due to the use of the e-logbook, which has led to reflection, dialogue and discussion. In this way, sailing and all that it entails (Xu, 2023) creates and recreates an environment for approaching and learning from the natural world.

Limitations and implications

The limitations are those related to the instruments. These have been built for training purposes and have served the intentions of the research. They were designed to be as unobtrusive as possible given the circumstances of the experience (limited space on the boat, seasickness caused by writing, incompatibility between electronic devices and water, lack of signal, etc.), and to not take up too much of the participants’ time.

In terms of the implication of this research, and as indicated in its purpose, it focuses on providing clues to guide and inspire the design of extracurricular university activities based on the ESD approach and addressed to achieve the SDGs. This guidance is summarised in ten tips derived from the whole experience:

  • Institutional involvement and support should be ensured in the design of extracurricular activities aimed at the SDGs. In this experience, the financial and staff support mobilised by two universities has been key to addressing the complexity of the extra-curricular activity.

  • Design extracurricular activities from an ESD approach, keeping the balance between cognitive (knowing), procedural (knowing how to do), and attitudinal (knowing how to be) competences. In this case, the contents derived from the lectures, the manoeuvres on the ship and the life on board have been taken into account.

  • Select the SDGs to be addressed in the activity, considering the university’s policy, its sustainability guidelines, and its commitment to the SDGs. In this experience, SDG 4 Quality Education, 14 Live below water, and 17 Partnerships for the goals coincide with some of the goals that both universities are promoting.

  • Take the SDGs as a reference, drawing inspiration from the themes and approaches proposed by UNESCO. UNESCO's lessons have not been lost sight of in order to know all times what aspects of sustainability are being addressed and to be able to feed into the network of actions that the universities are carrying out in the field of sustainability.

  • Build SDG 4 proposals by offering experience-based, meaningful and quality extracurricular activities. It is understood that the cornerstone of the design of activities is based on this objective. To give meaning to the learning derived from the experience, the e-logbook has been used as a catalyst.

  • Articulate the extracurricular activity in an SDG to which the Higher Education institution is also committed. In this case, it was SDG 14, which both universities are committed to.

  • Enrich the activity with other SDGs that the institution is committed to, focusing on those that the university has adopted. This experience highlights SDG 17 by allying both universities in an extracurricular activity linked to the sea that reinforces the complicity between the UPV/EHU and the UB.

  • Organise practical and specific actions within the extracurricular activity where the students feel they can contribute to sustainable development. This is the case of designing activities that involve collecting rubbish in the sea, elaborating audiovisual documents to promote a campaign to raise awareness about the care of the sea in social networks, etc.

  • Promote work on the shared living aspects that are developed in extracurricular activities. In this experience, using instruments that have led to reflection, dialogue and contrasting opinions.

  • Complement extracurricular activities with other co-curricular activities that implicate the social fabric. For example, conferences and outings led by social agents and open to the general public.