While improving quality of life has long fascinated humans, there has recently been a growing interest among communities, schools, and governments to create sustainable well-being societies.1,2 The global sustainability movement has aimed to educate people about the inter-connectedness of consumption and production, environmental quality, climate change, loss of biological and cultural diversity, economics, ethics, and human behavior; and engender improved quality of life through sustainability education that is accessible to all, environmental protection, responsive governance, improved health care, meaningful work, enhanced equity, peace, partnership, and social justice.3-6 Within the higher education setting, successful implementation of transformative sustainability declarations and commitments such as the Earth Charter,7 the Climate Commitment,8 the Talloires Declaration,9 the UN Sustainable Development Goals,10 and UNESCOs Global Action Programme4 will require a radical shift in the mission,purpose, and structure of highereducation institutions. This is demonstrated by the fact that many academic institutions still focus more on greening of the campus than on a more immersive and comprehensive approach" that integrates and infuses sustainability across both curriculum andresearch, thereby building rich and robust campus cultures of sustainability that take improving quality of life for all, on campus and beyond, as their raison d'etre. Taking this latter approach focuses attention on the communication, curricular, pedagogical, policy, and institutional changes that are necessary to produce meaningful, transformative behavioral change in the wake of complex and highly interconnected economic, environmental, moral, and societal sustainability challenges.
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