Abstract

An ability to enable students to feel at home in their learning environment, is intrinsic to educational sustainability, a topic recognised as being one of the most critical change schemes that challenges learning institutions. Furthermore, there is growing interest in exploring issues relating to Sustainability Development in education from the students’ perspective, a concept that is “inappropriate for developing curriculum” [Jickling, B. Education for Sustainability: A Seductive Idea, But Is It Enough for My Grandchildren? www.ec.gc.ca/education_jickling_e.htm. Accessed 5 Feb 2005 (2000)]. This is due to its “ineffectiveness at solving the complex problems that future generations of students are likely to face” [Jickling, B. Education for Sustainability: A Seductive Idea, But Is It Enough for My Grandchildren? www.ec.gc.ca/education_jickling_e.htm. Accessed 5 Feb 2005 (2000)], emotionally, which is an under-developed area of research. This coupled with a tendency to focus less on affective outcomes such as students’ values like respect, are research gaps that this chapter aims to plug, courtesy of a university study that reflects its focus.