ABSTRACT
The education of professionals will need to be significantly renewed in the coming decade, to align with requirements to respond to a growing range of environmental, social and economic challenges. However, despite awareness for more than 20 years of the need for curriculum renewal to deliver ‘education for sustainability’, on the whole there has been a slow response, with only a few quick to respond. Although there are signs of change, progress is typically limited to particular examples rather than being mainstreamed across the sectors. In this chapter, we outline a series of drivers and barriers to mainstreaming education for sustainability. Herein we draw on the engineering disicpline to provide examples and context for the theory and models presented.
