This paper extends these earlier studies by examining the results of a study of African technology education academics’ perception of SD and education for sustainable development (ESD). The paper is based on a survey conducted in January 2012. The paper highlights issues that are viewed as important by the African technology education academic community and that are relevant to a specific context. It uses a two-challenge framework (developed â€“ developing countries SD challenges; UNDP; 2011) to interpret the results.
Keywords: Education for sustainable development; academicsâ€™ perceptions; African context; nature of sustainable development; value change