Purpose − The paper aims to explore staff practices in using e-learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Approach − A framework of four areas for developing SSL was proposed as a basis for analysing practice. A literature review then explored the extent to which e-learning is used to support embedding SSL in the curriculum, and the types of e-learning currently in use for this.Findings − E-learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations and implications − The sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implications − The review highlighted scope for a pedagogical shift away from using e-learning for information delivery and practical communication, and towards supporting rich, student-centred forms of learning in both blended and distance learning modes.Social implications − This shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Value − This paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e-learning.

This paper proposes an inter-disciplinary simulation model for authentic learning that bridges the gap between short group-based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education.The model is based on an inter-disciplinary project in which UK higher education students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the inter-disciplinary simulation to be a motivating learning experience, whilst identifying possible improvements.To evaluate whether the authenticity of the student-client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule (2006).The data supported Rule's themes, whilst highlighting the added value gained from metaawareness of the simulation as a learning opportunity.