The paper is part of the broader narrative of transforming curricula in universities in Zimbabwe and Austria. The landscape in higher education globally is inexorably shifting as a result of major global forces of change. For that reason, higher education cannot remain immune to these global challenges and changes. Rather, universities should be the agents of change. Higher education in Austria and Zimbabwe, in response to these global challenges and imperatives, has begun the process of transforming curricula to educate graduates for the future. The paper explores the strategies that universities in Zimbabwe and Austria have initiated to be able to support students to make meaningful contributions to the global learning and sustainability narrative. The two central questions that this paper seeks to answer are: Which additional innovations in curricula and new epistemologies should universities in Zimbabwe and Austria implement in order to educate graduates for a sustainable future? What can universities in the South and in the North learn from each other? In attempting to reflect on these questions, pertinent lessons will be drawn from initiatives in Austria and Zimbabwe to build capacity to achieve the Education for Sustainable Development (ESD) agenda through various strategies.

This case study presents the development of networks in education, using the Austrian IMST (Innovations Make Schools Top) project as illustration. The regional networks are coordinated in every Austrian federal province by groups made up of teachers, representatives of the educational authorities, and members of academia. In the framework of the IMST project, all networks are monitored by a team of the Institute of Instructional and School Development at the University of Klagenfurt. This article presents theoretical concepts, network structures and network activities, as well as evaluation data. The overall challenge in trying to enable sustainable development of learning of those involved might be described as keeping momentum between network structures and network processes or, in other words, between stability and flow.

The goal of the university professional development course BINE is to encourage participants to address education for sustainable development (ESD) in a reflective way. The main aims are for the participants to learn about action research and to reflect and implement ESD in their work and institutions. This paper briefly describes the concepts of action research in relation to ESD and gives an overview of the structure of the course. The central part reports on the programme evaluation and the main results. Findings indicate that the systematic collection and analysis of data and the writing of a study are regarded as strenuous but conducive to learning. It seems that a balance of provocation and support as elements of a dynamic didactical design offers space for more in-depth reflections on ESD.

(2019). Lesson study, learning study and action research: are there more differences than a discussion about terms and schools? Educational Action Research: Vol. 27, Lesson Study, pp. 455-459.

This case describes networking for education for sustainable development within the Austrian ECOLOG-schools network. The article presents theoretical concepts of networks in education in general, and the organization of the ECOLOG-network in particular. Based upon these foundations, the concept and results of a participatory evaluation study are described and reflected. The article closes with a summary of the evaluation process and with an outlook for the future development of the network. ECOLOG-schools have to deal with tensions between different interests and stakeholders within education for sustainable development and schooling. Spaces for exchange and reflection offered by the network support the ability to deal with these tensions constructively. The overall challenge of the network might be described as keeping momentum between structures and processes or, in other words, between stability and flow to enable the sustainable development of learning.