The rationale for including sustainability in Higher Education curriculum has been made clear, yet how to facilitate effective learning in this field has received less research attention. This article focuses on approaches to the ‘framing’ of sustainability in curriculum design as a tool for educators to contextualise sustainability concepts and practices to engage learners within traditional disciplines where sustainability studies are still relatively novel, and therefore, not embedded within existing disciplinary ‘frames’. The article draws together findings from a qualitative study of four undergraduate sustainability courses to provide initial insight into different framings of sustainability and student experiences within the courses. Drawing on an analysis of empirical data and theory, this article argues that the way sustainability is framed may assist in addressing barriers in the uptake of sustainability by teachers and students in Higher Education. Framing has the potential to support student engagement with sustainability courses and the integration of sustainability within degree programs and professional practices. The findings also indicate that framing, and its effect on learning, are shaped by both the presentation of content and also, more importantly for transformative learning, the pedagogy underpinning the curriculum design.

中文翻译：

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提供“切入点”：在高等教育课程设计中构建可持续性的方法

将可持续性纳入高等教育课程的理由已经很明确，但如何促进该领域的有效学习却很少受到研究关注。本文重点关注课程设计中可持续性“框架”的方法，作为教育工作者将可持续性概念和实践置于情境化的工具，以使学习者参与可持续性研究仍然相对新颖的传统学科，因此并未嵌入现有学科“框架” '。本文汇集了对四个本科可持续发展课程的定性研究的结果，以初步了解课程中不同的可持续发展框架和学生体验。借鉴经验数据和理论的分析，本文认为，可持续性的构建方式可能有助于解决高等教育教师和学生在接受可持续性方面的障碍。框架有可能支持学生参与可持续发展课程，并将可持续发展纳入学位课程和专业实践。研究结果还表明，框架及其对学习的影响是由内容的呈现以及更重要的是，对于变革性学习而言，是支持课程设计的教学法。