2025 Awards

ACTS is thrilled to announce the finalists for the 2025 Green Gown Awards Australasia, marking 16 years of celebrating excellence in sustainability across the tertiary education sector. This year sees 41 finalists recognised across 11 organisational and individual categories, representing 19 unique institutions from Australia and New Zealand. These finalists showcase the sector’s growing commitment to the Sustainable Development Goals, with a leading focus on SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production) and SDG 15 (Life on Land).

Charlotte Bonner, CEO of EAUC – the founding organisation of the Green Gown Awards – reflects on the continued evolution of the awards:

“It’s fantastic to see the Green Gown Awards Australasia celebrating their 16th year with a record number of submissions and an incredible 41 finalists announced across 11 categories. These milestones are testament to the leadership, innovation, and dedication of the tertiary education sector in Australasia – and to the growing momentum for sustainability action globally.

While awards like these shine a light on exceptional achievements, it’s the people, projects, and partnerships happening day in and day out that truly drive transformation. Let’s use this moment to celebrate progress and recommit to the ongoing work needed to create a just and sustainable future for all.”

Rhiannon Boyd, CEO of ACTS, adds:

“After 16 years of delivering these awards, I continue to be inspired by the innovation and leadership emerging from our region. It’s encouraging to see both long-standing leaders and first-time entrants showcasing their impact. This year’s finalists highlight how our sector is embedding sustainability in meaningful, systemic ways.

On behalf of ACTS, I thank each finalist for their commitment and for sharing their journeys so generously. We look forward to celebrating with you all in Sydney.”

The winners will be announced on 30 October 2025 at a special awards ceremony hosted by TAFE NSW at their Ultimo Campus in Sydney. 

Case studies will be released as part of our Finalist Showcase Week in August, providing a deeper look into the people, partnerships and initiatives behind each entry. Stay tuned for more details on how to explore their stories and insights!

2025 FINALISTS

  • Benefitting Society

    University of Technology Sydney

    Change champions: Connecting community to the classroom

    Since 1996, UTS Shopfront has connected community organisations with university expertise and resources, supporting students to develop their skills to become civic-minded leaders while providing community organisations with valuable and practical real-world project solutions. The program’s unique and innovative approach to community-engaged learning is based in reciprocity and mutual value creation. Participating organisations initiate the partnership and work with Shopfront to determine their project aims and outcomes, ensuring that student work contributes to their organisational aims and addresses their social and environmental challenges.

    Shopfront students act as external ‘consultants’ working in small teams to respond to project briefs, providing expertise and skills to address organisational capability gaps. Assuring quality work-integrated learning experiences, the program is designed to ensure that students are well-prepared, mentored, and have opportunities for debriefing, reflection and feedback. Community partners and academics are prepared and supported and contribute to the design and evaluation of the process of projects.

  • Benefitting Society

    Otago Polytechnic

    e kī, e kī – engaging, edible, eco education 15 years on!

    Australasia’s first Living Campus was launched by Otago Polytechnic in 2008 with the goal of being more than a garden, more than a museum, more than a campus. It set out to transform green space into a vibrant model of urban agriculture, sustainability education, and community connection. Beginning with the Permagrow garden at L Block, the initiative now spans seven edible gardens, thematic native plantings, and composting infrastructure aligned with surrounding teaching disciplines.

    Student-led initiatives—such as the 2018 Pōpopo composting hub—help Otago Polytechnic divert over seven tonnes of organic waste annually, producing up to 14 cubic metres of compost. The Living Campus offers workshops, signage, and public engagement, embedding sustainability visibly and practically across campus. After 15+ years of continuous development, it remains a powerful expression of our institutional vision: Our people make a better world – Kia tū ki te tahi.

     

  • Benefitting Society

    University of Tasmania

    Expert-informed decisions for a better world

    The Tasmanian Policy Exchange (TPE), created in 2020, is a work unit within the University of Tasmania that uses evidence-based research and stakeholder engagement to help provide solutions to policy challenges in Tasmania with global relevance. The TPE applies academic skills, research, and the practical experience of staff within our institution itself to these issues to support the University’s positive impact on the Tasmanian community and to contribute to an environmentally, economically and socially sustainable future for all Tasmanians and beyond.

    Unlike traditional consultancies, the TPE leverages the considerable skills and knowledge available across the University. Subject experts partner on projects when needed, with the TPE acting as a bridge between academia and government, industry and community. Projects are a mix of strategic University projects and projects with external partners. The TPE is evidence-based and objective, only taking up projects that seek to make Tasmania a better place for all.

  • Creating Impact

    The University of Melbourne

    Making Impact Matter: UoM Sustainability Awards

    The University of Melbourne Sustainability Awards celebrate the everyday actions and bold ideas that are powering a more sustainable future. Open to staff, students, contractors, and community members, the program recognises efforts across all scales – from small grassroots initiatives to transformative innovations. Whether it’s reducing waste, improving energy efficiency, protecting biodiversity, or embedding equity and climate resilience, each action contributes meaningfully to the University’s Sustainability Plan 2030.

    What makes these Awards special is their inclusivity, highlighting contributions from all corners of the University and across all disciplines. In 2024, the program evolved beyond Green Impact to introduce new categories, reflecting the growing diversity of sustainability leadership. These Awards honour more than achievements, they elevate personal stories, inspire others to act, and strengthen our shared commitment to a thriving, just, and sustainable future.

  • Creating Impact

    TAFE Queensland Robina Campus

    Low-Cost Circular Economy in Action: Empowering Students & Scaling Sustainability Across Campuses

    At TAFE Queensland Robina, sustainability thrives on simplicity. Without a dollar of dedicated funding, our campus sparked a powerful circular economy movement that’s now influencing 64 campuses across the state. What began as student-led reuse tables and bottle returns evolved into a culture shift – with a 988% increase in container recycling, zero-cost digital-first campaigns, and community-driven eco events like clothing swaps and markets. We’ve composted food waste into learning resources, reinvested recycling profits into scholarships, and used storytelling and peer mentorship to spread the model. This project proves that real change doesn’t need big budgets – it needs purpose, creativity, and people. Every action is practical, replicable, and deeply meaningful to learners and their communities.

  • Creating Impact

    TAFE NSW

    Beyond Books: Cultivating Cultural Change and Inspiring Climate Action

    TAFE NSW has successfully launched a pilot program for Library Sustainability Hubs at eight campuses to create engagement and action towards our TAFE NSW Sustainability Strategy. The project was designed to leverage the central and trusted role our libraries play within our Campus community. Serving as places for community and collaboration, the Hubs champion knowledge sharing, and are accessible entry points uniting TAFE NSW campuses, driving towards meaningful change.

    Embodying our values and culture in action, the Hubs are designed to educate, engage, and empower our people, providing a central space to promote key environmental themes such as recycling, the circular economy and sustainable living. By tailoring the activities to staff, students and the community’s local interests, library services staff have delivered engaging activities and resources like sharing plant splices, recycling stations, and promoting Sustainability themed events. Engagement across the pilot sites from teachers, students and community has exceeded expectations.

  • Creating Impact

    University of Tasmania

    Warming Up Students’ Winters in Lutruwita/Tasmania

    In 2024, during the cost-of-living crisis, students were experiencing a growing sense of disconnection. In response, a team of staff and students at the University of Tasmania came together to co-create a campaign that would provide immediate, practical support for students while creating opportunities for people to make a difference and build community. The campaign focused on hands-on support, initially encouraging hand-made knitted woollen items to keep students warm in the Tasmanian winter and was then successfully expanded to collect kitchen pantry items. In just one month, over 200 items of clothing and more than 100 non-perishable food items were donated.

    Due to the warm reception from staff and students, the University decided to make the campaign an annual fixture and in 2025 a larger campaign was launched to give people more time to make woollen donations, this has inspired crafting groups to form and increased broader community participation.

  • Staff Champion

    University of Technology Sydney

    Tracey Levett-Jones

    School of Nursing & Midwifery

    I am a world-leading researcher and currently ranked as one of the world’s top 1% of nursing scientists. My research and teaching are designed to inform, influence and improve health outcomes for individuals and communities. I have written twelve books and over 250 journal publications. I have been the recipient of multiple teaching and research awards, and over seven million dollars in grant funding.

    In 2022, with a deep concern for the state of planet and a growing recognition of the critical need for nursing and midwifery leadership to address the health sector’s impact on the environment, I decided to use my platform and position to promote planetary health and to harness the collective interest of others who shared my commitment to creating a healthier and more sustainable future for current and future generations. This was the impetus for the establishment of the Planetary Health Collaborative for Nurses and Midwives.

  • Staff Champion

    University of the Sunshine Coast

    Catherine Watts

    Planning and Design Principal, Campus Development and Services

    I am a registered Architect and the Planning and Design Principal at the University of the Sunshine Coast since 2022. I consider it a great privilege to be involved in the custodianship of the buildings and infrastructure of UniSC, several of which were leading experiments in passive sub-tropical design of their time. Shifting from a consulting architect to a client side strategic role brings the benefits of being able to steer an organisation’s design guidelines and construction scope to hold true to the sustainability principals laid out in higher level executive documents.

    As the young university matures, I am keen to see the explicit embedding of sustainability principals in detailed operations as well as implement an inclusive approach to design and consultation; with the 2023 Sunshine Coast Campus Masterplan, adopted formally in 2024, a strong example in this.

  • Staff Champion

    University of Tasmania

    Dr Kim Beasy

    Senior Lecturer Curriculum and Pedagogy (Equity and Diversity)

    My approach to engaging with sustainability is grounded in inclusivity, critical reflection, and embodied practice. I view sustainability not just as an environmental issue, but as a deeply interconnected social, cultural, and ethical commitment. I prioritise listening to underrepresented voices and co-creating knowledge and actions that reflect diverse perspectives and lived experiences.

    In my teaching, I embed transformative learning experiences that empower students to become change agents. Through community partnerships, I seek to bridge academic and local knowledge to create meaningful, place-based impact. Personally, I live my values through everyday sustainable practices and volunteer work, modelling sustainability as a way of life.

    I believe leadership in sustainability is most powerful when it is shared, grounded in justice, and lived across personal, professional, and community contexts. Ultimately, my approach is about fostering collective responsibility and empowering others to lead in ways that are authentic, inclusive, and transformative.

  • Staff Champion

    The University of Melbourne

    Dr Darryl Johnson

    Academic Specialist, MCFP

    My passion for sustainability and science drives my mission to make research more environmentally responsible. My work leading the Greengineers Green Impact team and as Sustainability Champion for the Materials Characterisation and Fabrication Platform (MCFP) has shown how stubbornly optimistic and inclusive leadership can drive small changes, like reducing lab waste and resource use, and have lasting impact. I’ve guided MCFP’s efforts to achieve My Green Lab certification, which is setting a benchmark for sustainable science at Melbourne. By encouraging behavioural change and advancing our involvement in sustainability programs, I contribute to the University’s broader environmental goals.

    Beyond campus, I co-founded Labs Who Care, a national network that empowers STEMM professionals to embed sustainability into their practices and advocate for sustainability at national and international conferences. To me, sustainability is as integral to research excellence as is safety and ethics and ensures science can continue providing solutions to today’s problems.

  • Staff Champion

    RMIT University

    Dr Yassie Samie

    Research Fellow, School of Fashion & Textiles

    I’m a Postdoctoral Research Fellow at RMIT’s School of Fashion & Textiles, championing circularity in the fashion industry. I led the development of the Refashioning Circular Design Guide, a practical, open-source tool funded by Sustainability Victoria and co-created with the Country Road Group, to help fashion teams embed circular design at scale. The guide has gained national attention and uptake by the Seamless Clothing Stewardship Scheme.

    I organised two major Melbourne Fashion Week panels to promote sustainable innovation and published related work in Waste Management Review and Nature Cities. My work has sparked cross-sector collaboration between academia, government, and industry, including my recent nomination for the Emerging Circular Leader Award.

    I continue to advocate for systemic change through teaching, research, and public engagement, recently being appointed Circular Campus Lead. I believe design-led innovation, grounded in real-world application, can drive a just and regenerative future for fashion.

  • Student Champion

    Griffith University

    Yue Xi

    PhD Candidate in Social Marketing

    Yue Xi is a PhD candidate at Griffith University committed to reducing e-waste. Her PhD research explores practical strategies and solutions designed to effectively divert e-waste from landfill.  So far, Yue has led an initiative that has ensured over 1.9 tonnes of e-waste have been recycled and informed a Sunshine Coast Council campaign that tripled battery drop-offs to more than 40 bin locations. In addition to delivering her 3-year PhD project, Yue has contributed actively to other environmental sustainability projects.

    She consistently drives behaviour change through her strong commitment to stakeholder engagement and systems thinking. Leveraging social marketing and behavioural change processes, including co-design, design thinking, and the Creating Collective Solutions method, Yue has collaborated with diverse stakeholders to develop practical and actionable solutions for complex environmental and societal challenges.

  • Student Champion

    The University of Melbourne

    Adele Roeder

    Bachelor of Science (Environmental Science) student

    Since I was 16, I’ve understood that sustainable change requires community-building and intergenerational collaboration. After founding Moonee Valley’s first youth environment group, I’ve built partnerships with organisations like Moonee Valley Sustainability and co-hosted a 3-day Grassroots Youth Summit to spark shared learning and action. As a Wattle Fellow, I’ve led projects that put circularity into practice, collecting over 1,300kg of items for campus thrift markets and delivering reuse and repair workshops supported by the City of Melbourne.

    Now working back at my former high school and as a Green Impact Officer at the University of Melbourne, I’m more committed than ever to driving change in my local community. I’m deeply empowered by the potential of grassroots, place-based action. Whether working with school students, university networks, or local councils, I believe sustainability is about relationships, systems and taking ownership through tangible actions that enables sustainable change to be practical, fun, visible and shared.

  • Student Champion

    University of Sydney

    Oscar Mower

    Bachelor Commerce and engineering

    As a final-year commerce and engineering student, I developed an AI model that detects North Pacific minke whale vocalisations with 95.1% accuracy and a 95.6% F1 score. Created during a six-month placement with Accenture as part of the University of Sydney’s Engineering Sydney Industry Placement Scholarship, the tool uses machine learning to analyse hydrophone data and identify whales in real time, offering a scalable, non-invasive way to protect a species under increasing threat.

    What makes this project distinctive is its reach beyond the university. I collaborated with marine scientists, acousticians, and AI specialists, consulted experts from the Australian Antarctic Program and Sydney Institute of Marine Science, and partnered with NOAA Fisheries to train the model. The tool can help reduce vessel strikes, guide marine protection zones, and shape noise mitigation strategies. Through national media engagement, I’ve raised awareness and demonstrated that student-led innovation can deliver real-world environmental impact.

  • Student Champion

    University of Western Australia

    Julia Suffell

    Combined Bachelor and Masters of Marine Science

    This year I was elected as Environment Officer for the University of Western Australia’s Student Guild (a voluntary position), through which I have taken every opportunity to lead environmental sustainability initiatives in order to maximise my impact, raise awareness and encourage behaviour change and action. My passion for protecting the environment stems from growing up at Trigg Surf Life Saving Club, volunteering over 1000 hours to protect the community.

    As Environment Officer, I have led and been involved with many highly successful initiatives, including running EnviroFest, raising over $6000 for charity by organising three Pop-Up Op Shops, advocating for UWA to address their severe litter pollution problem, and raising awareness about Woodside’s North West Shelf extension and many other environmental challenges.

  • Sustainability Leadership

    Griffith University

    Prof. Catherine Pickering

    School of Environment and Science

    Under my leadership Griffith University campuses are large (287ha) increasingly valuable globally significant biodiversity hotspots (>1800 species) within three rapidly urbanizing cities: Brisbane, Gold Coast and Logan. As Chair of the Biodiversity Working Group and other roles, I spearheaded projects including: 1. Creating exhibition gardens. 2. Launching the GroNative App, 3. Leading and implementing Griffith University’s Biodiversity and Conservation Plan 2022-2025, 4. Delivering Griffith University’s Biodiversity website, 5. Assessing BioCondition and carbon values for Griffith forests, 6. Co-authoring wildlife biodiversity books, 7. Co-authoring native plants gardening books, 8. Leading campus living laboratories for teaching, 9. Developing the new Biodiversity and Conservation Plan, and 10. Advocating for biodiversity including via traditional and social media. These initiatives demonstrate my vision, leadership, innovation and impact in assessing, valorising and conserving biodiversity, enhancing multiple campus-based ecosystem services, while engaging staff, students, government, industry and community to ensure greater societal benefit.

  • Sustainability Leadership

    University of Tasmania

    Jeff McClintock

    Community Garden Coordinator

    As Community Garden Coordinator at the University of Tasmania, I have relished the opportunity to increase my understanding of what authentic leadership looks like, and to grow in my ability to influence and inspire others to live more sustainably. Throughout my nearly four years at UTAS, I have sought to lead by example, to harness my creativity and natural enthusiasm, and to empower and encourage others. This approach has seen our Edible Campus program increase significantly in size and impact, with growing levels of involvement amongst students, staff and the community leading to many pro-sustainability outcomes.

    Outside my UTAS role, I have also sought to lead authentically. This has resulted in things like my creation of two music/arts festivals, each with a strong sustainability focus. In everything I do, I strive to be true to myself, including admitting the many ways I fail to live up to my own ideals.

  • Sustainability Leadership

    The University of Melbourne

    Rachael Miller

    Sustainability Coordinator (Biodiversity & Water)

    To me, nature is magic. My passion for protecting it began with a childhood love of orangutans which has evolved into a career dedicated to restoring and enhancing biodiversity. As Sustainability Coordinator at the University of Melbourne, I lead the University’s strategic targets in biodiversity and water, including the Biodiversity Baseline Data Project (BBDP). This project brings together staff, students, volunteers and academics across disciplines, creating internships, building interdiciplinary partnerships, and fostering shared ownership of our biodiversity goals.

    I’ve always sought to make a meaningful impact, from volunteering and interning in Sumatra’s rainforests to working in consulting and government. I believe the tertiary sector is where I can have the greatest influence by inspiring future leaders, and supporting systemic change through education, research and operations. To me this is more than as just a job, it’s a opportunity to lead with purpose and make a positive impact on our planet.

  • Student Champion

    University of Tasmania

    Olivia Wenn

    Bachelor of Natural Environments and Conservation

    I am a recent graduate of a Bachelor of Natural Environments and Conservation at the University of Tasmania (UTAS). While a student, I became increasingly interested in a career in conservation, community engagement and policy. In 2024, I was the Secretary for the Environment Society, and along with a great team, I led a range of projects including the Environmental Careers Expo, Women’s Careers Night, and Launceston Careers Networking Event. I also honed my skills in securing sponsorship for the Annual Environmental Art Auction and the Commute for Climate project – which won Youth Climate Action Funding (YCAF). In my final semester, I designed and undertook a research project with the Sustainability Integration Program for Students (SIPS) on The Rights of Nature – and how this legal framework could operate in an institution such as UTAS. I am passionate about finding opportunities for others to learn about careers that are values-aligned.

  • Leading the Circular Economy

    The Australian National University

    Worms against Waste

    The project centres on three circular economy principles; Eliminate waste and pollution; Circulate products and materials; Regenerate nature. Our aims:

    • To establish a working worm farm to provide practical circular economy education to members of the ANU community about climate emissions, the impact of food waste, principles of regenerative agriculture and the environmental benefits of vermiculture systems.
    • To deliver an on-campus initiative that students and staff can engage with to reduce emissions & produce sustainable resources for the community garden through regenerating food waste.
    • To encourage wider ANU engagement in the project, inviting participants to get involved in climate action while learning about sustainable food production and food waste treatment and engage students in practical, hands-on education and inspire them to take action.
    • To collect data, demonstrating the quantity of food waste diverted from landfill in targeted areas on campus.
    • To empower the community with scalable solutions to divert food waste going to landfill.

     

  • Leading the Circular Economy

    Victoria University

    Green Trench: Building the Future Below the Surface

    The Green Trench Innovation Alliance is transforming how trench backfilling — a traditionally resource-intensive and emissions-heavy infrastructure process — can be delivered through green innovation. Led by Victoria University in partnership with Greater Western Water and Ground Science, the initiative developed two trench blends made entirely from recycled glass, plastic, crushed concrete and rubber. The project piloted full-scale construction trials on live infrastructure, proving recycled materials could outperform traditional options in both durability and delivery.

    Using a mobile batching model, Green Trench also reduced transport emissions and installation time — delivering over 250 tonnes of aggregate savings per 100m and more than 280 tonnes of CO₂ reduction annually (based on project adoption) . Contractors are now trialling the solution across multiple sites, and data from the project has contributed to the revision of national trenching standards. Green Trench is a model of circular co-design in action — scalable, collaborative, and built for real-world uptake.

  • Leading the Circular Economy

    University of Sydney

    Clear signs, clean streams: Behavioural design for a circular campus

    The University of Sydney’s Camperdown campus operates an on-site, closed-loop food waste system using a biodigester. However, high contamination at outdoor bin stations was limiting diversion outcomes and undermining system performance. To address this, we applied behavioural science to redesign waste signage and encourage correct sorting behaviours across the campus community, an approach informed by Master of Sustainability research and student-led engagement.

    The signage intervention incorporated evidence-based behaviour change techniques, including visual prompts, gamification, simplified instructions, and multilingual cues. It launched during Welcome Fest, supported by a peer-led Waste Ambassador program designed to strengthen social norms at the point of disposal. Initially installed at 36 external bin stations, the signage delivered measurable results: up to a 50% reduction in food waste contamination at key locations and a 2.5x increase in food waste recovery.

    This low-cost, scalable solution shows how targeted behaviour change can significantly improve the effectiveness of circular systems. The success of the intervention has now shaped a broader model for uplifting waste management across campus, with rollout expanding to internal spaces in support of the University’s Zero Waste to Landfill target by 2030.

  • Leading the Circular Economy

    RMIT University

    Thread Lightly: A Campus in Circular Motion

    The RMIT School of Fashion & Textiles at Brunswick has pioneered A Circular Campus, integrating circular economy principles across education, research, operations, and community engagement. Through projects aligned with the ‘R’ strategies (Refuse to Regenerate) the Brunswick campus exemplifies innovation in reducing textile waste and virgin material use. Highlights include the Waa Weelum Dye Garden, the Refashioning Practical Guide, student-led remanufacturing using surplus t-shirts, and collaborative research with industry on product stewardship and consumer behaviour.

    Over 200kg of textile waste has been diverted through recycling initiatives, and 450+ students have engaged in applied circular design learning. Staff, students, and partners co-create solutions from rewilding fashion in local communities to commercial remanufacturing with Country Road. The campus hosts events, workshops, and exhibitions to embed behavioural change and influence industry practices. RMIT’s scalable model offers a blueprint for how design education can drive systemic, measurable, and lasting impact in the transition to a circular economy.

  • Diversity Equity & Inclusion

    University of NSW

    Researchers partnering with Aboriginal communities to realise rights and interests in energy transition.

    The UNSW Indigenous Land and Justice Research group led by Professor Heidi Norman, are national leaders advancing First Peoples rights and interests in energy transition. Prof Norman is a descendant of the Gomeroi people of northwestern NSW. Prof Norman and her ILJ research group combine their leading research in energy transition and Aboriginal rights and interests, policy reforms and Aboriginal community development.

    As a member of the First Nations Advisory Committee Prof Norman played a leading role advising the Government on the development of the inaugural First Nations Clean Energy Strategy (December 2024) along with ensuring interests in the wide range of renewable energy policy that the Commonwealth enacted in the period 2022-2025.  Alongside guiding energy policy, her research team have led research with the NSW Aboriginal community, where they have brought the expertise of UNSW researchers to support community planning to participate in energy transition.  Prof Norman is also a member of the NSW Renewable Energy Sector Board which is tasked with ensuring local workers, communities, and industries share in the economic benefits of the transition.

  • Diversity Equity & Inclusion

    Te Herenga Waka – Victoria University of Wellington

    Ngā Mokopuna: a vision of sustainability, infused with indigenous wisdom

    When Te Tumu Herenga Waka marae (gathering place) first opened in 1986, it was seen as a trailblazer, providing a distinctly Māori space at a University. It gave staff and students a place to engage in te reo Māori (language) and with tikanga Māori (customs) as part of their learning and teaching – critical for supporting the success of Māori students, who’ve historically been under-represented at Universities.

    38 years later, Ngā Mokopuna now provides a 2,300 m2 purpose-built facility adjoining the wharenui (meeting house) for dining and events, teaching, student support, and staff offices. The project was led by Māori, for Māori. The construction of the building demonstrates our commitment to manaakitanga and kaitiakitanga—to act with more care towards people and the natural world.

    It is a global exemplar for regenerative design, weaving together mātauranga Māori (Māori knowledge) and sustainability, making an impact extending far beyond the building itself.

  • Diversity Equity & Inclusion

    RMIT University

    Art for Social Change: Metropolis - A Map and a Mirror

    Art for Social Change was a three-part participatory art series at RMIT exploring social justice issues affecting students. The works included Journey of Mapiyal by Indianna Hunt, an immersive installation fostering reflection on solidarity with Aboriginal and Torres Strait Islander peoples, and Blooming Now by Joanne Mott, featuring 800 colourful hands symbolising resistance and respect for women, female-identifying and non-binary people.

    The final work, Metropolis by alumna Rachel Shugg, a wheelchair user, addressed accessibility and belonging through the experiences of d/Deaf and Disabled students. Developed over two years with 200+ students, it involved body-mapping, obstacle navigation and performance, challenging perceptions of inclusion. The resulting artwork visually and tactilely narrates disrupted journeys in cities shaped without diverse voices.

    Supported by RUSU and RMIT, Metropolis advocates for identity, equity and inclusive design. As Rachel states, “you can’t build a city from just one perspective.

  • Nature Positive

    University of Tasmania

    Nature Positive is in our Nature

    Aligning with our holistic approach to sustainability, the University of Tasmania has a multi-faceted response to the unfolding planetary biodiversity crisis by acting locally to globally, and from individual species to ecosystems. We manage our own grounds using Integrated Pest Management and focus on protecting, regenerating and enhancing native species and communities on our campuses. We have led the efforts to safeguard the future of iconic and ecosystem integral species such as the Tasmanian devil, Eastern spotted quoll, three critically endangered handfish species (Red, Spotted, and Ziebell’s), Maugean skate, and the giant kelp forests.

    Our efforts build on a long history of ecosystem research, applied learning and community education that has been recognised through the 2024 Times Higher Education Impact Rankings for SDGs, including SDG15 Life on Land #1 in Australia and #2 globally, and SDG14 Life Below Water as #1 in Australia and #5 globally.

  • Nature Positive

    Macquarie University

    Growing a greener future: Restoring endangered forests on Wallumattagal Campus

    Macquarie University is restoring 3.5 hectares containing the critically endangered Sydney Turpentine-Ironbark Forest on the Wallumattagal Campus, as part of its Sustainability Linked Loan (SLL) commitment. The project supports biodiversity by increasing healthy habitat cover. By 2028, the aim is to increase this area by a minimum of 25 per cent, reaching 74 per cent from the 2022 baseline. Restoration is challenging to measure over short time frames, but progress is being tracked through vegetation condition scoring and spatial analysis by students and staff. The Sustainability Linked Loan enables the University to engage internal and external communities, including the financial sector, in recognising the importance of whole ecosystems. This initiative highlights not just the value of endangered tree species, but the broader connections between plants, animals and healthy forest environments over time.

  • Nature Positive

    Charles Sturt University

    Restoring Nature, Inspiring Futures: 20+ Years of Biodiversity Leadership

    Charles Sturt University is advancing nature recovery by dedicating over 330 hectares (20%) of its land to biodiversity and actively enhancing its ecological value. Through its Biodiversity Action Plan, the university employs strategies like revegetation and adaptive management, with over 38,000 native seedlings planted since 2010.

    Biodiversity is embedded in research, education, planning, and operations, and progress is benchmarked annually with transparent reporting. The university actively collaborates with ten local community groups and engages students and staff in sustainability initiatives, creating positive community impact and contributing to global biodiversity knowledge.

    Charles Sturt campuses support habitats for threatened species such as koalas, swift parrots, superb parrots, and squirrel gliders. With its scale and influence, the university is committed to making a meaningful difference in preserving these species.

  • Nature Positive

    University of Sydney

    Centering Nature in Higher Education Decision-Making by Championing Institutional Partnerships

    The University of Sydney is the first research-intensive university worldwide to implement the Taskforce on Nature-related Financial Disclosures (TNFD) framework. This initiative assessed the University’s nature-related impacts, dependencies, risks and opportunities across operations and its value chain. A high-level review of physical assets, followed by a detailed assessment of the Camden campus, informed improved nature management and reporting. The process involved collaboration with staff, students and researchers, and partnered with the ARC’s DARE Training Centre to integrate biodiversity and spatial data. A student-led assessment at Llara Farm in Narrabri further embedded TNFD into academic practice, demonstrating the value of applied, transdisciplinary learning. By aligning with global standards and positioning students as co-designers, this work establishes a replicable model for higher education and sets a new benchmark for Nature-positive leadership, supporting the sector’s transition toward future sustainability-related regulations.

  • Nature Positive

    The University of Melbourne

    The Biodiversity Baseline Data Project (BBDP)

    The  Biodiversity Baseline Data Project is a landmark initiative by the University of Melbourne to measure and map biodiversity across all eight campuses, laying the foundation for our bold commitments of no net loss by 2025 and net gain by 2030. Led by the Sustainability Delivery team, the project brings together staff, students, academics, and volunteers in a shared mission to better protect and enhance nature on campus.

    With over 13,500 plants established across Parkville, Southbank, and Werribee campuses, $245K invested in Dookie’s Bushland Reserve, and $100K secured for planting projects, the BBDP is already transforming our landscapes. However, the project’s true power lies in its legacy: a scalable model for others to follow and a growing community empowered to act. By blending science, action, and collaboration, the BBDP is helping shape a more sustainable future, one where biodiversity thrives and inspires across generations.

  • Next Generation Learning & Skills

    Bond University

    Collaboration for Global Change: Interdisciplinary SDG Action Learning

    At Bond University, every undergraduate student engages directly with sustainable development through the mandatory subject CORE11-013: Collaboration for Global Change. As the capstone of the university’s Core Curriculum, this subject builds on insights and skills from the previous two (ethics and critical thinking), applying them to sustainable development challenges through the SDGs. Students from all faculties collaborate on real-world initiatives through interdisciplinary charrettes (intensive collaborative design workshops) and project-based learning. Students develop practical solutions while building crucial collaboration skills across disciplinary boundaries. The curriculum uniquely integrates Indigenous philosophical frameworks emphasising relationality and interconnection, alongside innovative use of AI as collaborative tools to bridge disciplinary divides. Through charrettes and poster projects focused on SDGs 3, 4, 5, 11, 16, and 17, students develop and pitch actionable initiatives, with many subsequently developed through Bond’s Transformer program (student entrepreneurial accelerator). The subject demonstrates how interdisciplinary collaboration effectively creates meaningful contributions to sustainable development.

  • Next Generation Learning & Skills

    Griffith University

    SDG Changemakers: Community Internships in Action

    The Community Internship is a cross-disciplinary elective at Griffith University that empowers students to apply academic learning through meaningful volunteer placements in not-for-profit organisations.

    Each student completes a minimum of 50 (undergraduate) or 80 (postgraduate) hours, selected from university-approved partners or through a student-led “bring your own” model. Framed by the United Nations Sustainable Development Goals (SDGs), the course develops critical employability skills communication, teamwork, leadership, while deepening students’ understanding of social justice and sustainability.

    The academic component integrates lectures and reflective assessments that encourage systems thinking and global citizenship. Since 2021, over 1,600 students have contributed to diverse community sectors, reinforcing partnerships between the university and civil society. This initiative embeds sustainability and civic responsibility into the curriculum, transforming students into SDG changemakers and future-ready graduates committed to inclusive and community-led impact.

  • Next Generation Learning & Skills

    RMIT University

    Designing Tomorrow: Sustainable Skills for a Greener Built Environment

    The Sustainable Building Design (SBD) skill sets at RMIT were developed to address the growing need for sustainability expertise within the building industry. The Skillsets focus on three key areas: Sustainable Design (Principles & Planning), Sustainable Construction (Methods and Materials), and Sustainable Operation (Systems and Lifecycle). The course offers a dynamic mix of in-person workshops, industry expert lectures, and site visits, providing a comprehensive learning experience. Designed as short courses, they enable intensive skill acquisition.

    The program supports sustainability goals by equipping students with expertise in sustainable design, construction, and operation, including carbon footprint measurement. This education not only enhances students’ skills but also elevates industry awareness of regenerative practices, aligning with global sustainability targets like SDG 11: Sustainable Cities and Communities. The SBD skill sets aim to create a societal impact, preparing graduates to lead in the sustainable transformation of the built environment.

  • Next Generation Learning & Skills

    University of Technology Sydney

    BUILDing Better Futures: Empowering Students through Transformative Learning

    BUILD (Beyond UTS International Leadership Development) is an extra-curricular global leadership program designed to empower all students as active global citizens, as aligned with the University of Technology Sydney’s graduate attribute of global citizenship. The program fosters leadership, intercultural understanding, and critical thinking, enabling students to make meaningful contributions to campus life and society, whether in their personal or professional lives.

    Our 1,800 participants cultivate these attributes and skills by engagement with our dynamic blend of workshops, events, seminars, experiential on- and off-campus activities, and endorsed global immersion experiences aligned with our theory of change to lay the foundation for life long global citizenship and leadership starting with core identity, the development of an awareness of global Issues and the impartation of practical tools to deliver impact.

    Our work is aligned with the objectives of SDG Mission 4.7 to provide a Transformative Education and develop global citizens and leaders with the competencies, values, and skills necessary for current and future generations to achieve the a more sustainable world.

  • Student Engagement

    ActivateUTS

    ActivateUTS Wellbeing Reps Program!

    The ActivateUTS Wellbeing Rep program is a collective of passionate UTS students who focus on the promotion of a safer UTS. Our general aim is to increase a culture of community safety, peer-to-peer support, and mental health literacy for and by UTS Students.

    We work towards achieving this goal through events, activations, training programs and advocacy campaigns that focus on these key areas. Above all, this program is championed by our volunteers, known as the wellbeing reps; a network of visible student allies to promote mental health awareness and a sense of wellbeing from within the UTS student community. Using peer-to-peer support as a major tool in our mental health promotional efforts.

  • Student Engagement

    University of Tasmania

    Inspiring Next Generation Leaders

    Created by students in 2022, the student-led Annual Environmental Careers Expo has fostered multidisciplinary collaboration across a wide range of volunteer clubs and societies around Lutruwita/Tasmania. This completely student-run initiative creates space and opportunity for passionate students, academics, professionals, and organisations from all around the state to come together. This impact is felt within and through workplaces, creating leaders working to foster meaningful impacts for Tasmania and beyond. In 2024, the Environment Society took the Expo to the north of the state on Kanamaluka Country (Launceston), further expanding the initiative and creating an invaluable opportunity for students and potential employers to come together.

  • Sustainability Institution of the Year

    Western Sydney University

    Leveraging biodiversity and carbon markets towards Climate and Nature Positive

    Western Sydney University (Western) is developing integrated pathways to fulfil its commitments to the core pillars of Climate and Nature Positive 2029, as well as related Social and Corporate Responsibility. An established sustainability and resilience advisory structure draws upon curriculum, operations, research and engagement representation. Supporting this, a comprehensive framework informs THE Impact Rankings, resulting in Western being 1st worldwide 2022-2024.

    A central focus has been on development of a Sustainability Funding Model to integrate engagement with carbon and nature markets. Revenue from biodiversity stewardship is reinvested in carbon projects in countries with whom we have teaching partnership, providing a circular reinvestment platform based upon leveraging nature-based solutions to support the transitions towards becoming climate positive. Integration of the supply chain within Western’s Social Procurement Framework further reinforces these efforts. These initiatives are underpinned by strong internal and external partnerships, alongside campus-based living labs that fast-track skills development for civic science, and meeting rapidly evolving institutional and social expectations.

  • Sustainability Institution of the Year

    TAFE Queensland Robina Campus

    Sustainability in Action: Australia’s First Fully Integrated Sustainable VET Campus

    Opened in July 2022, TAFE Queensland’s Robina Campus is Australia’s first fully integrated, sustainability-driven vocational education and training (VET) campus –  a bold example of whole-of-institution sustainability in action. Purpose-built to embed environmental responsibility across infrastructure, teaching, operations and community, Robina aligns with the United Nations Sustainable Development Goals (SDGs). The five-story vertical campus features solar energy, e-bike storage, EV charging, recycled timbers and carpets, and state-of-the-art learning spaces. Yet its impact extends beyond the built environment. A 2024 Green Gown finalist and recipient of a STARS Silver rating – the first for a VET provider nationally – Robina weaves sustainability into every layer – from curriculum and live eco training venues to inclusive student services and industry partnerships. It fosters a culture of innovation, equity, and action, inspiring staff, students, and community to lead the transition into a sustainable future.

  • Sustainability Institution of the Year

    Australian National University

    Our Path to Sustainable Change

    At ANU, sustainability is becoming part of the foundation of how we operate, teach, research, and engage. Our multi-dimensional approach integrates environmental stewardship, social responsibility, and transparent governance across all areas of the institution. We are fostering a culture that empowers staff, students and our partners to make sustainable choices. From significant emissions reductions and innovative climate action programs to advancing equity through initiatives like the Athena SWAN – SAGE program and our Reconciliation Action Plan, we are ensuring long-term impact, institutional resilience, and accountability. By embedding sustainability in all aspects of our business, we focus our efforts where they matter most, positioning ANU as a distinctive leader in the higher education sector’s sustainability journey.

Organisational Awards

Click + to read the category criteria

As anchors in their communities and cities, tertiary education institutions benefit society in many ways. This category captures the powerful and innovative ways education institutions are realising their purpose in today’s society to benefit the lives of individuals, communities and wider society. Examples will range from economic, social and environmental impacts with organisations and sectors outside the institution where innovative new approaches to bringing positive benefit can be found.

Although all applications will be considered on their merits, the judges will particularly be looking for innovative community engagement type of initiatives which have an element of proactive, new, community and social concern and positive impacts, rather than the very worthy and commendable ‘grassroots’ and ‘business as usual’ activities.

Amongst others, examples might include how an institution applies and exchanges its student and academic knowledge with communities or partner organisations, how it uses its finances and investments, how it designs and manages its campus – all to demonstrate its values and the positive value it brings to society. A powerful example of such innovative and proactive engagement is the Living Lab approach: establishing projects that draw on students’ curricular work or academic research to address real sustainability challenges in stakeholder partnerships with community bodies.

Activities which have a substantial student element should be submitted to the Student Engagement category.

Judges recognise that not all projects will have a carbon saving, or include elements of environmental, social, cultural as well as economic benefit.

The winning entry will automatically be put forward for the Benefitting Society category for the International Green Gown Awards.

Carbon reduction and adaptation to the effects of climate change are essential for institutional resilience and business continuity – both executive-level issues. Institutions are exposed to significant climate risks and responsibilities to meet targets; institutions have to be taking bold steps to meet these targets while ensuring student outcomes and satisfaction are maintained.

This category focuses on the whole institution approach to reaching net-zero emissions. The judges are looking for innovative ideas and approaches that institutions are taking or planning. It is recognised that there may not be the normal evidence or impact available as this category includes current plans, however institutions that can provide evidence on implemented actions will be favoured by judges. 

The judges will be looking for:

  • Innovative plans for achieving net-zero.
  • Focus on achieving Scope 1 and 2 emissions initially with Scope 3 in the horizon.
  • How do you know you are getting there? Outline what steps are being taken in the area of measurement and verification of impact of efforts on the progress towards net-zero.
  • What steps are being taken on mitigation and adaptation?
  • Actions that can be scalable and transferable to other institutions and across the sector.
  • Plans and actions that are looking at the whole institution and holistic approach.
  • Examples of using internal research and academic knowledge in helping advance actions.
  • Examples of working in partnership within your local community and other stakeholders.

The aim of this category is to showcase and share the institutional-level commitments, strategies, and actions that are shaping climate leadership in the sector. While final outcomes may not yet be available, judges will assess projected impacts and institutional readiness for delivering long-term change.

The winning entry will automatically be put forward for the 2030 Climate Action category of the International Green Gown Awards.

This category recognises institutions that have achieved significant sustainability-related outcomes, on campus or within their community, using minimal and/or limited resources. Initiatives need to demonstrate the relationship/link between the number of resources used (for example staffing, budget, time) and the level of impact achieved (for example quantifiable changes in behaviours and/or reportable metrics). Institutions that have received substantial external funding for their initiative are not eligible for this category.

Initiatives could include those which can demonstrate significant sustainability achievements (such as sustainable products, processes or learnings) in a relatively short period and/or with a restricted budget, and/or with a small staff base e.g. good progress from a low base. Projects that raise the broader profile of sustainability will be particularly favoured.

Initiatives can cover a single aspect of sustainability or a focussed impact area or as a whole-institution approach, including but not limited to: facilities & operations; learning & teaching, research; leadership and governance; community; procurement, and engagement. However, regardless of the topical focus, the primary aim of this category is to demonstrate how institutions can still achieve creative and high impact outcomes with limited resources.

Applications must show how learning from others has been implemented and for the greater chance of success demonstrate how the initiative can be extended to and/or replicated by other organisations.

The winning entry will automatically be put forward for the Creating Impact category for the International Green Gown Awards.

This category recognises the work institutions undertake to integrate equity, social justice and inclusion as part of their broader sustainability work. Disadvantaged groups will be impacted the most by the triple planetary crisis of climate change, nature and pollution, so equity and equality are core to achieving a sustainable world. Institutions have to take new approaches and different ways to engage broader diverse audiences and champions. The sector needs to look at the barriers that exist which exclude particular protected characteristics and celebrate areas where these have been broken down and accelerated to a more inclusive approach to transition to a sustainable future.

This category recognises those surprising collaborations and innovative approaches that staff and students take to improve diversity, equity and inclusion in their institutions. Approaches may include how institutions promote sustainability as a career to a broad audience to cultivate diverse and equitable professional opportunities. Judges will be looking for institutions that have ongoing commitments to embed equality and inclusion within sustainability practices or impactful initiatives that push the boundaries and challenge the status quo to improve diversity, equity and inclusion.

Judges will be looking for institutions that have innovative collaborations within or beyond their institutions. Examples could be, but not limited to:

  • Engagement with the wider community to focus on under-represented groups within your local region to engage with sustainability
  • Leading practises or initiatives that lead to greater access and participation in sustainability
  • Innovative internal collaborations across departments
  • Leading research that addresses barriers and challenges.

Judges will be looking for evidence of the impact of the initiative and must be able to show that it exceeds normal performance as well as looking at potential to scale-up and replicate across the sector.

Other categories recognise community and student engagement more generally and applicants are to apply under those categories where protected characteristics and/or elevated community vulnerability to climate change was not central or only part of the initiative.

The winning entry will automatically be put forward for the Diversity, Equity & Inclusion in Sustainability category for the International Green Gown Awards.

Institutions play a vital role in advancing a circular economy by reimagining resource use and maximising reuse, repurposing, and recovery. This category recognises specific projects that move beyond traditional waste management to implement innovative and measurable circular solutions that demonstrate real impact. Judges will be looking for projects that have quantifiable outcomes, such as reductions in virgin material use, waste diversion, or cost savings, supported by clear data and evidence.

Engagement is key, and successful projects will demonstrate how they have involved students, staff, suppliers, or external partners to drive lasting behaviour change. Judges will also favour projects that are scalable and replicable, with potential for broader application across the institution or sector. Whether through procurement, operations, or real-world learning opportunities, strong applications will highlight creative approaches, integration with sustainability goals, and a compelling narrative that showcases how circular principles are being embedded in practice.

From the air we breathe to the water we drink and the food we eat, nature provides the essentials we all rely on for our survival and well-being, including crucial economic, health, cultural and spiritual benefits. To reflect the biodiversity and ecological crisis the world is facing, this category champions those institutions who are taking action to promote nature on their campuses, in their operations and teaching and research as well as working in partnership with their local communities. 

This category is in recognition of the Global Goal for Nature to be net positive by 2030 and the landmark deal on the Global Biodiversity Framework at the UN Biodiversity Summit (COP15). Nature must recover so that thriving ecosystems and nature-based solutions continue to support future generations, the diversity of life and play a critical role in combating climate change.Institutions have a critical power and influence to build more resilient ecosystems and help nature recover, whilst simultaneously addressing societal challenges such as climate change, human health, resource security, and natural disaster risk reduction and adaptation.

Being Nature Positive means halting and reversing nature loss so that species and ecosystems start to recover. For institutions this means restoring species and ecosystems that have been harmed by the impacts of the institution and its activities and enhancing the institution’s positive impacts on nature.

Applications are encouraged from institutions that can demonstrate how their actions have positive impacts on both the community and the environment, including how they are engaging and educating their students and staff on a positive approach.

Judges will be looking for institutions that can provide:

  • Nature recovery targets, such as increasing species diversity, restoring habitats and ecosystem services and reducing the impacts of their operations on biodiversity
  • Clear actions and implementation plans on the innovative actions they are taking to reach their nature recovery targets
  • Measurable progress toward targets and transparently report on their actions, performance, lessons learned and challenges
  • Evidence of integrating approaches into core operations and decision-making process, from research to education, procurement, infrastructure and community engagement
  • Positive impacts both with students, staff and local communities

Judges will favour applications that can demonstrate collaboration and sharing best practices with other stakeholders, such as local communities, governments, businesses and NGOs.

Signatories of Nature Positive Universities are encouraged to apply but applicants do not need to be signatories to apply.

The winning entry will automatically be put forward for the Nature Positive category for the International Green Gown Awards.

This category recognises achievement in the development of academic courses, skills and capabilities relevant to sustainability. These can be vocational, undergraduate or postgraduate courses or related to wider purposes such as community involvement, global or environmental awareness or to support lifestyle changes.

Examples of possible application topics include:

  • Training for apprenticeships;
  • Continuing professional development (CPD) activities;
  • Skill-focused courses leading to professional or vocational qualifications;
  • Adult and community learning and short courses for practitioners;
  • The development of new courses focused on some or all sustainable development  issues;
  • Adaptation of existing courses;
  • Use of practical sustainability-related projects or other practical activities within courses including work-based learning initiatives;
  • Staff development. 

Applications can be made for activities connected with academic courses if there is a practical focus on the development of specific skills which goes beyond the normal activities of the disciplinary curriculum, e.g. running community-based projects which give students considerable autonomy and develop their communication, management abilities etc

Possible applicants for this category include: Higher Education institutions; Further Education institutions; adult and community and work-based learning providers.

The winning entry will automatically be put forward for the Next Generation Learning and Skills category for the International Green Gown Awards.

This category reflects that students and staff must work together to achieve goals using “top-down” and “bottom-up grassroots” methods to achieve maximum understanding and engagement across an institution. This, in turn, aids student progress and allows for opportunities to gain transferable employability skills. It looks at both the student input and the staff commitment and the relationship between the two. It must be clear that initiatives include both staff and students (not just one party) working in partnership, however judges will look favourably on activities that have been initiated by and/or demonstrating strong leadership by students.

Where staff and students are involved, as well as including the actual numbers, including how they are involved and what impact/influence they have had.

Examples could include: Social media projects; Awareness and communication campaigns; Procurement actions; Sustainability reporting and websites; Volunteering activities organised by unions, societies and similar organisations within institutions; Community projects.

Applications are equally welcomed from institutions or student bodies.

The winning entry will automatically be put forward for the Student Engagement category for the International Green Gown Awards.

This category recognises sustained, whole-institution commitment and impact to becoming a sustainable organisation.

To improve social responsibility and environmental performance through a whole of institution approach, strategic sustainability activities through four main areas must be achieved:

  • Leadership and Governance
  • Facilities and Operations
  • Learning, Teaching and Research
  • Partnerships and Engagement

Applications are only likely to be successful if they provide considerable quantitative evidence on the nature of the improvements made and also demonstrate a causal relationship between activities undertaken and improvements achieved based on the four key areas. Initiatives must have been running for at least two years.

Judges will be looking for evidence of whole institution measuring and reporting such as STARS, the Sustainability Leadership Scorecard or equivalent.

Judges will be looking for key areas where it is felt that the institution is distinctive compared to its peers, and provide supporting evidence. Tangible evidence of high-level commitment, and its incorporation into management procedures, will also carry great weight with the judges as will engagement with the UN Sustainable Development Goals and public reporting of performance.

Judges welcome more granular data so others in the sector can learn and replicate approaches taken by these leading institutions.

The winning entry will automatically be put forward for the Sustainability Institution of the Year category for the International Green Gown Awards.

Individual Awards

The Sustainability Leadership Award is open to all individuals who hold formal sustainability roles within an ACTS member organisation and demonstrates exceptional leadership in driving sustainability initiatives. Candidates for this award are assessed based on their strategic vision, innovation, and impact in advancing sustainability within their roles.

Judges will be looking at the scale and complexity of sustainability projects led, engagement with stakeholders, and demonstrated quantifiable outcomes in promoting sustainability across the organisation.

Individuals apply themselves but should be formally nominated by a manager or peer. Please ensure the application is written in the first person (ie. “I did”). Individuals that have previously won an individual award can reapply after 2 years.

The award acknowledges individuals, at any level within an ACTS member organisation, who have made significant contributions to sustainability within their organisation and/or local communities through their work or volunteer efforts, without holding formal sustainability roles. This award celebrates creativity, initiative, and effectiveness in implementing sustainability initiatives. Applications should showcase effective leadership or championing practices that engage and inspire others.

Judges will assess the scope and impact of projects undertaken, innovative approaches to sustainability challenges, and collaboration with colleagues and stakeholders to achieve sustainability goals, and will favour applications that demonstrate quantifiable outcomes, illustrating the tangible results of the initiatives.

Individuals apply themselves but should be formally nominated by a manager or peer. Please ensure the application is written in the first person (ie. “I did”). Individuals that have won previously can reapply after 2 years.

This award is open to any student within an ACTS member institution, who deserves recognition for sustainability-related activities undertaken. Candidates for this award are evaluated based on their ability to initiate and implement innovative sustainability projects, engage with peers and diverse stakeholders, and mobilise support for sustainability initiatives. 

Judges will be looking at the scope and impact of sustainability efforts, leadership and collaboration skills and will favour applications that demonstrate quantifiable outcomes, illustrating the tangible results of the initiatives.

Individuals apply themselves but should be formally nominated by a manager or peer (within or outside the sector). Please ensure the application is written in the first person (ie. “I did”). Individuals that have won previously can reapply after 2 years.