Integrative Approaches to Sustainable Development at University Level

Abstract

The paper draws on research conducted by the author in part fulfilment of his PhD research, submitted in December 2013. The main aim of this research was to identify salient situations that enable participatory action as well as create barriers to the transition towards sustainability and to identify key conditions for Adult Environmental Education that would sensitise and mobilise sustained civic action for sustainable development. The research methodology adopted a case study approach—using four case studies across the Mediterranean geographic territory—using multiple sources of data gathering as appropriate to the different contexts of the case studies chosen and as permitted by practical considerations. The study evidences the power of the case studies to reframe and critically challenge hegemonic core beliefs. With inspiring leadership and a real commitment to a mental mode that embraces citizen mobilisation and new spaces for conversations, both CSOs and local institutions can be a positive force towards sustainable solutions at a local level. Adult Environmental Educators and Education for Sustainable Development practitioners need to re-define their roles—in particular their mentorship role and leadership training in addressing the sustainability transition.