抄録
In the struggle to guide humanity towards addressing the Earth environmental crisis characterized primarily by climate change, declining biosphere integrity, and mass extinction, higher education institutions （HEIs） and the quality assurance （QA） agencies that accredit them have important roles to play. Yet only now and only timidly are they beginning to appreciate how great these roles are—and this only after considerable delay. Upon this premise, this paper traces early efforts to address the challenge of sustainability in higher education, identifies a lack of robust quality assurance guidance on sustainability within accreditation standards, highlights the potential effectiveness of such guidance when explicitly formulated, provides examples of initial efforts to embed sustainability into accreditation indicators, and identifies an innovative instrument that measures student sustainability knowledge, helps effect curricular transformation, and helps demonstrate societal impact to institutional stakeholders such as accreditation commissions and quality assurance agencies.
