Sustainability Education

Navigating a Geography of Sustainability Worldviews: A Developmental Map

by Abigail Lynam

Sustainability in hospitality and tourism education: Towards an integrated curriculum

by B. Bynum Boley

Journal of Hospitality and Tourism Education

Boley, B. (2011) Sustainability in hospitality and tourism education: Towards an integrated curriculum. Journal of Hospitality and Tourism Education. 23(4): 22-30.

The growing importance of sustainability to the hospitality and tourism industry has resulted in an increased... more The growing importance of sustainability to the hospitality and tourism industry has resulted in an increased pedagogical discussion pertaining to how to incorporate sustainability into the undergraduate curriculum. The previous discussion has largely focused on the need to teach sustainability within the hospitality and tourism curriculum (Deale et al., 2009), and determining hospitality and tourism stakeholders’ attitudes towards teaching sustainability in the curriculum (Barber et al., 2011). Despite the strong interest in sustainability, Deale et al. (2009) article reveals that sustainability is rarely taught within the curriculum. This study moves the discussion away from should sustainability be taught within the hospitality and tourism curriculum towards a discussion of how to best teach sustainability within the curriculum. This article suggests that an integrated sustainability curriculum will provide students with a better education and better preparation for the hospitality and tourism profession than limiting its inclusion to specific classes or majors. Part of this recommendation for integration of sustainability into the hospitality and tourism curriculum is a proposed model that demonstrates the need to view sustainability as the ultimate context of focus and hospitality and tourism as a subcomponent of this focus. Having sustainability as the end goal of hospitality and tourism will result in natural integration of sustainability into the curriculum because sustainability is the main context of interest. The difficulties and challenges of integrating sustainability into the curriculum are also discussed, as well as, suggestions to help facilitate the process

Sustainable Development and Malawi

by Naomi Weir

Foreword to Curriculum Studies Gone Wild: Bioregional Education and the Scholarship of Sustainability by Nathan Hensley (2011)

by Richard Kahn

Lim, C.P., Tay, L.Y., & Hedberg, J.G. (2011). Employing an activity-theoretical perspective to localize an education innovation in an elementary school. Journal of Educational Computing Research, 44(3), 315-340.

by Cher Ping LIM

Two grade five classes (11-12-year-olds) were introduced through an inquiry-based pedagogy to scientific ideas and... more Two grade five classes (11-12-year-olds) were introduced through an inquiry-based pedagogy to scientific ideas and concepts within a 3D game-like multi-user virtual environment (MUVE). This paper explores how a particular set of strategies and conditions might encourage and sustain the use of the MUVE, Quest Atlantis (QA), as a problem-based learning environment. Through commitment of the teachers, and their support through professional development, on-going technical assistance, and as they approached learning tasks students’ orientation and scaffolding. Ensuring the appropriateness of the technology access, and structure of the curriculum required time-table planning. These factors predict the likely survival of an education innovation in the school and the possibility of scaled up for more widely-used pedagogical practice.

Education about and for sustainability in Australian Business Schools

by Daniella Tilbury

Education for Intercultural Understanding in Australia

by Daniella Tilbury

Investing in education for eco-sustainability: A ʻfast followerʼ strategic posture for Unitec Institute of Technology

by Peter Mellalieu

Mellalieu, P. J. (2008). Investing in education for eco-sustainability: A “fast follower” strategic posture for Unitec Institute of Technology. Unitec Business School Working Paper Series. Auckland: New Zealand Centre for Innovation & Entrepreneurship, Unitec Institute of Technology.

Conducts an exploratory Programme Evaluation of Unitec Institute of Technology focussed on assessing the state of... more Conducts an exploratory Programme Evaluation of Unitec Institute of Technology focussed on assessing the state of Unitec’s capability for eco-sustainable development and delivering programmes of education for sustainability.


Identifies key strategic issues:

•Unitec’s absence of a strategy, policy, and culture for eco-sustainability;

•the foundering of sustainability initiatives established from the late 1990s; and

•the rising recognition by senior managers that eco-sustainability issues are of increasing importance and should be supported by the institution.


One key reason for for Unitec’s situation is identified as the failure of Unitec’s key funder - the Tertiary Education Commission (TEC) - to make an explicit funding priority for sustainability, despite government’s espoused aims for balancing economic progress with care for the environment.


Drawing on the arguments of Oram, Boven and Geering, argues for Unitec adopting a posture significantly more proactive that the increasingly laggard posture that is emerging through its failure to consider eco-sustainability issues at top level strategy-making.


Presents recommendations for identifying, developing, and implementing an appropriate strategic posture of ‘fast follower’ for Unitec.

Concept for the implementation of qualification and consulting concept in Finland

by Sirpa Ryynänen

Making handicraft sustainable in Europe -Pilot project.Implementation report.

The following report is a description of a pilot project EC21 executed in Finland by Kuopio Academy of design as a... more The following report is a description of a pilot project EC21 executed in Finland by Kuopio Academy of design as a part of Euro Crafts 21. The implementation process in Finland and
its concept considers results from other working packages in the project Euro Crafts 21 (e. g.
national qualification and consulting concept, national analysis of qualification needs) as well as first ideas from the project proposal.
One teacher from Kuopio Academy of Design (KAD four consultants from Taito Group Regional Craft Associations participated to the first session of Euro Crafts 21 project titled
Train the Trainer (TtT) on May 2009. Two of the Taito Group trainers along with a teacher from KAD continued as trainers in the EC21 –pilot project of Kuopio Academy described in
this report. The EC21 pilot project consisted of two linked entities, which in actuality were two sets of workshops for collaborating pilot companies.
The first set of workshops involved two pilot companies and was executed solely by the staff and students of KAD. The second set of workshops was collaboration with Taito Group f tor
new pilot companies. Kuopio Academy of Design started the pilot project in August 2009 and Taito Group joined in few months later in February 2010. Because Kuopio Academy of Design started the basic module workshops six month earlier, many of the KAD’s experiences could be later referred to and utilized in the Taito Group’s pilot workshops
The students of KAD assisted with both of the workshop entities. The students were a vital part of the workshops and could integrate their participation to their professional studies, internship and thesis. The workshops of the EC21 pilot project formed a part of their degree studies offering them a good opportunity to get first-hand experience on how the craft sector
businesses function which was a good way to learn about entrepreneurship in their field.
The following report includes the implementation of both projects; the project by Kuopio Academy of Design and the project by Taito Group.

The Mueller Report: Moving Beyond Sustainability Indicators to Sustainability Action

by Joshua Pearce

Joshua Pearce, Christopher Uhl, Austin Mandryk, Dennis Matalavage, Christie Vischer, Loren Byrne, and Sara Eisenfeld, "The Mueller Report: Moving Beyond Sustainability Indicators to Sustainability Action", The Green Destiny Council of The Pennsylvania State University, Fall 2001.

The assignment that we gave ourselves was: Cut the ecological impact of Mueller Building in half while creating... more The assignment that we gave ourselves was: Cut the ecological impact of Mueller Building in half while creating healthier working conditions for all building occupants. The analysis on the following pages reveals that it is, indeed, possible to reduce significantly Mueller's aggregate impacts in many areas. The majority of environmental improvements that Mueller could make would actually save money! For example, by following the suggestions outlined in the energy portions of this study Mueller building could reap more than $45,000 per year in energy savings alone.

Students' Research-Informed Socio-scientific Activism: Re/Visions for a Sustainable Future

by Erin Sperling

Preface -- Chinese edition of Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement (2012)

by Richard Kahn

A statement on the meaning of this book in its English edition is included, and I consider the state of Chinese... more A statement on the meaning of this book in its English edition is included, and I consider the state of Chinese society and its educational opportunities from an ecopedagogical perspective, arguing both that the foundations exist for it and that they MUST exist because China (like the United States) is now one of the future's crucial educational problems that must be taken up if there is to be anything short of a staggering global collapse. The Deweyan Chinese educational philosopher, Tao Xing-Zi is upheld as a possible forerunner for how ecopedagogy might proceed as culturally relevant within a Chinese framework.

The Rise and Fall of Education for Sustainability in New Zealand's Tertiary Education Strategies: An Orchestrated Conspiracy of Ignorance?[Extended version]

by Peter Mellalieu

Mellalieu, P. J. (2011). The Rise and Fall of Education for Sustainability in New Zealand’s Tertiary Education Strategies: An Orchestrated Conspiracy of Ignorance? XXIX International Conference of the International Council for Higher Education (Vol. 24). Presented at the Innovation and Development in Higher Education, Miami/Ft Lauderdale: International Council for Higher Education. Retrieved from http://tinyurl.com/4935qol

New Zealand has traded successfully on its self-created brand as ‘100 % Pure’ since its introduction in 2000. The... more New Zealand has traded successfully on its self-created brand as ‘100 % Pure’ since its introduction in 2000. The country enacted pioneering legislation embracing the notion of sustainable development through its Resource Management Act (1991) and was an early signatory to the United Nations Framework Convention on Climate Change (1992). In its Tertiary Education Strategy 2007-2012 the government signalled its desire that the country’s higher education sector should support its ambitious environmental vision and goals.

A strategic audit of the environmental performance of a publicly-funded New Zealand tertiary institution was conducted to examine the extent to which the institution achieved its stated environmental goals, and the environmental goals stated in the government’s national and educational priorities. The audit identified that the institution had retreated substantially from its earlier pioneering commitments to environmental initiatives, commenced in the late 1990s. In conversation with senior leaders, two factors appeared influential in accounting for this retreat. First, the institution was under financial duress. Secondly, there was significant dissonance between the government’s stated vision and aims supporting education for sustainability and practical policy implementation. Specifically, there was a failure to translate the aims into an explicit investment funding priority for the tertiary education sector.

New Zealand's Parliamentary Commissioner for the Environment recommended that: 'all tertiary graduates leaving [higher educational institutions] should possess a core understanding of environmental sustainability as a result of institutes encouraging education for sustainability throughout their organisations'. Despite the recommendation, the most recent tertiary education strategy retreats further from this position, condemning the nation’s future innovation and ability to develop sustainably through a ‘conspiracy of ignorance’.

Student Inquiries into Neglected Research for a Sustainable Society: Communication and Application

by Joshua Pearce

Joshua Pearce and Chris Russill, "Student Inquiries Into Neglected Research For A Sustainable Society: Communication and Application", Bulletin of Science, Technology and Society, 23(4), 311-320, 2003.

By applying the interdisciplinary approach of Science, Technology & Society, students can solve often-neglected... more By applying the interdisciplinary approach of Science, Technology & Society, students can solve often-neglected research problems of shifting society’s operation towards a sustainable state. A recent Penn State University student research report entitled “The Mueller Report: Moving from Sustainability Indicators to Sustainability Action”, contained a detailed ecological analysis of one campus building and addressed methods to optimize its ecological performance in terms of sustainability by utilizing both behavioral and technological improvements. This paper analyzes the factors that affected the successful implementation of sustainable practices generated by student research: i) choosing a receptive primary audience, ii) establishing interpersonal relationships with decision makers, iii) saturating the local media, iv) making sustainability convenient, and v) demonstrating fiscal responsibility.

The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology, and Society Classes

by Joshua Pearce

Joshua Pearce, "The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology and Society Classes", Bulletin of Science, Technology and Society, 21 (4), 312-321, 2001.

The purpose of this paper is to outline the viability of a student directed assignment within collegiate level Science... more The purpose of this paper is to outline the viability of a student directed assignment within collegiate level Science Technology and Society (STS) curricula for the improvement of the utilization of scientific knowledge and technology in society. The assignment, christened the “Do Something!” assignment, is a novel teaching tool that utilizes students’ individual interests to encourage in-depth learning across disciplines and capitalizes on their personal skills and talents to solve real world problems. The “Do Something!” assignment has been utilized in two STS courses at the Pennsylvania State University (STS 100: The Ascent of Humanity and STS 200: Critical Issues in STS). The structure of this assignment allowed students to make small but concrete contributions towards a sustainable future by applying STS principles. Outcomes indicated that (i) students had an overwhelming positive attitude toward the assignment, (ii) students accomplished in-depth understanding of STS issues outside of their individual fields of study, (iii) students perceived a high level of attainment which resulted in a personal fulfillment, and (iv) that this positive perception encourages them to attempt similar socially beneficial actions outside of the classroom.

Learning settings to face climate change

by Matthias Barth

Burandt, S., & Barth, M. (2010). Learning settings to face climate change. Journal of Cleaner Production, 18(7), 659–665.

Meeting the manifold challenges connected to climate change makes high demands on individual competencies. To prepare... more Meeting the manifold challenges connected to climate change makes high demands on individual competencies. To prepare actors for those challenges learning settings are needed in higher education that are suitable for that goal. A theoretical framework for relevant key competencies can be found in the discourse of Education for Sustainable Development (ESD). In this paper we introduce and discuss two learning settings that employ adapted sustainability science approaches: the syndrome approach and scenario analysis. Both approaches are discussed with reference to their didactic goals to foster the acquisition of the corresponding competencies. The usefulness of these two approaches in creating appropriate learning settings is demonstrated in empirical studies.

Higher Education for Sustainable Development: Students' Perspectives on an Innovative Approach to Educational Change

by Matthias Barth

Barth, M., & Timm, J. M. (2011). Higher Education for Sustainable Development: Students’ Perspectives on an Innovative Approach to Educational Change. Journal of Social Science, 7(1), 13–23.
DOI: 10.3844/jssp.2011.13.23

Problem statement: With Higher Education for Sustainable Development (HESD) being an innovative approach to... more Problem statement: With Higher Education for Sustainable Development (HESD) being an innovative approach to educational change, its principal objective is students’ development of transformation competencies. However, HESD evaluations hardly consider students’ perspectives. This study presents a study that examined undergraduate students’ view on the HESD approach at the Leuphana University of Lüneburg (Germany) and aims at shedding light on their acceptance and perceptions of such an HESD learning setting. Approach: For this purpose, two corresponding surveys were carried out that analyzed the impact of such a curriculum design on undergraduate students of the 2nd and 4th semester. Results: A high rate of 75.4% of the undergraduate students indicated their commitment towards the Leuphana University study model. Simultaneously they showed a sophisticated understanding of the concept of sustainability and agreed with the values associated. Comparing the results of three different student groups with variation in the degree of sustainability related studies, a group of students studying sustainability in their minor as a second subject beside disciplinary oriented studies showed a significant higher acceptance rate than their study peers. Conclusion: These results suggest that the Leuphana University holistic HESD education approach may not only be attractive to inherently sustainability affiliated prospective students but particularly also to open, tolerant and cosmopolitan young people that are interested to attend interdisciplinary sustainability studies besides their major study subject. Thus, the learner-centered approach is connected to students’ lifeworld experience, which provides an opportunity to also attract those students that might be less familiar with the sustainability concept.

Corporate Sustainability Survey 2011

by Dhiman Chowdhury

Sustainability paradox has become a debate of our time; adding to this predicament is sometimes the questionable... more Sustainability paradox has become a debate of our time; adding to this predicament is sometimes the questionable behaviors of the corporations. This detrimental demeanor is counterproductive, as it for the entity so do for our common goods. The issue of sustainability is a dilemma of our which many scholars pondered over last decades, yet despite their efforts, the message is somewhat convoluted through a plethora of conflicting strategies, definitions, mandates and regulatory measures. The obfuscation has created deviation in the discourse of “sustainability” measures without addressing systemic discord with sustainability challenges at organizational and societal level, and societal and ecological level. This survey examines presence and absence of a particular behavioral dimension in global corporations and corollary effect of it. In addition, this global survey unveils previously unknown data depicting correlation between certain behavioral dimension at workplace and other corporate level factors including profitability, innovation and market leadership. This global survey serves as the basis for further research to find a common ground that brings institutional integration to sustainability conjectures.

“They should fix the crack”: Reflections on the built environment in the

by Vivian Romero

Teaching controversial issues - Chapter 7 Conclusions

by Debby Cotton

DPhil thesis undertaken at St Anne's College, University of Oxford, completed 1999. Other chapters also uploaded here. Doctorate was undertaken in my maiden name of Fido, though all subsequent publications under Cotton, D.R.E or Debby Cotton.

Please cite as Fido, D. (1999) Teaching controversial environmental isues in 16–19 A-level Geography: possibilities and problems. Doctoral thesis, University of Oxford or refer to published papers below:

Cotton, D.R.E. (2006) Implementing curriculum guidance on environmental education: the importance of teachers’ beliefs. Journal of Curriculum Studies, 38 (1): 67-83 (Abstract here)

Cotton, D.R.E. (2006) Teaching controversial environmental issues: neutrality and balance in the reality of the classroom. Educational Research 48 (2): 223-241