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In this study, we critically examine how students enrolled in a combined engineering and teacher education program given at the KTH Royal Institute of Technology, Sweden, understand the concept of sustainable development (SD) and the professional responsibilities of engineers versus teachers in contributing to this goal. A questionnaire was used to collect and analyze data based on five research questions: (1) How do students conceptualize the notion of SD? (2) What aspects of SD are students interested in? (3) Are there any gender differences in what aspects of SD students are interested in? (4) How do students perceive the roles and responsibilities of engineers versus teachers in contributing to SD? and (5) How confident are students in their abilities to address SD issues vocationally? The data indicated a conventional view of SD among the students; a clear interest in sustainability issues, especially for ecologically linked questions; a tendency to ascribe significant but differentiated responsibilities to engineers/teachers; and a low degree of confidence in their own ability to adequately address SD issues vocationally. The data also indicated differences between male and female students when looking at interest in different aspects of SD. Overall, female students were found to be slightly more interested in SD than the male students. This gender difference is larger in relation to social aspects than ecological or economic aspects. It is suggested that future sustainable development education needs a shift of focus from what separates female and male students to what unites them. The observed “confidence gap” that exists between stated degree of interest in, and perceived importance of, sustainability issues, suggests the potential for significant improvement of the design of the Master of Science in Engineering and in Education program (CL-program).

One of the most important issues plaguing our planet is the depletion of natural resources and climate change, creating new disasters, and global challenges. The international community has expressed its anguish and concern for these problems through several international forums and treaties. As a response, Education for Sustainable Development is a program that aims to educate students on these issues. Teaching sustainability to young graduates needs to be holistic and pluralistic in nature. Discourses and modules on sustainability help in making them sustainability conscious which will enhance the competencies of people and help them to live and act in a more sustainable way. This book has several chapters written by academics across the globe who have spoken about their experience of incorporating sustainability into their curriculum and adopting various pedagogical approach that has helped their students to learn and understand the subject. Sustainability has been part of the teaching and learning in general, and as part of management, engineering, medical, and design courses, for instance. This book helps us to understand how such teaching and learning strategies can be made more effective for students.