Abstract
Integration of sustainability in institution-wide curricula is widely advocated to help address global sustainability challenges such as climate change, biodiversity loss and growing inequalities. However, studies demonstrate a mixed picture concerning educators and key actors' understanding, openness and readiness to meaningfully embed sustainability into their teaching contexts. Successfully integrating sustainability into learning, teaching and assessment is highly demanding, requiring interdisciplinary teamwork and resources in navigating the challenges associated with achieving large-scale implementation across entire universities. This chapter takes the form of a conversation between four academics from the United Kingdom and South America who examine ways in which universities can empower teaching staff in their journey towards enriching curricula with sustainability. This conversation emphasises the importance of nuanced sustainability definitions that are context-sensitive, time-relevant and holistic. It highlights the need to integrate sustainability transversally across disciplines to transcend siloed teaching approaches. Proposing a multi-level approach to supporting teaching staff, this chapter underscores that top-down efforts should be complemented by interdisciplinary community engagement and students acting as co-creators and active contributors for transformative practices. This chapter's insights are particularly valuable for university leadership, teaching staff, academic developers, researchers and other stakeholders involved in education for sustainable development activities.