Abstract
Education for sustainable development, when thoughtfully implemented, becomes a powerful mechanism for developing well-equipped graduates and university staff to address interconnected global socio-environmental challenges, paving the way for more sustainable and equitable futures. This chapter delves into the perspectives of university educators, exploring their conceptions, experiences and aspirations regarding the meaningful integration of sustainability into teaching practices. The central theme emerging is the importance of embracing a values-infused approach to sustainability in learning and teaching. The discourse highlights the need for epistemological pluralism, by encouraging the consideration of diverse perspectives and partnerships to tackle complex global issues. This chapter argues that a vital condition for enabling education for sustainable development is ensuring sustainability of people. Therefore, the second part of the discussion employs sustainability as a lens, redirecting the conversation towards sustainable pedagogies and practices. Practice-based examples for nurturing students’ learning fitness and flourishing are provided, urging deeper reflection for the creation of healthier university learning environments. The chapter concludes with a compelling advocacy for a genuine, whole-university commitment to sustainability integration in Higher Education. This commitment should involve a fair distribution of responsibility and customised support for teaching teams, aligning with their unique contexts, needs and aspirations.