Key points are not available for this paper at this time.
Education for sustainable development (ESD) is playing an increasing role in the higher education curriculum. However, little previous research exists on lecturers' understanding of and attitudes towards sustainable development. This study used an online questionnaire to investigate lecturers' views of sustainable development and its contribution to the higher education curriculum. The questionnaire asks lecturers from a variety of different disciplines about their views on appropriate pedagogy for ESD, and gives insights into the potential opportunities for and barriers to the incorporation of ESD into higher education. The findings of this survey reveal a wide range of understandings of sustainable development within this institution—and a high level of critical debate about the concept itself. In common with some previous research, there are indications that many lecturers find the language of ESD inaccessible. Despite this, a fairly high level of support for sustainable development is expressed across all discipline areas and a range of suggestions about appropriate pedagogies for ESD are raised. However, the extent to which this enthusiasm can be translated into practical changes to the higher education curriculum remains less certain.
Cotton et al. (Wed,) studied this question.