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Sustainability is an important issue that we all face, including higher education students. We assert that the transition into the contemporary higher education context needs educators to plan transition pedagogy that engages students with the world during their studies, instead of solely using curriculum as preparation for the future world of work. To investigate this, we explored how students position themselves in relation to sustainability as part of an assessment task in a first-year university transition course and whether this type of assessment provides opportunities for students to experience subjectification. Drawing on Biesta's ([2022]. World-Centred Education: A View for the Present. New York: Routledge, Taylor & Francis Group) conception of world-centred education, we applied a novel methodology based on dialogical self theory, developed by Hermans and Bartels ([2021]. Citizenship Education and the Personalization of Democracy. New York: Routledge, Taylor & Francis Group. ), to analyse the data comprising student reflections on an assessment item oriented toward current sustainability issues. Our findings suggest that when students interact with their peers and encounter challenging content, conflicting internal positions can lead to subjectification and an intention for further action on real-world issues from the commencement of their studies. We propose that the principles of opposition, cooperation and participation provide a practical framework for educators and course designers to purposefully designate space for students to explore positions and practise the generative dialogue needed for thinking and acting in the world as subjects now and in the future. In analysing students' reported experience, our paper contributes to the discussion around implementing world-centred education and provides useful insight into how students engage with sustainability in higher education. [ABSTRACT FROM AUTHOR]

With evidence of global climate change and ongoing ecological degradation, there is an urgent need to give more attention to sustainability within VET to ensure that VET does not remain complicit in reproducing the unjust and unsustainable trajectories of current economic and development pathways. At present, the VET literature does not adequately address these issues, hence the need for this special issue. In response, this paper offers a meta-reflective 'landscape view' of the sustainability within the VET 'field of knowledge' as it is emerging. Here, we use landscape review as a multi-dimensional, 'outside-in' view that provides a basis for understanding the broad context and helps to inform actionable next steps. This analysis we believe helps to highlight the key emerging priorities as well as what paths VET is taking on the journey to sustainability. The analysis shows that while some progress has been made in policy and practice related to the 'greening' of VET, much of the current response within VET to the environmental challenge reflects a minimalist reformist approach, characterised by 'bolt-ons' to existing institutional structures and curricula whilst leaving the fundamental beliefs in productivism, industrialisation and growth in place. Yet, as argued by researchers working on green economy, these beliefs are often complicit in co-creation of the environmental crisis. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of higher education institutions (HEIs). The purpose of this paper is to explore the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today's HEIs. Design/methodology/approach: This paper proposes a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: relevance to current curricula, language, institutional fit and concept of the future. Using these criteria, this paper assesses how various frameworks align with the current (unsustainable) state of affairs and their transformative potential. The frameworks assessed are: the sustainable development goals (SDGs), the three pillars framework and the capitals approach. Findings: This paper finds that each of the frameworks has strengths and weaknesses: the SDGs and the capitals approach perform well on alignment but less well on transformational criteria. Conversely, the three pillars framework performs well on transformation criteria but less well on alignment criteria. By applying the criteria set out in this paper, the authors hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions. Originality/value: Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking in education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs. [ABSTRACT FROM AUTHOR]

The inclusion of the natural environment in the theory, education and practice of social work has increasingly become a matter of interest amongst scholars and social work educators. There is a large and increasing amount of literature on this topic. However, the inclusion of environmental issues in the curricula seems to be evolving very slowly to date. This paper examines 94 social work curricula in four European countries, and notes the presence of environmental issues in their content, by using term categories. Findings show that the natural environment is extremely under-represented in the education of social workers. The paper argues that social work curiccula need to undergo immediate reform on an international level. The discussion section includes suggestions on how the natural environment could be integrated into social work curricula. The first suggestion is to create new subjects with a direct reference to environmental issues and green social work. The second one is to include in existing subjects topics that will draw on environmental sociology and focus on the interconnections between social and environmental problems. [ABSTRACT FROM AUTHOR]

This paper, the second in a series of three, explores the representation of Earth System Science (ESS) in the Australian Curriculum (ACARA, 2018a)) through the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F-12), with a focus on F-10. Part I (in Teaching Science, 68.1) overviewed the current understandings of the Earth System and the relatively recent interdisciplinary field of Earth System Science (ESS). Here, in Part II, an analysis of the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F-12) revealed that several key ESS understandings and system-thinking skills were present. How the most current ESS understandings and abilities could lead to a far deeper understanding of the Earth System are then considered and those that may need more attention from students and teachers are highlighted. Part III (in a forthcoming issue) outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System, and appropriate related abilities. These Earth System goals and pedagogies needed to be considered in the ACARA review of the Australian Curriculum: Science and the Sustainability Cross Curriculum Priority area -- to that end, this paper was submitted to the appropriate committees. We believe the suggested ESS additions and emphases could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today's, and tomorrow's, citizens is the hoped-for outcome. [ABSTRACT FROM AUTHOR]

This paper, presented in three parts, overviews the current understandings of the Earth System and the relatively recent interdisciplinary field of Earth System Science (ESS) from a school education perspective. The representation of ESS in the Australian Curriculum is explored through the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F-12), although the focus is up to Year 10. Initially the most current ESS framework and concepts (Steffen et al. 2020) are introduced (Part I). In the first of two follow-up journal articles an analysis of the Sustainability Cross Curriculum Priority area and the Australian Curriculum: Science indicated that several key ESS understandings and systemthinking skills were present. How the most current ESS understandings and abilities could lead to a far deeper understanding of the Earth System are then considered and those that may need more attention from students and teachers are highlighted (Part II). The final article outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System, and appropriate related abilities (Part III). These Earth System goals and pedagogies needed to be considered in the ACARA review of the Australian Curriculum: Science and the Sustainability Cross Curriculum Priority area -- to that end, this paper was submitted to the appropriate committees. We believe the suggested ESS additions and emphases could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today's, and tomorrow's, citizens is the hoped-for outcome. [ABSTRACT FROM AUTHOR]

The urgency for action on climate change is regarded as the defining issue of our time. Planetary health education prepares future healthcare professionals to promote the health of the planet, including sustainable healthcare. This has potential benefits for the healthcare system, patients, community, and the environment. However, many educators are not confident in explaining and inspiring students and many deans and educational staff report challenges when integrating planetary health into education. The roadmap presented in this paper uses evidence from medical education literature to support medical schools with implementing this type of education. The roadmap can be used as a guide for educators, university leadership, and policy-makers in the design of planetary health education. [ABSTRACT FROM AUTHOR]

Given the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students' sense of place and expressions of pro-environmentalism. The quantitative analysis indicated measurable shifts in students' place attachment and place-meaning scores. The qualitative findings illustrate a complex relationship between students' academic/career interests, backgrounds, and pro-environmentalism. We integrated these findings to generate a model of sustainability learning through PBEL and argue for deepening learning to encourage active participation in socio-ecological change. [ABSTRACT FROM AUTHOR]

Preparing school teachers goes beyond equipping them with instrumental knowledge of curriculum, pedagogy, and experiences of how this can be enacted in practice. They must be prepared to understand and encompass compelling social issues of justice, equity, and sustainability. To do this they need to understand pressing environmental issues as a forerunner to incorporate sustainability into their teaching. This paper uses survey data from a sample of 136 Australian pre-service teachers to gauge their knowledge and beliefs about sustainability, as well as their level of concern and their inclination to teach about it. The results show sound levels of knowledge of the biophysical environment, knowledge about the consequences of unsustainable practices and the effects of energy use and its contribution as one cause of climate change. Some also hold misconceptions about the causes of climate change. Most prospective teachers are ready to take action to protect earth systems through personal actions, and teaching and advocating within their school community, and less likely to undertake political activities beyond the school. Results from this sample are used to set out a challenge to use the concept of powerful knowledge in tandem with everyday knowledge to improve sustainability instruction in teachers' preparation programs to capitalise on their potential to contribute to Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to think through the value of History as a way of interrogating ideas around environmental change as well as bridging the gap between definitions of natural and cultural heritage. In terms of the sustainability in higher education imperative, it argues that youth climate change movements and endeavours to diversify curriculum content make this a moment of critical mass to push forward with new historical programmes that embed environmental themes in a wider intellectual pedagogy. Design/methodology/approach: This paper looks to combine an urgent need to engage with environmental sustainability with progressive endeavours at decolonising the curriculum to explore how humanities (and History, in particular) can be brought into the service of the ecological university. Findings: Thereafter, it looks specifically at "green heritage" in the city as a useful example in which the greening agenda can be used to re-contextualise historical approaches, encourage useful conversations around the role of History as a conservation and heritage management tool and build active partnerships with local stakeholder groups. Originality/value: The originality of this approach lies in thinking both of content and intellectual practice, pedagogy as content and behaviour and in reconstructing the terrain of a theme such as heritage to think through opportunities for sustainability in education. [ABSTRACT FROM AUTHOR]

Purpose: While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the "black box" of learning in a Challenge Lab curriculum with transformational sustainability ambitions. Design/methodology/approach: Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used. Findings: Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex "in-between" sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and "whole-person" learning from the inside-out as an identity-shaping process, guided by personal values. Practical implications: The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment. Originality/value: This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors. [ABSTRACT FROM AUTHOR]

Introduction: Evidence concerning the interactions between human health and planetary health has grown extensively in recent years. In turn, the perceived importance of environmental sustainability within higher education is growing at a rapid rate. This paper provides a summary of key elements as they apply to dentistry, and provides an introduction to the reader of an early consensus of how sustainability could be included as part of the dental curriculum. Methods: The consensus opinion within this paper largely centres around discussion at the ADEE sustainability workshop at the annual conference in Berlin (August 2019). In order to help inform discussions at the workshop, a brief scoping questionnaire was circulated to potential participants regarding their understanding and current teaching practices in sustainability. An infographic was designed to help delegates remember the important elements of sustainable dentistry. Delegates discussed the concept of sustainability alongside the infographic, and how they could link these with the Graduating European Dentist (GED) curriculum. Results: The discussions within the workshop largely centred around 4 main themes: Disease prevention and health promotion, Patient education and empowerment, Lean service delivery and Preferential use of strategies with lower environmental impact. Discussion: It is apparent that there is a widespread need for teaching materials relating to environmental sustainability; this includes specific learning outcomes relating to the 4 educational domains of the Graduating European Dentist curriculum, and methods for teaching and assessing these outcomes. Conclusion: This paper reports consensus on the first phase of a pan‐European working group on Sustainability in dental education. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore if, and how, business schools globally have been engaging their students in the Sustainable Development Goals (SDGs), both inside and outside the classroom, since the SDGs were agreed upon in 2015 until mid-2020. Design/methodology/approach: The data is collected from information submitted as part of reporting requirements to the United Nations Principle for Responsible Management Education over the time in question. This paper outlines the range of approaches being reported on which specifically relate to students and explicitly mention the SDGs. Findings: The results show that although there are a growing number of innovative approaches that could become the basis for the way management education approaches the SDGs moving forward, the majority of schools are not engaging their students in the SDGs. Of those schools that are, most offer limited evidence of it being embedded into the core of what students are learning or of it being approached in an interdisciplinary way. Business graduates are not being exposed to the SDGs in a way that connects them to "business as usual". This is a missed opportunity for the students, the universities and the global community, given the important influence that management education, and the business sector by extension, has the realisation of the goals. Originality/value: The results can help inform and inspire higher education institutions to engage students in the SDGs. A methodology to measure the degree of engagement is presented, which can then be used as a tool to benchmark progress. [ABSTRACT FROM AUTHOR]

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders. [ABSTRACT FROM AUTHOR]

Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal "hidden" rather than the "formal" curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students' worldwide sustainability literacy. Originality/value: To the best of the authors' knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the "formal" and the informal "hidden" curriculum to SE by students and staff at an Indian university. [ABSTRACT FROM AUTHOR]

This paper, the third in a series on Earth System Science Education, describes various pedagogical ways forward when science teachers are addressing the curriculum implications of the recent interdisciplinary field of Earth System Science (ESS). Parts I and II introduced the key ideas of ESS and the implications for the Australian Curriculum: Science (see Teaching Science 68.1 & 68.2 respectively). Part III outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System and appropriate related abilities. We believe the suggested ESS additions, emphases and the recommended pedagogies could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today’s, and tomorrow’s, citizens are the hoped-for outcome. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach: This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings: Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value: This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective. Design/methodology/approach: This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master's of Sustainability at Arizona State University, the Master's of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master's, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations. Findings: The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students' self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills. Originality/value: The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered. [ABSTRACT FROM AUTHOR]

The hazards that particularly affect local coastal communities require education that is conducive to the development within planetary boundaries. The paper analyses the features of education for resilience and sustainability based on good practice and the principles stipulated in strategic documents on sustainable development issued by international organizations and professional associations. In developing the curricula for strengthening resilience, focus should be placed on deeper learning about local knowledge, on stimulating local sustainability, systems thinking, integrating teaching about the environment and responsible citizenship into all school subjects. To achieve the objectives proposed it is necessary to enhance whole-institution approach and bridge the divide between the subjects in humanities and STEM areas by providing courses which afford insights into connections between various disciplines required for perceiving local and global issues and the solutions thereto, and to implement citizen science. Resilience thinking should be embedded in planning and strategic environmental assessment procedures for a wide range of themes and activities affecting coastal area environment and its communities. [ABSTRACT FROM AUTHOR]

Teaching‐learning settings enriched with augmented reality are becoming increasingly important both in the school subject of chemistry and in other natural science subjects. Thus, many publications mention the positive effects of such digitally enriched teaching‐learning processes, but rarely provide information about which characteristics of augmented reality are responsible for this. This paper presents an evaluation grid which allows to evaluate teaching‐learning settings enriched with augmented reality with a focus on media and subject didactical aspects. Furthermore, an exemplary presentation of the implementation of a digitally enriched teaching‐learning setting in the context of sustainability education is presented. [ABSTRACT FROM AUTHOR]

Teaching‐learning settings enriched with augmented reality are becoming increasingly important both in the school subject of chemistry and in other natural science subjects. Thus, many publications mention the positive effects of such digitally enriched teaching‐learning processes, but rarely provide information about which characteristics of augmented reality are responsible for this. This paper presents an evaluation grid which allows to evaluate teaching‐learning settings enriched with augmented reality with a focus on media and subject didactical aspects. Furthermore, an exemplary presentation of the implementation of a digitally enriched teaching‐learning setting in the context of sustainability education is presented. [ABSTRACT FROM AUTHOR]

Society is in strong need to change the way in which energy is produced and consumed. To cope with this complex challenge, integration of knowledge from different disciplines is needed. This paper shows how an interdisciplinary educational approach called networked learning combined with sustainability transition theories can help groups of engineering students to address pressing societal challenges such as the energy transition. A series of 8 workshops was held with an interdisciplinary engineering student team of a University of Technology. Networked learning within the student team showed an ad-hoc character, mainly caused by shifting student constellations during workshops. Workshops focusing on short-term goals resulted in more concrete output. The team showed a high level of equality amongst members and actively reflected on organisational aspects of their learning process. Sustainability transitions concepts and theories that integrate multiple disciplinary perspectives further supported the learning process and helped to guide strategic decision making. [ABSTRACT FROM AUTHOR]

Less than 1% of biomedical research papers originate in Africa. Locally relevant mental health research, including synthesis of existing evidence, is essential for developing interventions and strengthening health systems, but institutions may lack the capacity to deliver training on systematic reviewing for publication in international journals. This paper describes the development and implementation of a training-of-trainers (ToT) course on systematic reviewing. The ToT prepared junior faculty ('trainers') from universities in Ethiopia, Malawi, and Zimbabwe to lead a five-day systematic reviewing workshop. Using an evaluation framework based on implementation science outcomes, the feasibility of the ToT was assessed by tracking the number of workshops the trainers subsequently conducted and the number of trainers and trainees who participated; acceptability was assessed through post-workshop surveys on trainee perspectives; impact was evaluated through trainee scores on a 15-item multiple choice test on systematic reviewing concepts; and sustainability was assessed based on whether the workshop was integrated into university curricula. Twelve trainers (86% of those trained) facilitated a total of seven workshops in their home countries (total 103 trainees). The first workshop run in each country was evaluated, and there was a significant improvement in mean knowledge scores between pre- and post-tests among trainees (MD= 3.07, t= 5.90, 95% CI 2.02–4.11). In two of the three countries, there are efforts to integrate the systematic review workshop into university curricula. The cost of the workshop led by the international trainer was $1480 per participant, whereas the trainer-led workshops cost approximately $240 per participant. Overall, ToT is relatively new to research capacity building, although it has been used widely in clinical settings. Our findings suggest ToT is a promising, low-cost way to develop both technical skills of individuals and the pedagogical capacity of universities, and to promote sustainability of research capacity building programs that often have time-limited grant funding. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students' views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues. Design/methodology/approach: A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students. Findings: A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change. Research limitations/implications: The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings. Practical implications: The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value: The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to learn how sustainability and the circular economy were being integrated into the curriculum of a Dutch university and to transfer that knowledge back to a US university business school curriculum. Given the resistance toward integrating sustainability into the US business school curriculum, the Dutch university served as a role model for education for sustainable development. Design/methodology/approach: This case study used ethnographic methods of participant observation over a four-month residency at the Dutch university. Findings: Themes observed are as follows: success in the current context relied upon sustainability being integrated into the culture and lifestyle, legislative enforcement, a focus on urban sustainability, use of the Sustainable Development Goals (SDGs) and collaboration as a key to success. The course proposal shifted to a class on the SDGs which is broader, more inclusive, and interdisciplinary. The proposal to integrate circular economy into the US business school curriculum shifted to a class on the SDGs. It was determined that the SDGs presented a more amenable approach to introduce sustainability into the business school curriculum and meet the objectives of education for sustainable development. Research limitations/implications: This case study is based upon the author's experience at one university in the Netherlands. Limitations include the generalizability of the findings to another university as well as the question of transferability across cultures. Practical implications: This case study offers one suggestion for integrating sustainability into the business school curriculum. Social implications: Integrating sustainability into the business school curriculum through the SDGs might help overcome resistance. Originality/value: The findings offer an alternative approach for integrating sustainability into the business school curriculum that is aligned with AACSB standards and which might face less resistance. [ABSTRACT FROM AUTHOR]

This paper discusses observations of an architecture and environmental engineering undergraduate design studio project assigned to 4th year students at a UK university. In the UK, most architecture courses are characterised by a high proportion of design studio teaching supported by varying amount of technical modules that include environmental and construction learning. Recent scholarship on sustainability education in architecture, discusses the necessity for new approaches that enhance transdisciplinarity, autonomy and independent decision-making. However, despite increasing importance to both practice and policy, few empirical or theoretical examples account for the implications or experiences of such an approach. This study presents the experiences of an architecture and environmental engineering design studio whereby studio activities are closely interlinked with technical engineering enquiry and experiment. Specifically, the research examines the challenges and opportunities students face when assigned a design project that attempts to translate independently derived briefs into novel architectural environmentally engineered interpretations. The analysis draws on a series of ethnographic narrative and visual observations carried over a period of 6 months. The implications of the findings are threefold. First, the analysis shows the opportunities an integrated cross-disciplinary approach can offer, where the gap between creative and technical domains is narrowed. Second, the study presents some of the challenges faced by increased autonomy and lack of prescription that students encounter. Third, the paper contributes to an emerging agenda of sustainability education in the built environment by offering valuable insights into the benefits and difficulties cross-disciplinary approaches pose to architectural education. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to describe a two-stage sustainability curriculum assessment, providing tools and strategies for other faculty to use in implementing their own sustainability assessments.Design/methodology/approach In the first stage of the five-year curriculum assessment, the authors used an anonymous survey of sustainability faculty and requested data that would verify the survey’s self-reporting: updated sustainability syllabi, and answers to the question, “where have you integrated the three aspects of sustainability – biological systems, social systems, economic systems – into this course?” Finding that the self-reporting results did not match the evidence on the syllabi, the authors interrogated their methods from the faculty workshop trainings for sustainability curriculum transformation.Findings The authors’ workshops had not provided clear definitions for “sustainability” and the learning outcomes expected in sustainability courses. They had also not addressed the role of transformative pedagogy in teaching a holistic approach to sustainability. The research identified and transcended five key barriers to implementing sustainability curriculum: an over-reliance on faculty volunteers, unclear and unenforced expectations about sustainability implementations, a failure to recognize and circumvent institutional and philosophical barriers to teaching sustainability’s interdisciplinary approach through disciplinary-based curriculum, conceiving of sustainability pedagogy as transmission rather than transformation, and overlooking the ecology of educational systems as nested within the larger sociopolitical environment.Research limitations/implications This study confirms the limitations of faculty self-reporting unless augmented with verifiable data.Practical implications Sustainability educators can use this research to devise curriculum or program assessment on their campuses: the mixed-methods approach to data collection, the inquiry into sustainability workshop trainings, the elements required on sustainability syllabi for building a coherent sustainability studies program, the resources for practicing a transformative sustainability pedagogy, and the barriers to sustainability implementation along with strategies for surmounting these barriers will all be of use.Originality/value This paper explores and combats root causes for an all-too-common disconnection between positive faculty self-assessment and syllabi that do not fully integrate sustainability across the disciplines. [ABSTRACT FROM AUTHOR]

Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects. [ABSTRACT FROM AUTHOR]

Faculty are key to bringing about 'bottom-up' change for sustainability education. Yet, research is still needed on the backgrounds and experiences of change agents in universities and the challenges they face. This study focuses on the marketing discipline, a field fraught with epistemological tensions in seeking to integrate sustainability, mainly revolving around profit maximisation and continuous consumption while living on a planet with finite resources. Semi-structured interviews were conducted with sustainability marketing academics in Australasia, Europe and North America. The contribution of this paper lies in the development of a sustainability educator typology linking why and how integration occurs. The sustainability 'transformer' wishes to engage in transformational learning, changing student mindsets, the 'thinker' wants to encourage critical thinking to bring about the discussion of worldviews, while the 'actioner' hopes 'learning by doing' (community projects) will provide an appreciation for sustainability. We discuss implications for those disciplines which struggle with philosophical tensions and colleague resistance to the integration of sustainability in the form of suggestions for professional development (i.e. creation of positive nature experiences) and pedagogical approaches (critical, transformative and community-service learning). [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master's Degree in Secondary School Education. The aims of the administered questionnaire were to identify students' perceptions of the development of sustainability competencies; to analyse the relationship between students' perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach: An ad hoc questionnaire of 18 items was designed to analyse students' self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings: The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value: An empirical study has been conducted to investigate preservice teachers' perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies' development. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to evaluate the extent to which universities’ strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio.Design/methodology/approach This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University’s Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at the institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data.Findings Despite the University having clear strategic aims and initiatives on the incorporation of sustainability within the curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum, it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students’ authentic learning experience. A good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure that there is a balance between sustainability and value for money.Originality/value This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management. [ABSTRACT FROM AUTHOR]

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning. [ABSTRACT FROM AUTHOR]

With a growing concern for the environment and social responsibility, the definition of apparel quality has changed radically over the last decade from the traditional product efficacy-based quality to the quality encompassing every process that is involved in the production and the consumption of a product, including social and environmental responsibility. To address this change in the apparel quality analysis (AQA) course, the author transformed the AQA course by (a) incorporating sustainability issues within the entire AQA course curriculum and (b) developing materials and resources for apparel quality learning exercises. This paper proposes a framework for teaching an AQA course that integrates sustainability and discusses how the 'mainstream' approach to integrate sustainability into the course curriculum can aid in better delivery of an AQA course. The pre- and post-course survey indicates the significant, positive changes in students' view of apparel quality as well as their attitudes and behavioural intentions. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study. Design/methodology/approach: A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results. Findings: An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum. Research limitations/implications: Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency. Originality/value: Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD's actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed. [ABSTRACT FROM AUTHOR]

Abstract Economics is a critical subject for the integration of sustainable development into curriculum given the discipline's influence in shaping social metabolism of societies, inequality, environmental impacts and wellbeing. There are very few empirical studies of the integration of sustainable development into economics curriculum. The purpose of the paper is to conduct analysis of a department wide intervention to integrate sustainable development into economics at a case study University, the first of its kind. The study makes use of surveys, interviews and key word searches to provide both qualitative and quantitative data and findings. Results indicate integration of sustainable development into curriculum on some modules but not the majority of the sample, evidence of resistance was also found. A range of barriers to integrating sustainable development into curriculum were identified in interviews. A sector wide survey on barriers to integrating sustainable development into economics curriculum was then conducted to provide empirical evidence on the subject. This is the first sector wide study of barriers to integrating sustainable development into economics curriculum. Results from the survey show that the Research Excellence Framework is a substantial barrier to integrating sustainable development into economics curriculum. The survey can be developed and applied elsewhere in the world to enable comparative analysis across countries, to get wider evidence on barriers. Highlights • First department wide intervention study of integrating sustainability in economics. • First sector wide survey of barriers to integrating sustainability into economics. • Surveys identify key barriers to integration of sustainability into economics. • The Research Excellence Framework is a major barrier to integrating sustainability. • The approach and survey can be applied elsewhere for comparative analysis. [ABSTRACT FROM AUTHOR]

Purpose Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE).Design/methodology/approach Three analyses guide university coursework on CRHE. First, consider what current practitioners observe about the challenges they face and capability of trainees. Second, identify gaps in accreditation standards for university programs regarding these competencies. Third, draw lessons from innovative courses at a major American university.Findings Leading associations of practitioners in healthcare services, public health, social work, urban planning, civil engineering, law and other professions call for training students on CRHE. In contrast, accreditation bodies for most university programs fail to specify such curricula and competencies. Four offerings at a major American public university in 2016-2017 developed knowledge of CRHE, skills to improve professional services, appreciation of professional responsibilities and communication competencies.Originality/value Building on recommendations for climate change and sustainability in higher education, this study focuses on health effects, finds gaps in many programs and accreditation standards within and outside health sciences and draws lessons from innovative offerings. [ABSTRACT FROM AUTHOR]

From an international view, several papers have analysed how sustainability themes are integrated into the university curricula. In Spain, few studies to date have examined the extent to which universities are incorporating sustainability themes into their curricula. In view of such considerations, this article examines the extent to which sustainability themes are being incorporated into the curricula of a Spanish public university strongly committed to signing sustainability policies and declarations. In addition, this study analyses the main barriers to the incorporation of sustainability themes into the curricula of this university. To accomplish this task, this article uses different methodological instruments over three phases through a case study approach. The findings of this study suggest how the university examined has many difficulties in incorporating, holistically or separately, sustainability themes in its formal courses despite having so many policies, regulations and a commitment to sustainability. [ABSTRACT FROM AUTHOR]

Purpose According to the 2014 joint report drafted by the Quality Assurance Agency and Higher Education Academy (QAA/HEA), universities have a key role to play in the development of sustainability literate graduates who can contribute to an environmentally responsible society. This paper aims to assess language students’ understanding of sustainable development (SD) issues.Design/methodology/approach Study 1 surveys two cohorts of final-year language students about to enter the graduate job market, and Study 2 surveys first-year language students before and after the inclusion of SD content in one of their modules. The questions to the students are provided along with qualitative and quantitative results.Findings Results suggest that only 48 per cent of language graduates are currently aware that they will need to take account of the environmental impact of their work as professional practitioners and 52 per cent do not consider it appropriate to learn about SD during their degree. However, results also suggest that incorporating SD early on in the language curriculum could contribute positively to the development of sustainability literate graduates.Originality/value While many language departments are aware of the importance of integrating sustainability into their curricula, and while employers are increasingly demanding sustainability literate graduates, there is little evidence that language students leave university with a real understanding of sustainability issues. This paper presents evidence of the current situation, as well as a novel way to integrate sustainability into the language curriculum to remedy the situation. [ABSTRACT FROM AUTHOR]

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach – Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings – The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications – The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value – There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work – programme leaders and teachers – define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach – Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors’ educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings – The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications – Findings are based on web-based sustainability -related courses. Future research could apply method of case study to do a deeper study. Practical implications – The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value – This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to present an overview of the design and implementation of a curriculum review undertaken at Plymouth University, UK, to gauge the incidence and status of sustainability in degree programmes across the curriculum. The paper outlines the methodological approach taken, reviews findings and summarises the effects and limitations of the exercise. Design/methodology/approach -- Rather than creating a criteria-based auditing tool, which might have been interpreted by academics as top-down evaluation of practice, emphasis was placed on self-evaluation of how the degree programmes were implementing sustainability in a number of broad areas, such as curriculum content, pedagogical approaches and student engagement. A review tool was created and distributed to all undergraduate and postgraduate degree programmes in the four campus-based faculties in the university. In particular, the review was designed to contribute the institutional annual submissions to the Learning in Future Environments index. Findings -- The paper discusses findings in some key areas relating to curriculum content, pedagogical approaches, partnerships and student engagement. Some of the obstacles and limitations identified by programme leaders in implementing education for sustainable development are discussed and areas of future consideration are included. Originality/value -- The review contributes to the limited national and international examples available of institution-wide curriculum reviews in the arena of education for sustainable development. The discussion of the problems, benefits and implications will be of value to other higher education institutions considering undertaking their own curriculum review. [ABSTRACT FROM AUTHOR]

Education represents a key intervention point in encouraging the emergence of a professional engineering ethos informed by a sustainability ethic. In terms of establishing an appropriate relationship between sustainability and education, many would contend that incorporating sustainability as merely add-on material to already overcrowded curricula is insufficient. Instead sustainability should actually be a leading principle for curricula. Traditional reductionist models of engineering education seek to extinguish context and uncertainty and reduce complexity across socio-economic and ecological domains. They therefore constitute a wholly inadequate response to the need for fit-for-purpose, twenty-first century graduates required to address broader sustainability issues. This paper presents research from an undergraduate module at University College Cork, Ireland. The module is aimed at developing students' conceptions of complexity, uncertainty, risk, context and ethics as foundational bases for productively engaging with sustainability. The paper also highlights some problematic issues. [ABSTRACT FROM AUTHOR]

Drawing on 12 years of experience in leading engineering programmes for sustainability in a UK university, the authors take a wide view of the broad range of skills young civil engineers need to deliver more effectively the projects they are involved in. These include dealing with complexity, uncertainty, environmental limits, change, people, trade-offs, other disciplines and whole-life costs. In short, the paper asks: What education does the next generation of civil engineers need to act sustainability in what Schon has been memorably called 'the swamp' of professional practice? The paper examines the fundamental principles all engineers should be guided by, the optimum points to discuss such issues in engineers' educational formation, how sustainability in the curricula can be linked to civil engineering practice and specific examples of teaching strategies and pedagogies that the authors have found to be effective. A brief review of UK and international best practice in demonstrating the progress that has already been made towards these goals is also presented. [ABSTRACT FROM AUTHOR]

Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century. [ABSTRACT FROM AUTHOR]