This report presents results and conclusions from the research project “Negotiating pathways to multifunctional landscapes - a pilot model in the Jämtland Mountains”, funded by the Swedish Environmental Protection Agency and the research initiative "Storslagen fjällsmiljö" (As the title of the project suggests, of central importance are the different approaches. The strategy is an engagement driven living document, and will provide a framework which will inspire collaboration for a positive future. Reflecting on organisational change and stakeholder engagement, this paper will discuss how the higher education sector can make a transformational contribution to sustainable development. In addition, the engagement process and the role this has in raising the profile of sustainability will be examined. The paper will discuss the holistic nature of the strategy and outline how sustainability is being embedded at the University of Leeds. The engagement process inspired five themes which underpin commitment, indicators and methods of reporting, and will ensure sustainability is embedded throughout teaching, research and operations at. This paper outlines the extensive engagement processes undertaken with staff, students and external stakeholders in order to develop an integrated sustainability strategy at the University of Leeds. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Related research in sustainability education is also briefly outlined. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills.
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