Perspectives on developing skills and competencies through Education for Sustainable Development: how do we do it, and who is responsible?

The key aim of this paper is to assess the value and effectiveness of how Education for a Sustainable Development (ESD) is integrated in UK Higher Education Institutions (HEIs). The United Nations integration of Sustainable Development Goals (SDGs) in teaching in Higher Education is adapted through the Education for Sustainable Development (ESD) model. However, educators and students have different conceptions of the difference between ESD and Education for Environment or Sustainability. This article focuses on the review of ESD perspectives to further develop skills and competencies for educators, students and employers and the better integration of ESD in Higher Education Institutions (HEIs) in the UK. To achieve this, the review focuses on 114 articles post-2021 to continue previous work by Advanced HE (Education for Sustainable Development: a review of the literature 2015-2022). The review focuses on perceptions of four key areas: how ESD is defined, the value of ESD competencies, how well ESD is embedded in HEI and the challenges for its adoption. This review argues for an institution wide approach embedding of ESD to prepare students for real-world sustainability issues, aligning academic curricula with the United Nations SDGs. Developing a curriculum that actively engages learners in the process is not just an educational upgrade; it is a fundamental shift towards a future where graduates are conscious of and actively involved in creating a sustainable world.