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The paper is based on a study which sought the understanding and appreciation of, and activities on issues of Education for Sustainable Development (ESD) amongst the staff of the Faculty of Education, University of Botswana (UB). A survey design was adopted with a questionnaire for collecting data from academic staff members while Heads of Academic Departments (HoDs) were interviewed. The findings show an agreement between academic staff and HoDs that ESD issues are inadequately addressed in the Faculty of Education in UB and that ESD is confused with Environmental Education. Whilst staff paints a rosy picture of ESD in teaching, assessment and curriculum, their responses with regard their willingness to take part and their expertise in ESD issues as well involvement in ESD related research is negative. This might imply that the alleged teaching, assessment curriculum development and community engagement are not informed by research. Amongst the recommendations made are, that there is need to sensitize and provide in-service training to the staff of the Faculty of Education on the concept, activities and issues of ESD, so that they are able to engage in research to ensure informed ESD related teaching, research and service to the community.
Tsayang et al. (Mon,) studied this question.