The Malacostraca comprises about 28 000 species with a broad disparity in morphology, anatomy, embryology, behaviour and ecology. The phylogenetic relationships of the major taxa are still under debate. Is the Leptostraca the sister group of the remaining Malacostraca, or is this taxon more closely related to other Crustacea? Does the Stomatopoda or the Bathynellacea represent the most basal taxon within the remaining taxa? Is the Peracarida monophyletic or are some peracarid taxa more closely related to other ‘caridoid’ taxa? Is the Thermosbaenacea part of the Peracarida or its sister group, and how much support is there for a taxon Amphipoda + Isopoda? To answer these questions a phylogenetic analysis of the Malacostraca combining different phylogenetic approaches was undertaken. In a first step, the monophyly of the Malacostraca including the Leptostraca is shown using the ‘Hennigian approach’. A computer cladistic analysis of the Malacostraca was carried out with NONA and PEE‐WEE, based on 93 characters from morphology, anatomy and embryology. Nineteen higher malacostracan taxa are included in our analysis. Taxa whose representatives are exclusively fossils were not included. The Leptostraca was used as an operational out‐group. The present analysis supports the basal position of the Stomatopoda. Syncarida and Peracarida (including Thermosbaenacea) are supported as monophyletic, the Eucarida is not. Instead a sister‐group relationship is suggested between Euphausiacea and Peracarida (including Thermosbaenacea), with the Syncarida as the sister group to both taxa. Certain embryonic characters are interpreted as support for the monophyly of the Peracarida (without Thermosbaenacea) because convergences or reversals of these characters seem implausible. Within the Peracarida, the Mysidacea (Lophogastrida + Mysida) represents the sister group to the remaining taxa. A sister‐group relationship between Amphipoda and Isopoda is not supported.

Problem statement: It is agreed that integrating Higher Education for Sustainable Development (HESD) into the curricula of universities is of key importance to disseminate the idea of sustainability. Especially the curricula of teacher-training should contain elements of Education for Sustainable Development (ESD) due to the crucial role of future teachers in information propagation. Approach: In order to find out about the spreading of ESD into the curricula and whether or not it is of interest to university staff and students two interlinked studies were carried out in northern Germany during the summer term 2009 using standardized questionnaires. Results: A large gap between pilot projects and the statements of politicians on the one hand and the interest of academic staff and students in sustainability issues and the dissemination of HESD and ESD into the standard curricula of universities on the other was observed. Only 20% of respondents stated to have either given or attended courses relating to sustainability. Conclusion/Recommendations: Nevertheless there is a strong approval of the necessity for more courses related to sustainability which offers potential for improvements within the rest of the UN-Decade on Education for Sustainable Development (ESD).

Problem statement: It is agreed that integrating Higher Education for Sustainable Development (HESD) into the curricula of universities is of key importance to disseminate the idea of sustainability. Especially the curricula of teacher-training should contain elements of Education for Sustainable Development (ESD) due to the crucial role of future teachers in information propagation. Approach: In order to find out about the spreading of ESD into the curricula and whether or not it is of interest to university staff and students two interlinked studies were carried out in northern Germany during the summer term 2009 using standardized questionnaires. Results: A large gap between pilot projects and the statements of politicians on the one hand and the interest of academic staff and students in sustainability issues and the dissemination of HESD and ESD into the standard curricula of universities on the other was observed. Only 20% of respondents stated to have either given or attended courses relating to sustainability. Conclusion/Recommendations: Nevertheless there is a strong approval of the necessity for more courses related to sustainability which offers potential for improvements within the rest of the UN-Decade on Education for Sustainable Development (ESD).

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