A methodology for reorienting university curricula to address sustainability: The rucas-tempus project initiative

Abstract

Our world faces considerable environmental, economic, social, and cultural challenges that need to be met at various levels. Responses to calls for curriculum revision to address sustainability, although very critical, are often slow and superficial. In this paper, it is argued that a participatory action and transformative learning approach toward engaging academics in curriculum change for sustainability is needed. The chapter describes the Reorient University Curricula to Address Sustainability (RUCAS) methodological approach aimed at engaging university staff in sustainability curriculum change at 12 universities. It also describes its underpinning theoretical assumptions, the research facts, and the critical curriculum design considerations.