Common experiences and critical reflections: embedding education for sustainability in higher education curricula across disciplines
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 19 December 2024
Abstract
Purpose
Higher education institutions are embedding education for sustainability in curricula, but there are many challenges slowing the process down.
Design/methodology/approach
This paper uses reflections from stakeholders across eight disciplines to identify themes supporting EfS integration across disciplines, using collaborative autoethnography.
Findings
The paper highlights unique challenges and opportunities in embedding sustainability education and potential institutional pathways to enable interdisciplinary approaches to embedding EfS.
Originality/value
The paper highlights unique challenges and opportunities in embedding sustainability education and the role of institutional support in overcoming differing worldviews.
Keywords
Acknowledgements
The authors would like to thank the UTAS Education for Sustainability, Community of Practice and Dr Carmen Primo Perez for their support in preparing data for this paper.
Citation
Wrobel, A., Beasy, K., Fiedler, T., Mann, A., Morrison, B., Towle, N., Wood, G., Doyle, R., Peterson, C. and Bettiol, S. (2024), "Common experiences and critical reflections: embedding education for sustainability in higher education curricula across disciplines", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-04-2024-0242
Publisher
:Emerald Publishing Limited
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