ABSTRACT
As Wals et al. (Chapter 2 in this Handbook) and Michelsen (Chapter 3 in this Handbook) indicate, Education for Sustainable Development (ESD) has been a maturing field of practice, research and theory over almost three decades. After this time we could expect to see evidence of Higher Education Institutions (HEI) embracing ESD, and their curricular developing relevant competencies in graduates. Yet in HEIs we see few examples of where ESD has been integrated.
