Sustainability Teacher Training Jo-Anne Ferreira, Griffith University, Australia If we are to have any hope of a sustainable society, we need all citizens to have the knowledge, attitudes and skills to bring this to fruition. Education is a key strategy, however, its potential to help us achieve a sustainable society will not be realized if we do not have teachers able to teach sustainability education. The success of sustainability education in schools is in no small way dependent on the sorts of preparation for this task that teachers receive through their teacher education. Sustainability teacher education needs to prepare trainee teachers not only through the provision of new content on sustainability but also through experiencing and becoming skilled at using pedagogies that are interdisciplinary, holistic, enquiry-based, experiential and action-oriented. Green education has since the 1960s been seen as a means to bring about changes to the way people make decisions and act in relation to the natural environment. In the 1970s and 1980s green education, or environmental education, focused on increasing individuals awareness and knowledge and on changing attitudes towards the environment, believing that this would lead to individuals behaving in less environmentally damaging ways. However, such behavior change did not materialise. Sustainability education emerged following the release of the Brundtland Report in the 1980s. This report led to an increased focus amongst environmental educators on the notion of sustainability. It provided a challenge to environmental educators to think more widely than the natural environment, by introducing issues such as international development, economic development, cultural diversity, social and environmental equality and human health and well-being as issues either impacting on or affected by the health and wellbeing of the natural environment. Sustainability education is different from environmental education in that it seeks to develop a ‘frame of mind’ that requires educators and learners to be open to and engage with the complexity of environmental issues. Sustainability education seeks to address the systemic causes of environmental problems through holistic and integrated means. This means that issues are understood in their totality: not just as environmental issues but also as economic, social and political issues. In addition, sustainability education sees people as agents of change who have the capacity and ability to bring about change themselves, rather than have it imposed on them. The question now becomes how are we to prepare the youth of today to live in a sustainable fashion. It is teachers who hold the key to change, as they are the implementers of sustainability education in schools. Over the past 15 years, much has been written about the need to reorient teacher education towards sustainability. In all such writings, teacher education is identified as a key strategy that is yet to be effectively utilised to embed sustainability education in schools.