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Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation
Mair, Simon Druckman, A.
Mair, Simon
Druckman, A.
Publication Date
2023
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Rights
2023 © Simon Mair and Angela Druckman. Published by Emerald Publishing Limited. This article is
published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce,
distribute, translate and create derivative works of this article (for both commercial and
non-commercial purposes), subject to full attribution to the original publication and authors. The full
terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Peer-Reviewed
Yes
Open Access status
openAccess
Accepted for publication
10/03/2021
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Abstract
Purpose.
This viewpoint paper addresses the use of sustainability frameworks in embedding education for
sustainability into the curriculum of Higher Education Institutions (HEIs). We focus on the paradox
that sustainability frameworks must facilitate transformation of existing structures whilst also being
well-enough aligned with current conditions to be readily adopted by today’s HEIs.
Design/methodology/approach.
We propose a set of four criteria for assessing the suitability of sustainability frameworks for use
across the curriculum: Relevance to Current Curricula; Language; Institutional Fit; and Concept of the
Future. Using these criteria, we assess how various frameworks align with the current
(unsustainable) state of affairs, and their transformative potential. The frameworks assessed are: the
Sustainable Development Goals (SDGs); the Three Pillars Framework; and the Capitals Approach.
Findings.
We find that each of the frameworks has strengths and weaknesses: the SDGs and the Capitals
Approach perform well on alignment, but less well on transformation. Conversely, the Three Pillars
Framework perform well on transformation and less well on alignment. By applying the criteria set
out in this paper, we hope those working to embed sustainability into the curricula of HEIs will be
better equipped to navigate the tensions presented by sustainability transitions.
Originality.
Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance
that was previously lacking to education for sustainability professionals who are attempting to
embed sustainability into the curriculum at HEIs.
Version
Published version
Citation
Mair S and Druckman A (2023) Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation. International Journal of Sustainability in Higher Education. 24(9): 318-334.
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Article