ABSTRACT
Under the influence of globalisation, technological advances and economic challenges, higher education (HE) is in an era of rapid change. Its role in the transmission and transformation of culture is arguably becoming more complex, as sources of knowledge and learning multiply and as the imperative to meet the educational needs of more diverse groups of people increases. If HE is to continue to fulfil its educational function effectively, it must grasp this challenge while also responding to the full range of societal concerns around sustainability. Educational practice geared to these concerns is variously known as ‘education for sustainability’ (EfS), ‘learning for sustainable futures’ or ‘education for sustainable development’. However, despite exciting developments in this field, there has been difficulty galvanising change for EfS in HE and bringing its potential to life. The international literature confirms that embedding EfS in the HE curriculum is the most difficult area of sustainability practice in which to gain traction. A study by the Global University Network for Innovation (GUNI) evidences this trend worldwide (Tilbury, 2011a) and reviews have demonstrated similar concerns in the UK (Policy Studies Institute, 2008; Ryan, 2009; SQW Consulting, 2009).
