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The paper interprets the term for a broad higher education audience and situates sustainability concepts within higher education learning and teaching domains. While focusing on Australian and New Zealand universities, it introduces global developments for comparison and aims to provide a balanced account of education’s capability to promote environmental sustainability for students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/higher-educations-role-in-education-for-sustainability/595450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/higher-educations-role-in-education-for-sustainability/595450.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper say about the meaning of “education for sustainability”?","Question",{"text":112,"@type":113},"It emphasizes the preposition “for,” framing the idea as education oriented toward purposes that include saving the planet and related social and economic entities. It also notes it is not exclusively education about sustainability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper discuss higher education’s reluctance to engage in sustainability education?",{"text":117,"@type":113},"It explores rationales behind higher education’s hesitance to act more formally, while also presenting balanced commentary on the role and capability of higher education to promote environmental sustainability to students.",{"name":119,"@type":110,"acceptedAnswer":120},"Which approach does the paper use to categorize learning for or about sustainability?",{"text":121,"@type":113},"It divides learning activities into formal, informal, and non-formal elements, and further highlights wider community-based learning responsibilities of universities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595450,1792161188,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nHigher education’s role in ‘education for sustainability’  \nKerry Shephard  \nUniversity of Otago, New Zealand  \nThis paper describes some of the drivers for ‘education for sustainability’ that exist in universities and also explores some of the rationales that underpin higher education’s reluctance to engage more formally in education for sustainability. It attempts to provide a balanced commentary on the role and capability of higher education in promoting environmental sustainability to students. Because the paper is grounded in higher education learning and teaching discourse it starts by interpreting the term ‘education for sustainability’ for a broad higher education audience and situates concepts of sustainability within domains of higher education learning and teaching. The paper focuses on Australian and New Zealand universities but introduces developments from around the world for comparative purposes.  \nIntroduction  \nThe idea for this article arose when I was asked to contribute to an online discussion, in the UK, on the status of‘education for sustainability’in countries other than the UK (Sustainability in Higher Education Developers Act Network, [Shed-act@jiscmail.ac.uk](Shed-act@jiscmail.ac.uk)). I volunteered some thoughts about the situation in New Zealand and attempted to role-play the mindset of a highereducation institutional chief-executive. I considered the pressing problems of research funding, issues of student recruitment and retention, the emphasis on accountability in learning and teaching, and the financial situation of my hypothetical university; and I managed to place calls for ‘education for sustainability’someway down my‘to-do list’.  \nEducators, higher or otherwise, will know the power of role-play in stimulating critical thinking and enabling learners to challenge their own assumptions as they develop their values and attitudes. My role-play did not, perhaps unfortunately, totally displace my con-  \ncerns that higher education is failing to address the sustainability-needs of society but did enable me to see aspects of both sides of the argument on many of the issues. So this brief paper attempts to illustrate some of the drivers for education for sustainability and also explores some of the rationales that underpin higher education’s reluctance to engage more widely in education for sustainability.The article focuses on Australasia but brings to bear research and development from around the world for comparative purposes. On the way, and to interpret the term‘education for sustainability’for a broad higher education audience, I attempt to situate concepts of sustainability within domains of higher education learning and teaching.  \nTaxonomies of ‘education for sustainability’  \nThe term‘education for sustainability’ arose from the broad and extensive discussions on sustainable development in the latter part of the last century (and summarised below).Any attempt to define it must focus on  \nvol. 52, no. 1, 2010 Higher education’s role in ‘education for sustainability’, Kerry Shephard 13  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nthe preposition ‘for’. This is not necessarily or exclusively education about sustainability.At least in part it is education for the purposes of saving the planet and other entities that we may be fond of, such as cultures and economies.There is little doubt that if higher education were to analyse all of the possible purposes to which its educational activities were to be‘for’, some would have less worthy causes;but this does introduce the need to catalogue the higher education learning and teaching enterprise. Cutting the higher education learning and teaching cake will never be a value-free enterprise but I attempt it here in three different ways. One approach to categorise learning for, or about, sustainability is to divide it into activity elements of formal, informal and non-formal. S","cbCaicexWMV5OIme","https://ap.wps.com/l/cbCaicexWMV5OIme","pdf",140369,"English","# Introduction\n# Taxonomies of ‘education for sustainability’\n## Defining ‘education for sustainability’ through “for”","[{\"question\":\"What does the paper say about the meaning of “education for sustainability”?\",\"answer\":\"It emphasizes the preposition “for,” framing the idea as education oriented toward purposes that include saving the planet and related social and economic entities. It also notes it is not exclusively education about sustainability.\"},{\"question\":\"Why does the paper discuss higher education’s reluctance to engage in sustainability education?\",\"answer\":\"It explores rationales behind higher education’s hesitance to act more formally, while also presenting balanced commentary on the role and capability of higher education to promote environmental sustainability to students.\"},{\"question\":\"Which approach does the paper use to categorize learning for or about sustainability?\",\"answer\":\"It divides learning activities into formal, informal, and non-formal elements, and further highlights wider community-based learning responsibilities of universities.\"}]","Higher education’s role in ‘education for sustainability’ | PDF",1792081169,25]