Abstract
Education for sustainability (EfS) involves not only curriculum, but also demands responses in terms of management of resources and of grounds. It is asserted here that inclusion of education for sustainability in the curriculum, whether in a school or university context, is hollow and insincere in the absence of practical and social action on site and perhaps beyond. The present study focuses on students' views of opportunities and barriers with regard to issues, such as maintenance of grounds and management of resources in a tertiary institution context. A cohort of approximately 140 third year primary teacher education students were surveyed to ascertain their views on the value of, barriers to and opportunities for practical sustainability projects conducted by students in their tertiary context. Such projects are a precursor to similar endeavours that could be undertaken in the students' school contexts.