2026 CEDHE Forum wrap-up
At this year’s CEDHE Forum, we focused on professionalising the curriculum to better support environmental graduates and ensure degree programmes equip them with the skills and competencies needed in an evolving workforce. We explored four core themes, drawing on insights from students, employers, industry professionals, and academics.
The event was recorded and all sessions are now available to watch on the IES YouTube channel.
Keynote: CEDHE Strategy
The forum also marked the launch of the new CEDHE Strategy 2026-2031, which sets out the direction for the Community for Environmental Disciplines in Higher Education (CEDHE) over the next five years. The strategy reaffirms CEDHE’s commitment to advancing high-quality environmental education, supporting students and academics, and helping shape the next generation of environmental professionals. Built around six interconnected themes, the strategy highlights the importance of collaboration across academia, industry, professional bodies, and students to ensure environmental education continues to evolve alongside the needs of the sector. You can watch the presentation on the IES YouTube Channel.
The student perspective
We opened the forum with a session led by the IES Student Ambassadors, who reflected on their own experiences of building skills, gaining confidence, and finding routes into environmental careers. Building on discussions from the National Careers Week webinars, the ambassadors spoke openly about some of the challenges students are currently facing, including career uncertainty, limited opportunities for work experience, and the pressure to stand out in a competitive sector.
The session ended with a panel discussion, where attendees reflected on the importance of enthusiasm, curiosity, and making learning fun alongside developing technical expertise.
The employer perspective
The next session featured Rachel Riley (Technical Director – Sustainability, RSK) and Isabelle Nuttall (Environmental Consultant, RSK), who shared insights into what employers are looking for from graduates entering the environmental sector. Rachel reflected on her own career journey and discussed the strengths many graduates bring into the workplace, as well as some of the areas where employers would like to see greater confidence and professional readiness. Isabelle then presented findings from the Environment Analyst UK Early Careers Advisory Board Early Careers survey, highlighting emerging trends and skills needed across the sector.
Together, the speakers emphasised the importance of stronger connections between education and industry, and the need to support graduates in developing adaptability, communication skills, and professional confidence alongside subject knowledge.
Competency frameworks
Tom Cheek (Education Relationship Manager, Society for the Environment) and Theresa Nicholson (Reader, Manchester Metropolitan University) explored how competency frameworks can help connect academic learning with professional practice.
Tom introduced the role competency frameworks play in professional registration and explained how they can help students better understand potential career pathways from an earlier stage in their studies. Theresa shared examples from Manchester Metropolitan University, where the UN CoDesigns Education for Sustainable Development Framework has been embedded into teaching and learning. Her presentation demonstrated practical ways sustainability competencies can be integrated into the curriculum and applied across different areas of study.
Curriculum professionalisation
The final session focused on practical examples of how universities are embedding employability and professional skills within environmental degree programmes. Christophe Vivatenne (Middlesex University) shared insights into the Action Project as an alternative to traditional placements, while Kate Parks and Linley Hastewell (University of Southampton) showcased their professional placement module and the positive impact it has had on both student development and industry engagement. Michael Horswell (UWE Bristol) also shared examples of optional modules designed to help students build professional skills throughout their studies and feel more prepared for life after university.
Looking Ahead
A clear theme emerged throughout the forum: preparing environmental graduates for the future will require collaboration, creativity, and engagement between education and industry. From student reflections to insights from employers and innovative teaching approaches, the discussions highlighted both the challenges facing the sector and the opportunities ahead. As workforce needs continue to change, universities and professional bodies will need to keep adapting the ways they support students to develop the knowledge, skills, and confidence needed to make an impact.
Do you have a challenge, idea, or topic you think CEDHE should explore in the future? Planning for next year’s forum is already underway, and we would welcome suggestions from across the community. If you would like to share an idea, please email education@the-ies.org.
Header image credit: © Pituk | Adobe Stock
