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The Routledge International Handbook of Higher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a un

This book introduces readers to the latest research and findings§from projects focusing on teaching education for sustainable development at§universities. In particular, it describes practical experiences, outline§courses, training schemes and other initiatives aimed at promoting better§teaching on matters related to sustainable development at institutions of§higher education. In order to meet the pressing need for publications to§support sustainable development education, the book places special emphasis on§state-of-the art descriptions of approaches, methods, initiatives and projects§from around the world, illustrating how teaching education for sustainable§development can be implemented at the international scale.§§The book represents a timely contribution to the dissemination§of approaches and methods that may improve the way we perceive the importance§of teaching education for sustainable development, as well as how we implement§it.§

This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. Section One introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.