ABSTRACT
This chapter analyses the usual patterns of faculty when embedding education for sustainable development (ESD) in their teaching. Faculty can be classified into four categories: champions, followers, may follow and sceptics. Taking into account faculty attitudes to and abilities in ESD and analysing the main drivers and barriers for ESD, a set of strategies are proposed to incentivise, facilitate and highlight ESD in faculty. Finally, a number of successful case study examples of how some of these strategies have been developed in higher education institutions are introduced.
