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Abstract Despite an increasing focus by post‐secondary institutions on incorporating sustainability concepts into research and operations there is little research that investigates the understanding, benefits, challenges, and driving forces for institutions that are integrating sustainability concepts into teaching. This paper is a summary of a qualitative cross‐case analysis of two post‐secondary American institutions that have demonstrated significant progress in integrating the concepts of sustainability into teaching.
Davis et al. (Fri,) studied this question.