Abstract
This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.
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