This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used for the interviews in each country to solicit education leaders and practitioners’ views on the outcome and implementation of ESD. The analysis revealed that major themes repeated across the 18 studies, showing that ESD contributes in many ways to quality education in primary and secondary schools. Teaching and learning transforms in all contexts when the curriculum includes sustainability content, and ESD pedagogies promote the learning of skills, perspectives and values necessary to foster sustainable societies. The research also identified the need to integrate ESD across all subjects, to provide professional development for teachers to ensure ESD policy implementation and to adopt ESD management practices to support ESD in the curriculum in order to broaden ESD across countries.

This article identifies and discusses the differences and similarities between environmental education (EE) and education for sustainable development (ESD). Three historic documents-the Belgrade Charter, the Tbilisi Declaration, and Agenda 21provide goal statements, recommendations, and general descriptions for comparison. Other questions such as 'Is EE becoming ESD?' and the debate over what to call ESDare also addressed. The authors address and clarify some misconceptions inherent in the debate over definitions and the naming of ESD. The need to clarify and refine the broad concept of ESD is useful and necessary; however, the energy expended in other efforts-suggesting that specific terms and rhetoric related to sustainability concepts, which were originally translated from many different languages, should be accepted globally-is damaging and fruitless. The authors suggest that collaborative, locally appropriate action in both EE and ESD is more useful than an either-or debate over whose terminology should be adopted.

Many educators think of Education for Sustainable Development (ESD) on a disciplinary level-what is Environmental Education's (EE) contribution to a more sustainable future? Briefl y, we describe differences and similarities between EE and ESD. Next, we examine four levels of activitydisciplinary, whole school, educational system, and international-that are necessary for progress in ESD. At the disciplinary level we outline some of the contributions of geography and workplace education to ESD. At the international level, we describe three transboundary educational issues-HIV/AIDS, education of girls and women, and education for and about refugees-which require multinational responses. It is apparent that more than a disciplinary approach to ESD is needed in the formal sector. Effort on all four levels and cooperation between levels is important for education to fulfi l its role of moving communities and nations toward a more sustainable future.

Purpose Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future. Design/methodology/approach Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement. Findings History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted. Research limitations/implications Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU). Practical implications Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs. Social implications Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work. Originality/value Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.

A s with many global movements, it is almost impossible to identify the exact origin of education for sustainable development (ESD). Each of us in the fi eld has a story of our initial reaction when and where we fi rst became aware of it. The emergence and evolution of a concept may only be relevant to scholars or devoted practitioners, but these stories should be recorded so that future generations can understand our thinking, as they improve on it. Our attempt to recognise the needs and rights of future generations-through the concept of sustainable developmentand our attempts to alter our social, economic and environmental practices is a story worth retelling.