Higher Education Institutions have been major agents of social change. In this context, they have been major drivers of sustainable development and sustainability. Educators are at the centre of curriculum renewal and making it more sustainability oriented, and they need to ensure that they develop their students’ sustainability competences. Several tools have been developed, or modified, to assess sustainability in universities. One of the few tools focusing specifically on curricula is the “Sustainability Tool for Assessing UNiversities’ Curricula Holistically” (STAUNCH®). In parallel, one of the most recent developments in Higher Education for Sustainable Development discourses has been on developing competences and linking them to the use of pedagogical approaches. In spite of this, there have been limited efforts connecting pedagogical approaches and competences. The book integrates practice-base original research on how sustainability is incorporated in curricula, the competences being developed, and the pedagogical approaches being used to develop the competences in 15 Higher Education Institutions case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe). The book provides unique insights into sustainability issues being taught, the ranking