The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives.

The declaration of the ‘United Nations Decade of Education for Sustainable Development’ (ESD), Resolution 57/254, February 2003, provides the best yet occasion for higher education institutions (HEIs) to ‘green’ their curricula. The idea for the Decade emerges from a progression of high-level international conferences, beginning with Stockholm, 1972, that have seen ESD thinking move from general statements of intent to increasingly detailed specifications for action. There has also been a growth in awareness that the changes to the curriculum for sustainable development must suffuse all areas of education provision. They cannot be restricted to the environmental disciplines or ‘ecoliteracy’ modules or even to the classroom, but must be demonstrated by the whole of an HEI's approach to the world. Obstacles to implementation include: funding and perverse subsidies, departmental and disciplinary barriers, ivory-tower traditions in teaching that externalize and objectify the subjects studied and persistence of the obsolete mind-sets of the ‘industrial age’. These barriers may mean that change in HEIs will have to be driven by external processes, such as the transformation of primary and secondary education where the fragmentation of knowledge is less entrenched. However, there now seems to be growing agreement that HEIs should equip all their students with ‘environmental literacy’ and that sustainability should be central to concerns both in HEI curricula and in operational practice.

Phytoremediation through forestry may be an effective means for reducing the metal loading in lands reclaimed after surface-coal-mining in the UK. Planted with mixed woodland, the soil loading of 5 key metals (Zn, Cd, Mn, Pb and Cu) decreased, significantly and progressively, compared to soils left as grassland through a 14 year forestation chronosequence on land reclaimed from the former Varteg opencast coalmine, South Wales. Fourteen years after initial tree planting, soil metal loadings decreased by 52% for Cd (4.3 mg∙kg-1 per year), 48% for Cu (2.1 mg∙kg-1 per year), 47% for Zn (7.3 mg∙kg-1 per year), 44% for Pb. (7.1 mg∙kg-1 per year) and 35% for Mn (45 mg.kg-1 per year). Analysis of metal loadings in the leaves of Alnus glutinosa (L. Gaertn) (Common Alder) and Betula pendula (Roth) (Silver Birch) found both to be involved in metal uptake with birch taking up more Cd, Cu, Zn and Mn and Alder more Pb. Concentrations of Zn, Mn and Cd (Birch only) increased significantly in leaves from, but not in soils, under older plantings. Since different tree species take up metals at different rates, mixed plantings may be more effective in forest phytoremediation.

Environmental sustainability education, the dissemination of environmental education for sustainable development into the community, should be a lifelong process and not one restricted to a learner's years in higher education. Informal environmental sustainability education, including personal involvement in NGO environmental action, can be an effective way of increasing the understanding of environmental and sustainability issues. NGO projects help provide practical environmental education to environmentally aware people who have built their careers in other areas. In the process, they help environmental awareness to trickle into areas of life where it would not ordinarily impinge. In this case study of a community-based land reclamation research project, supported jointly by the NGO Earthwatch and Oxford Brookes University, analysis of the motivations and experiences of project volunteers shows that their aims include making a personal contribution to enhancing the quality of the environment and networking with like-minded individuals, and that they expect to carry their new understanding back into their everyday lives to influence other people in their workplace. Engagement in practical work and action research may help overcome some of the negativity linked to many assessments of the human impact on the environment and, working together, universities and NGOs can more effectively ‘think globally and act locally’. NGOs may provide the best hope for helping to change the destructive aspects of modern society but they are vulnerable through financial dependency on sponsors, volunteers and donors.