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Preface; Contents; Sustainability Education and Training; 1 Achieving Resiliency Through Sustainable Literacy; Abstract; 1 Introduction; 2 Building Collaborations; 3 Inter-cultural Competency; 4 Overcoming Diversity; 5 Students as 'Partners'; 6 Value Orientation; 7 Conclusion and Recommendations; References; Websites accessed in January 2016; 2 Learning and Teaching for a Sustainable Future; Abstract; 1 Introduction; 2 Expanding the Dialog; 3 Building Bridges Between Academia and Community; 4 A Ten Years Practical Experience of ESD; 4.1 2005-2006: The Early Beginning as a Pilot
4.2 2008-2011: From Pilot to European-Wide Educational ESD Format4.2.1 The European SAUCE Project; 4.3 2011-2015 Transformation with Schools@University in Berlin; 4.4 2015-2020 Sustaining the Educational Format in Cooperation with the Climate Protection Partners of Berlin; 5 Education as Key for Change; 6 Didactic Approach of Schools@University; 6.1 Age-Appropriate Teaching Based on Real-Life Experience; 6.2 Building up an Educational ESD Network: Imparting Critical ESD Skills; 6.3 Learning with Students and Peers; 6.4 Learning Sustainability with Head, Heart and Hands
6.5 Integrating Art and Culture to Re-Design the Future6.6 Target Groups: Young Students and Teachers; 7 Facts and Figures-Evaluation Results; 8 Conclusion: Example to Follow; References; 3 Training Sustainability Change Agents: Lessons from International Water Education; Abstract; 1 Water Education as Sustainability Education; 2 Research Methodology; 3 ESD: Three Experiences; 3.1 UNAM Sustainability Science Programme; 3.2 UNESCO-IHE International Joint Masters Programmes; 3.3 UNESCO-IHE Capacity Development Activities; 4 Training Sustainability Change Agents: Key Issues
4.1 The Importance of Building 'Relational' Competencies in ESD4.2 Integrating the Normative Aspect of Sustainability Education; 4.3 Building Institutional Capacities for ESD; 4.4 Lessons for ESD Programme Implementation; 5 Conclusions; Acknowledgments; References; 4 Awareness and Attitudes Towards Sustainable Development Amongst Higher Education Students in Penang, Malaysia; Abstract; 1 Introduction; 2 Literature Review; 3 Research Aims and Methodology; 4 Results and Discussion; 4.1 Demographics; 4.2 Sources of Information Regarding Sustainable Development; 4.3 Awareness; 4.4 Attitudes
4.5 Components of Sustainability4.6 Correlation of Gender to Awareness and Attitudes; 5 Conclusion and Recommendation; Acknowledgments; 5 Interdisciplinary Teamwork on Sustainable Development- The Top Ten Strategies Based on Experience of Student Initiated Projects; Abstract; 1 Introduction; 2 Method; 3 Findings in Discussion; 4 Strategy 1: Find a Common Ground on SD; 5 Strategy 2: Invest a Lot of Time; 6 Strategy 3: Adapt Professional Language; 7 Strategy 4: Educate Yourself; 8 Strategy 5: Share Your Knowledge; 9 Strategy 6: Build a Friendship; 10 Strategy 7: Take a Step Back and Be Patient
4.2 2008-2011: From Pilot to European-Wide Educational ESD Format4.2.1 The European SAUCE Project; 4.3 2011-2015 Transformation with Schools@University in Berlin; 4.4 2015-2020 Sustaining the Educational Format in Cooperation with the Climate Protection Partners of Berlin; 5 Education as Key for Change; 6 Didactic Approach of Schools@University; 6.1 Age-Appropriate Teaching Based on Real-Life Experience; 6.2 Building up an Educational ESD Network: Imparting Critical ESD Skills; 6.3 Learning with Students and Peers; 6.4 Learning Sustainability with Head, Heart and Hands
6.5 Integrating Art and Culture to Re-Design the Future6.6 Target Groups: Young Students and Teachers; 7 Facts and Figures-Evaluation Results; 8 Conclusion: Example to Follow; References; 3 Training Sustainability Change Agents: Lessons from International Water Education; Abstract; 1 Water Education as Sustainability Education; 2 Research Methodology; 3 ESD: Three Experiences; 3.1 UNAM Sustainability Science Programme; 3.2 UNESCO-IHE International Joint Masters Programmes; 3.3 UNESCO-IHE Capacity Development Activities; 4 Training Sustainability Change Agents: Key Issues
4.1 The Importance of Building 'Relational' Competencies in ESD4.2 Integrating the Normative Aspect of Sustainability Education; 4.3 Building Institutional Capacities for ESD; 4.4 Lessons for ESD Programme Implementation; 5 Conclusions; Acknowledgments; References; 4 Awareness and Attitudes Towards Sustainable Development Amongst Higher Education Students in Penang, Malaysia; Abstract; 1 Introduction; 2 Literature Review; 3 Research Aims and Methodology; 4 Results and Discussion; 4.1 Demographics; 4.2 Sources of Information Regarding Sustainable Development; 4.3 Awareness; 4.4 Attitudes
4.5 Components of Sustainability4.6 Correlation of Gender to Awareness and Attitudes; 5 Conclusion and Recommendation; Acknowledgments; 5 Interdisciplinary Teamwork on Sustainable Development- The Top Ten Strategies Based on Experience of Student Initiated Projects; Abstract; 1 Introduction; 2 Method; 3 Findings in Discussion; 4 Strategy 1: Find a Common Ground on SD; 5 Strategy 2: Invest a Lot of Time; 6 Strategy 3: Adapt Professional Language; 7 Strategy 4: Educate Yourself; 8 Strategy 5: Share Your Knowledge; 9 Strategy 6: Build a Friendship; 10 Strategy 7: Take a Step Back and Be Patient