Higher education institutions play a crucial role in shaping the future by preparing students to address global sustainability challenges. As we incorporate sustainability principles into teaching and research, faculty members are increasingly adopting an interdisciplinary approach. In particular, colleges of agriculture recognize the urgency of addressing soil degradation, climate change, and land management practices—the very threats that jeopardize global sustainability. However, teaching sustainability is no simple task. Students often grapple with the complexities of land degradation, soil health issues, and the impact of global warming on agriculture. Balancing the need to cover sustainability comprehensively while empowering students to find solutions can be challenging. In response to this challenge, a collaborative effort emerged across five different agriculture college courses. These courses leveraged experiential-learning projects focused on soil quality indicators and climate change mitigation as tools for teaching sustainability concepts. Despite varying levels (ranging from 300 to 400), these courses intentionally shared common components and included research projects, shared readings and reflections, student presentations and a symposium for research competition. The study analyzed over 40 research projects on soil quality and 85 student reflections. The results revealed that students not only acquired a deeper understanding of soil quality variations but also recognized how changes in soil health serve as indicators of land degradation or improvement. Moreover, they appreciated the vital role soil health plays in mitigating climate change. This collaborative approach demonstrates the effectiveness of experiential learning in teaching sustainability. By integrating real-world challenges and fostering interdisciplinary connections, higher education institutions can empower students to become informed stewards of our planet’s future.
