It is nearing the end of the United Nations Decade of Education for Sustainable Development (2005-2014) (United Nations, 2011), an awareness raising campaign which “seeks to mobilize the educational resources of the world to help create a more sustainable future” (no page). The core mission of this UN program is “to integrate the principles, values and practices of sustainable development into all aspects of education and learning. This educational effort will encourage changes in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability and a just society for present and future generations” (UNESCO, 2012, no page). As outlined by Hunting and Tilbury (2005), Education for Sustainable Development, or Education for Sustainability (‘EfS’) as it is more commonly known in Australia, attempts to transgress education about sustainable development, to motivate, equip and involve individuals and social groups in reflection and in making informed decisions and ways of working towards a more sustainable world. Underscored by the principles of critical theory and critical thinking skills, EfS “aims to go beyond individual behavior change and seeks to engage and empower people to implement systematic changes” (von der Heidt & Lamberton 2011, p. 773).
Wilson, E, von der Heidt, T, Lamberton, G & Morrison, D 2012, 'Are we moving towards education for sustainability? a study of sustainability embeddedness in a first-year undergraduate business/tourism curriculum: extended abstract presented to Mobilities and sustainable tourism: BEST-EN Sustainable Tourism Think Tank XII , Greoux les Bains, France, June 24-27.