PurposeThis paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values.Design/methodology/approachAn analysis of LOs that are proposed in the Tbilisi and Barcelona declarations is conducted, showing specific issues for the commonalities presented. Examples of LOs from Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) in Mexico, as well as various associations from the USA is shown. A brief discussion is done on the means to achieve these LOs and learning evaluation.FindingsIn the example sets of LOs shown, the commonalities presented in the paper's first section appear in the LOs proposed by the institutions. Based on current knowledge and perception, sustainability is properly addressed in the examples.Practical implicationsThe paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well as the assessment needed for future professionals in higher education institutions.Originality/valueThe paper presents the onset of discussing and comparing commonalities among higher education institutions regarding sustainability LOs.

POLICYFORUM Sustainability is being integrated into higher-education institutions' mission and planning, curricula, research, student life, and operations.

Over the last decade and prompted by the United Nations (UN) 2030 Framework, significant engineering bodies have been calling for education directed towards achieving the UN Sustainable Development Goals (SDGs). In this paper, the authors reflect on progress to enable SDG knowledge and skills in engineering studies, overviewing key examples of efforts within the global professional engineering and education community, including Australia and the United States of America (the US). Acknowledging differences in language and guidance around the world, the authors discuss the need to provide clear and concise language regarding: 1) statements for desirable graduate attributes, 2) required knowledge and skill (i.e. competency) development, and 3) commentary/ guiding elements and indicators. The paper concludes with recommending accreditation bodies and professional societies and colleges make use of current international review processes underway by the International Engineering Alliance (IEA) and the World Federation of Engineering Organisations (WFEO), to update accreditation and supporting documents to ensure graduates have capacity to deliver solutions for 'thriving humanity and planet' in the 21 st Century. The authors also challenge educators to review and renew their institution's desired graduate attributes and program offerings to ensure curriculum develops capacity for achieving the UN SDG goals, targets and indicators.

No abstract

The world faces significant challenges which require transformative changes facilitated by Sustainability Change Agents (SCAs). Universities around the world have explicitly taken up the responsibility of developing in students the skills and knowledge (i.e. competencies) necessary to be successful SCAs. While there is clear convergence around planning competencies, intrapersonal and implementation competencies have recently emerged in the literature. These competencies will have to remain effective even in the face of adversity yet too little is known about sources of motivation for SCAs and how motivation can be maintained despite these inevitable setbacks. Since the needed transformations will be collective processes these motivations need to be understood in that social and realistic context in which they would be applied. Our study sought to gain specific insights into 1) What motivates students to be SCAs? 2) How do these SCAs maintain their motivation in the face of setbacks? 3) What can higher education institutions (e.g., universities, colleges) do to better support the motivation of SCAs?In order to gain insights into these questions, we surveyed 83 aspiring SCAs, analyzing their responses using qualitative content analysis. For this group of SCAs, the key source of motivation evolved from more of a focus on nature, learning, and individual behavior to a more social view with a concern for structural change. Moreover, social networks and intrapersonal skills helped to restore their motivation following setbacks. Despite being university students, the SCAs surveyed had already experienced significant setbacks and (largely without institutional support) learned strategies to overcome them and maintain their motivation. Motivation and the skills, knowledge, and experience of how to maintain their drive for positive change in the face of setbacks is crucial for SCAs to be capable of supporting the critically needed transformations, and universities must play their part in fostering the SCAs' capability.