ABSTRACT
Training of teachers to act as agents in bringing about current social changes has been regarded as a worldwide priority (UNESCO 2004). Against a background of Education for Sustainable Development (ESD), there is a debate about teacher training. According to Leff (2001), ESD should feature in an interdisciplinary, cross-sectional and holistic way in both formal and non-formal education and thus become a key factor in the search for sustainability. Undergraduate courses have an important role in training professionals who will work in ESD. There are several studies dealing with environmental issues in Bachelor and Technology degree courses, including areas not traditionally linked to ESD, such as biology and geography (Kawasaki et al. 2009).
