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This article examines the dynamic relationship between the consumption of goods and services, technological efficiency, and associated resource use, as described by the theory of Jevons' Paradox (JP). A theory is presented about what causes JP, in which resource efficiency savings are eventually overtaken by increases in consumption to produce a net increase in resource use and therefore environmental impacts. An application of the theory was carried out using system dynamics, modeling carbon dioxide equivalent (CO2-eq) emissions from private road transport in the UK between 1970 and 2010. The model results indicate the approximate impact of JP within the historical period: a rise in travel consumption of approximately one half and a rise in CO2-eq emissions of approximately one third. The model was used to estimate whether the European Union (EU) goal of a 40% drop in CO2-eq emissions by 2030 is achievable in the road transport sector, by adding interventions, and the results indicate that higher increases in fleet efficiency than are currently forecast, costlier travel, and a reduction in travel consumption would all be required. The theory and model presented in this article highlight the need to implement a system of interventions that can influence the strength and direction of each of the feedback loops within the system being intervened with, if CO2-eq emissions are to be more reliably reduced than they are at present. Further, because the system is constantly evolving, intervening with it requires a responsive, holistic approach, while maintaining focus on a long-term goal.

There is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership. ; Publisher PDF ; Peer reviewed