PurposeThe purpose of this paper is to analyze the preparation of a sustainability report and a large‐scale energy‐saving campaign with regards to their role for organizational learning (OL). Similar processes indicating OL were observed during the implementation of both projects. Along the lines of a theoretical framework of OL these processes will be discussed. Potential of institutional transformation regarding sustainable development is indicated.Design/methodology/approachFollowing calls for “unified theory” on OL which can be used for empirical research, an integrative perspective has been proposed. Based on this perspective, two projects are discussed with respect to five dimensions in the process of OL: actors and media as communicative characteristics and triggers, factors as well as results as information processing characteristics.FindingsThe results show the driving role of making data available to the public (transparency as incentive for organizational change) and the need to change structures for cross‐linking information. Furthermore, benefits of creating new networks of actors for reflecting current structures and developing visions for future change are outlined.Practical implicationsPossibilities for transferring the project designs and experiences to other institutions are shown. Need for further research on the mechanisms of OL for promoting structural change toward a stronger role of sustainability in higher education is indicated.Originality/valueThe perspective of OL for sustainability reporting and energy saving offers new perspectives for internal change processes triggered by sustainability related projects. Promising research opportunities on triggers and drivers of such processes evolve.

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher-to learner-centered pedagogies, from input-to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings.

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