ABSTRACT
In the last few chapters I have looked into some micro-level aspects in higher education and discussed how the introduction of sustainable development changes the way we think about learning and teaching. The change we try to bring (and not necessarily the situation we experience at present) is a paradigm change and thus has tremendous consequences: it will affect much more than a small number of courses or those teachers who are frontrunners in the field. Over the last 20 years it has become a far more widespread movement and, consequently, we have witnessed numerous examples where change has happened also at the meso-level, that is, the curriculum of an institution or even the institution itself.
