ABSTRACT
Different people have different personal, social and cultural constructions of reality. The consequence of these different perspectives regarding what is sustainable implies that SD means different things to different people. For some SD it is a political phrase or a standardised concept that lost meaning, for others SD means the continuation of their indigenous culture and livelihoods or a development that should be translated into a more local actionable scheme. Elements like awareness of the SD concept, natural resources management, critical thinking and intergenerational impacts dominated the rhetoric of interviewees as objectives of the current energy curriculum. Curriculum is usually viewed as an instrument of change and this section outlines the most influencing factors of course objectives in the case study universities configuring the nature of the energy curriculum.
