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Sustainable development as well as sustainability is desired globally. However, the knowledge and consciousness of people on issues around sustainability remains questionable. Hence, the purpose of this study is to explore the sustainability consciousness (SC) of university students in South Africa.

Quantitative research methodology was adopted for this study. The sample comprised 1,591 randomly selected students from four South African universities. The data was collected through an online survey. Statistical Package for the Social Sciences was used for analysis.

The findings of this study showed that there is need to consider country-specific contextual issues when considering factors capable of promoting the SC of students. Also, the incorporation of modules on sustainability has the potency of increasing the SC of students.

This study recommends, amongst others, the need for the revision of the curricula of universities to accommodate topical issues on sustainability that are capable of increasing the consciousness of students on the subject. In addition, pedagogical approaches that enhance sustainability knowledge and action (like green pedagogies) are required.

South Africa is a developing country with an education system that remains in crisis, despite three decades of democracy. The vestiges of South Africa's oppressive past continues to plague a system where repeated efforts at top-down transformation and curriculum renewal have failed to create the change required (Roodt, 2018). Extensive country-wide research attests to persistent inequalities linked to poverty, unemployment, and poor educational outcomes, effectively trapping disadvantaged communities in downward spirals (World Bank, 2018). As in most other countries, evidence-informed practice (EIP) has been widely discussed and advocated for in South Africa, with the matric (school leavers') results resurging the conversation annually. Unfortunately, as is the case in many developing countries, it is well documented that the actual implementation of EIP is not as widespread as desired.

This chapter reviews and analyzes the use of EIP in South Africa through an exploration of the various spaces where EIP is reported to occur within the broader education landscape. Examples of teacher and school level EIP innovations, led by a wide variety of actors within the system, are evident – this despite the pervasive lack of resources, support, and effective leadership within the formal education system. Through reflecting on these ‘pockets of hope,’ which were found to exist not only within, but also outside and alongside the system, we hope to gather insights and initiate debate on how the uptake of EIP might be better informed and facilitated within the broader South African public education system.