Building sustainability research competencies through scaffolded pathways for undergraduate research experience

Addressing complex socio-ecological challenges, from climate change to biodiversity loss, requires collaborative co-creation and application of knowledge that bridges disciplines diverse research communities. New models training are needed emphasize these competencies inclusive students underrepresented groups in academia. This article presents learnings a 2-year pilot project at the University British Columbia which we created new course-based undergraduate interdisciplinary experience systems designed address twin problems. We evaluated linkages between pedagogical design, achievement sustainability competencies, overcoming barriers participation. find mentored scaffolded learning-by-doing supported by peer group-based learning was successful catalyzing transformative for students. Our results importance scaffolding multiple levels remove accessing first providing an introductory opportunity build self-efficacy better equip independent research. Shifting toward pedagogies sustainability-related access is high-reward thus institutional support investment.