Differing Perspectives to Education for Sustainable Development –Exploring Applicability in Higher Education Context

Education for Sustainable Development (EDS) has been identified as a fundamental contributor for accomplishing many Sustainable Development Goals. Framing of an efficient system for quality sustainable education in Higher Education sector is a very challenging and difficult task to achieve. Yet, development and practice of such a system would have far reaching influence. This paper attempts to shed light on the applicability of different theoretical approaches to ESD to get clarity on the conceptual requirements of ESD in Higher Education sector and helps the practitioners and academicians to adopt an integrated view for better planning and implementation of sustainable higher education.   This article discusses about the applicability of three outcome based theoretical approaches to ESD- Capability Approach (CA), Transformative Learning Theory (TLT), and Theory of Change (ToC) - whichaddress human, transformation and change management perspectives respectively in sustainability adult education. The theories deal with conversion or change that takes place in human behavior and actions, as a result of the functions of certain relevant factors.   A systematic description and a qualitative review of the applicability of these approaches have been done with an intention to obtain clarity on the conceptual contributions and limitations of each of these theories. We discuss and analyze the theoretical strength, weakness and applicability of the three theories in forming a base for Higher Education for Sustainable Development (HESD). Though the theories individually contribute to the theoretical background of ESD, the short comings indicate the need for a more integrated approach to sustainable higher education. This study will form the basis for framing and implementing a most suited approach for ESD in future in higher education sector