EDUCATION FOR SUSTAINABLE DEVELOPMENT AT HIGHER EDUCATION INSTITUTIONS: A CRITIQUE

Since the inception of the concept of education for sustainable development (ESD) (UNCED, 1992, Chapter 36, par.3), higher education institutions (HEIs) have been considered key actors in its promotion. HEIs were expected to achieve this by leading students to contextualise their learning within the realities of their own specialisation, profession and personal life by encouraging them to develop: (a) the notion of global citizenship; (b) a commitment towards environmental stewardship; (c) a reflection about the interaction between issues of social justice, ethics, wellbeing and ecological and economic factors; and (d) a commitment towards actively ensuring sustainable futures (Longhurst, 2014, p.5).