Jamaica is faced with various economic, social, environmental and governance issues that challenge the country’s sustainable development. Within this context, education is critical to enhance knowledge and awareness, change values and attitudes, and develop skills. Ensuring that Education for Sustainable Development (ESD) is part of curricula development and that capacity-building of teachers to facilitate ESD takes place are both crucial. Consequently, it is important to engage with processes and practices of ESD infusion in teacher education institutions. In this research, teacher educators within a School of Education at The University of the West Indies (Jamaica) undertook a collaborative action research project to infuse ESD into their courses. Qualitative data in the form of self-reflections along with action plans for infusion were analysed. The research revealed four key strategies for infusing ESD: self-critique and openness to new ideas, creating opportunities for students’ feedback, flexible application of the process, and collaboration with colleagues. Additionally, the findings revealed that collaboration strengthened teacher educators’ capacity and commitment to infuse ESD. Furthermore, the findings offer a useful platform from which other universities can learn as they seek to infuse ESD into courses and programmes.
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