This paper discusses the current status of all aspects of education for sustainable development (ESD) across the United Kingdom (UK), drawing on evidence from its political jurisdictions (England, Northern Ireland, Scotland and Wales), and setting out some characteristics of best practice. The paper analyzes current barriers to progress, and outlines future opportunities for enhancing the core role of education and learning in the pursuit of a more sustainable future. Although effective ESD exists at all levels, and in most learning contexts across the UK, with good teaching and enhanced learner outcomes, the authors argue that a wider adoption of ESD would result from the development of a strategic framework which puts it at the core of the education policy agenda in every jurisdiction. This would provide much needed coherence, direction and impetus to existing initiatives, scale up and build on existing good practice, and prevent unnecessary duplication of effort and resources. The absence of an overarching UK strategy for sustainable development that sets out a clear vision about the contribution learning can make to its goals is a major barrier to progress. This strategy needs to be coupled with the establishment of a pan-UK forum for overseeing the promotion, implementation and evaluation of ESD.

This hugely ambitious book explores the role and purpose of universities in seeking answers to the profound existential threat to the long-term wellbeing of society arising from climate change and ...

(2018). Book Review. Environmental Education Research. Ahead of Print.

Edited by Arjen E.J. Wals and Peter Blaze Corcoran. Netherlands: Wageningen Academic Publishers, 2012. 550 pages. (Ä) 69.00 (hardback) ISBN: 978-90-8686-203-0.

(2018). Routledge handbook of sustainable development in higher education. Environmental Education Research: Vol. 24, No. 2, pp. 301-305.