Environmental Science and Sustainability BSc
BBB – CCC at A level, A-level Science subject; graduates earn a median £25,000 three years on.
A-level Science subject · 65% of entrants came with A levels · 75% stay on after year 1 · Glasgow course page, Discover Uni
What do you need to get in?
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level Science subject
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | BBBB | Higher Science subject (two Higher Sciences are recommended). |
| IB | 32 (5,5,5) | HL Science subject. |
What do you study?
Compulsory modules this year: natural sciences 39% · green & sustainability 29% · transversal skills 23% · law & public administration 4%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Glasgow course page · optional modules vary by year
- Introduction To Global Environmental Issues
What you learn (4)
- evaluate the historical development of environmental concern and sustainable development
- summarise key global environmental issues objectively
- describe the scientific basis of selected global environmental issues
- produce a scientific report based on primary data
- Earth System Science
What you learn (7)
- explain how the Earth operates as an interconnected system
- describe core scientific principles underlying several Earth subsystems
- describe geological processes that reshape Earth's environments
- describe astronomical forces that influence Earth's environments
- identify the vast timescales involved in natural Earth system processes
- interpret scientific data using appropriate analytical techniques
- critically evaluate scientific information to assess its validity
- Water, Natural Hazards and Resilience
What you learn (9)
- describe hydrological processes and their measurement methods
- apply the water balance equation to analyse hydrological data
- evaluate methods used to monitor and predict water-related hazards
- assess mitigation strategies for water-related natural hazards
- define hazard level, vulnerability and risk in natural hazard contexts
- compare approaches to reducing vulnerability and building resilience
- analyse available information critically within a group research project
- conduct independent research on a chosen topic
- present research findings clearly to an audience
- Energy, Waste and Pollution: Options for Sustainability
What you learn (7)
- identify key UN sustainable development goals linked to energy, waste and pollution issues
- explain major approaches to tackling energy, waste and pollution challenges sustainably
- describe key policy frameworks addressing energy, waste and pollution issues
- evaluate local, regional and global case studies of sustainability solutions
- communicate ideas clearly to different audiences
- collaborate effectively within a team setting
- reflect critically on personal learning and performance
Year 2 · 4 core · 80 credits ≈ 800 hours
- Research Methods For Environmental Scientists
What you learn (7)
- compare different research approaches used to address scientific questions
- identify strengths and limitations of alternative research strategies
- apply statistical techniques to analyse environmental data sets
- interpret results of statistical tests on scientific data
- plan and carry out an independent research project
- apply multiple data collection methods to generate scientific data
- design a research proposal addressing an environmental science question
- Biodiversity, Ecology and Ecosystems
What you learn (10)
- describe how biodiversity, ecology and ecosystems relate to each other
- illustrate the links between biodiversity, ecology and ecosystems with examples
- evaluate the benefits that biodiversity and ecosystems provide to life
- assess how life depends on ecosystems and biodiversity
- explain scientific theories underpinning ecosystem service provision
- relate ecosystem services to patterns of biodiversity
- explain key theories and principles underlying ecology
- critically analyse research information to produce a poster on an ecological topic
- conduct independent research for a coursework assignment
- communicate findings clearly in written and poster formats
- Introduction to GIS
What you learn (5)
- explain gis as a system combining data input, processing and output
- describe methods used for geospatial data analysis
- evaluate the application of geospatial data analysis techniques
- use gis software to display environmental data
- interpret environmental data displayed through gis software
- Terrestrial Environment: Pollutants and Processes
What you learn (8)
- perform field-based sampling techniques for environmental analysis
- carry out laboratory analytical procedures on environmental samples
- select suitable sampling strategies for environmental problems
- select appropriate analytical methods to address pollution issues
- apply statistical techniques to analyse environmental datasets
- compare environmental data sets using statistical outputs
- design a site investigation plan for a contaminated location
- formulate mitigation measures for pollution remediation
Year 3 · 3 core · 60 credits ≈ 600 hours
- Rural Tourism And Stewardship
What you learn (5)
- describe core concepts underpinning rural tourism and land stewardship
- evaluate major issues affecting rural tourism and stewardship practice
- identify case studies illustrating good practice in rural tourism and stewardship
- apply theoretical models and methods to rural tourism and stewardship problems
- evaluate the usefulness of theoretical models and methods in this field
- Aquatic Environment: Processes, Monitoring and Management
What you learn (11)
- compile a critical report on methods for monitoring and mitigating aquatic impacts
- describe the physical and chemical features of major aquatic habitats
- describe the living community features typical of major aquatic habitats
- evaluate how human activities affect aquatic ecosystems
- evaluate how environmental change affects aquatic ecosystems
- identify suitable techniques for monitoring threats to aquatic habitats
- compare mitigation approaches used in managing aquatic environments
- evaluate the effectiveness of aquatic environmental management strategies
- analyse independently collected data within an investigative report
- write a scientific report following conventions of aquatic management disciplines
- reflect on the quality and limitations of collected data
- Ecological Restoration
What you learn (10)
- explain foundational theories underlying restoration ecology
- identify diverse goals and targets used in ecological restoration
- compare advantages and limitations of restoration approaches across habitat types
- evaluate how restoration design choices affect habitat resilience
- assess monitoring strategies used to track restoration progress
- interpret evidence indicating restoration success or failure
- discuss social factors influencing ecological restoration
- apply social understanding to analyse restoration implementation challenges
- evaluate challenges and opportunities for restoration under climate change
- assess how land-use change affects restoration feasibility and design
Year 4 · 4 core · 120 credits ≈ 1,200 hours
- Environmental Stewardship Project
What you learn (10)
- plan the stages of an independent research project
- carry out a sustained individual research project through its stages
- evaluate progress and outcomes of an ongoing research project
- produce a detailed proposal for a chosen research topic
- analyse secondary environmental data
- collect original primary environmental data
- interpret primary and secondary scientific data
- assess the strengths and weaknesses of scientific data
- present research findings in a scientific report
- critique own research data and findings
- Environmental Policy and Management
What you learn (5)
- discuss how sustainable development concepts support environmental management systems
- explain how environmental management improves environmental performance
- describe social and economic co-benefits arising from environmental management
- apply environmental management tools and methods to improve performance
- assess how environmental regulation enhances environmental performance
- Environmental Field Course
What you learn (9)
- apply practical field techniques to meet land management objectives
- identify practical difficulties encountered in remote or difficult terrain
- record the practical and organisational skills needed for environmental fieldwork careers
- evaluate existing environmental management practices
- propose improvements to future environmental management strategies
- design a field-based research study
- collect and analyse environmental field data
- compose a structured scientific report
- collaborate with others to complete a shared project
- Professional Skills in Environmental Science
What you learn (7)
- describe the roles and responsibilities of different jobs in the environmental sector
- apply standard methods used in environmental monitoring
- apply standard procedures used in environmental regulation
- analyse real world environmental data sets
- present findings from environmental data analysis
- report results of environmental data analysis in written form
- produce a well-structured job application for environmental sector roles
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
Where does it lead?
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 150 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 23, 14, 13, 12, 22, 24
Half of graduates earned between £19,500 and £28,500. Five years on, the median is £31,000. 90% were in work or further study 15 months after finishing; 65% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 125% left | 75% | 10 |
| In work or study, 15 months on5% studying | 90% | 10 |
| Professional or managerial job | 65% | 15 |
| Pay 15 months on, median | £28,000 | 35 |
| Pay 3 years on, median | £25,000 | 150 |
| Pay 5 years on, median | £31,000 | 165 |
What do students say?
NSS — a yearly survey of final-year students at every UK university; 75% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 10 students answered
Highest: 100% agreed on question 1; lowest: 73% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 100% |
| Question 3 | 100% |
| Question 4 | 100% |
| Question 5 | 83% |
| Question 6 | 100% |
| Question 7 | 92% |
| Question 8 | 92% |
| Question 9 | 100% |
| Question 10 | 83% |
| Question 11 | 92% |
| Question 12 | 92% |
| Question 13 | 100% |
| Question 14 | 100% |
| Question 15 | 100% |
| Question 16 | 100% |
| Question 17 | 92% |
| Question 18 | 92% |
| Question 19 | 92% |
| Question 20 | 83% |
| Question 21 | 92% |
| Question 22 | 100% |
| Question 23 | 100% |
| Question 24 | 73% |
| Question 25 | 91% |
| Question 26 | 82% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Glasgow’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Glasgow is a trade mark of the university; sch.today is independent of it.