The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed.

需要以协作、公平和文化敏感的方式在系统层面解决共同的全球挑战，这自然将可持续发展教育 (ESD) 和课程国际化 (IoC) 联系起来。本文旨在探讨 ESD 和 IoC 如何相互加强并提供更全面的学生学习体验。已经审查了关于 ESD 和 IoC 的文献，以确定课程设计、交付和评估的教学方法中的交叉点。该审查展示了如何将 ESD 和 IoC 教育举措整合到未来的课程中，其中关键性起着至关重要的作用。为了说明这个机会，提供了马斯特里赫特国际商学院课程创新项目的例子。在这个项目中，由经济合作与发展组织 (OECD) 开发的国际学生评估计划 (PISA) 全球能力模型已被用作设计跨文化商务 2 年学习途径的概念基础。该项目强调，为了实现其目标，可持续发展教育和国际奥委会需要作为课程设计和交付的共同定义镜头。协作性和批判性的方法提供了一个机会，可以从联合国可持续发展目标 (UNSDG) 的角度（重新）设想课程，并通过参与符合公民使命的可持续和包容性社会变革来超越机构。机构。