Before reviewing popular definitions of sustainability and sustainable development it is important to note that Indigenous peoples have been practicing sustainability long before the term existed and their knowledge, skills, understandings and philosophies along with their interaction with the natural environment, are essential in addressing sustainability challenges (Referenced from AASHE).
Sustainable development can be defined as an approach to the economic development of a country without compromising with the quality of the environment for future generations.
Modern literature on sustainability often refers to a “triple bottom line” where true sustainability has social, economic and environmental dimensions. Economic systems, which rely on nonrenewable resources, are not sustainable. Similarly, economic systems, which promote polarization of classes, have in the past resulted in revolution. Social systems, which bankrupt countries or degrade the natural environment, are not sustainable. On the other hand, people daily and willingly degrade the quality of the natural environment, in order to have food or shelter. Each of these relationships could be the subject of a whole course, but such cursory analysis supports the concept that true sustainability requires all three dimensions.
A commonly quoted and accepted starting point for defining sustainability is that put forward in the "Our Common Future: The Report of the World Commission on Environment and Development" (1987), commonly known as the Bruntland Commission Report:
“Sustainable development is development, which meets the needs of the present without compromising the ability of future generations to meet their own needs.”
The word “develop” itself has many meanings, but most of them include the concept of change for a purpose; it is understood that the change is beneficial to those immediately affected, that it involves an improvement to existing circumstances. For many people, the improvement has been growth: in the economy, in standards of living, in GDP etc. By adding the word “sustainable” to development, creation and/or preservation of a more “livable” environment, with supportive social systems, is implied as a requirement to balance growth.
It is appropriate to note that development is not synonymous with growth, although it frequently leads to growth. All growth is not related to development. Mihelcic, et al. (2003) provided more explicit detail when they defined “sustainable engineering” as the ability “to ensure that humankind’s use of natural resources does not lead to diminished quality of life due either to losses in future economic opportunities or to adverse effects on social conditions, human health and the environment.” This definition explicitly includes all aspects of sustainability and complements the WCED view.
The scope of sustainability is broad, and the implementation of sustainability varies with the context. In the developed world, we tend to emphasize the environmental dimension, perhaps because, although we seldom admit it, economically we are generally well off, and socially, we generally have systems in place to assure equity, health and justice. In the developing world, it may be necessary to alter the natural environment to create long-lasting infrastructure for social good. However, the developed world viewpoint should not preclude us, as an educational institution, from educating our students about all dimensions of sustainability and points of view.
The United Nations Sustainable Development Goals are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including poverty, inequality, climate change, environmental degradation, peace and justice. Below are the 17 SDGs adopted by all United Nation Member states in 2015, creating The 2030 Agenda for Sustainable Development.
| No Poverty | End poverty in all its forms everywhere |
| Zero Hunger | End hunger, achieve food security and improved nutrition and promote sustainable agriculture |
| Good health and well being | Ensure healthy lives and promote well-being for all at all ages |
| Quality Education | Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Gender Equality | Achieve gender equality and empower all women and girls |
| Clean water and sanitation | Ensure availability and sustainable management of water and sanitation for all |
| Affordable and clean energy | Ensure access to affordable, reliable, sustainable and modern energy for all |
| Decent Work and Economic growth | Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all |
| Industry, Innovation and Infrastructure | Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation |
| Reduced Inequalities | Reduce inequality within and among countries |
| Sustainable Cities and Communities | Make cities and human settlements inclusive, safe, resilient and sustainable |
| Responsible Consumption and Production | Ensure sustainable consumption and production patterns |
| Climate Action | Take urgent action to combat climate change and its impacts |
| Life below water | Conserve and sustainably use the oceans, seas and marine resources for sustainable development |
| Life on land | Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss |
| Peace, Justice, and Strong Institutions | Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels |
| Partnerships for the goals | Strengthen the means of implementation and revitalize the global partnership for sustainable development |
The Associaiton of Advancement of Sustainability in Higher Education defines sustainability, referencing a variety of sources; please reference their website for more information.
Exert from the AASHE website:
"The concept of sustainability has shaped the development of STARS and is fundamental to the rating system. AASHE defines sustainability in a pluralistic and inclusive way, encompassing human and ecological health, social justice, secure livelihoods, and a better world for all generations. STARS attempts to translate this broad and inclusive view of sustainability to measurable objectives at the campus level. Thus, it includes performance indicators related to, for example, ecological integrity, social and economic justice, and democratic governance."
Barbier, E. (1987) The Concept of Sustainable Economic Development. Environmental Conservation 14(2) 101-110.
United Nations (1987) Report of the World Commission on Environment and Development: Our Common Future. Transmitted to the General Assembly as an Annex to document A/42/427 - Development and International Cooperation: Environment, United Nations, NY, USA.
Mihelcic, J.R., Crtittenden, J.C., Small, M.J., Sonnard, D.R., Hokanson, D.R., Zhang, Q., Chen, H., Sorby, S.A., James, V.U., Sutherland, J.W. and Schooner, J.L. (2003) Sustainability Science and Engineering: Emergence of a New Metadiscipline. Environmental Science and Technology 37(23) 5314-5324.