Integrating sustainability in higher education Universities can, should, and do contribute to happier, healthier, more just societies. But they can also be main contributors to problems of unsustainability. The long-running division of knowledge into siloed university disciplines is a prime example: students in economics or law, for instance, can rise to become top scholars in their field without ever seriously engaging with ecology or alternative (e.g. non-Western) value systems. Many eventually advise policymakers or even set policy themselves. This arguably makes us uniquely unprepared to tackle wicked problems like climate change and resource overexploitation in the comprehensive manner needed. CDE is addressing this with strong backing from the University of Bern by helping to integrate urgent issues of sustainable development into the curricula of all university faculties, as well as in day-to-day operations (Trechsel et al. 2018). In particular, lecturers are supported in finding links to sustainability issues in their subject areas, and incorporating them into their lesson plans. More broadly, they are encouraged to adopt a more competence-oriented and learner-centred teaching approach. So far, experience shows that a combined top-down (e.g. compulsory sustainability courses) and bottom-up (e.g. student-led initiatives) strategy works best to motivate teachers and staff to integrate sustainability into their thinking and practice.