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This report explores trends in the peer reviewed literature on interdisciplinary sustainability teaching and learning in higher education, with a particular focus on learner competencies. In part one, we outline the process of our scoping review and provide commentary on four competency frameworks in the published literature. We then synthesise and summarise the frameworks and offer a list of ten summary concepts for sustainability education at the higher education level: 1) common good and affinity with all, 2) perspectives and care, 3) past and future, 4) planetary basics, 5) systems, 6) generic intellectual skills, 7) specialisation, 8) self-reflection, 9) strategic action, and 10) collaboration and interdisciplinarity. We suggest the list is an accessible conversation starter for educators interested in sustainability teaching and learning. In the second part of the report, we consider the summary concepts in the context of our university – Waipapa Taumata Rau, The University of Auckland – which has recently articulated strong sustainability commitments and is currently progressing a curriculum transformation programme. We examine how our ten summary concepts relate to the avenues for change within the programme, including new aspirational attributes for graduates and the development of new entry-level, place-based and transdisciplinary courses. This functions as a case study for staff within institutes for higher education interested in curriculum transformation.

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