Education for Sustainable Development (ESD) is increasingly being viewed not as a separate discipline, but as a transversal approach that permeates the entire system of professional training. The article argues for the need to integrate the environmental, social, and ethical dimensions of sustainable development into the content of disciplinary programs in higher education, regardless of the field of study. It analyzes the methods of incorporating ESD principles, such as problem-based learning, interdisciplinary projects, reflection on professional responsibility, and engagement with local communities and ethical dilemmas. Special attention is paid to overcoming barriers — narrowly specialized thinking, overloaded curricula, and a lack of competencies among teachers. It is emphasized that the goal of ESD is not just to impart knowledge about climate or inequality, but to foster a value-based attitude towards responsible action and the ability to see systemic connections among future professionals.
education for sustainable development, ESD, professional training, sustainable development, environmental responsibility, social justice, professional ethics, interdisciplinarity, higher education, systems thinking
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