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This chapter compares the current biodiversity practices of higher education institutions (HEIs) and their learning effects of the Global North and South. It particularly explores the HEIs’ strategies targeting biodiversity and ecosystem services preservation. In order to answer the research question, a qualitative content analysis of published sustainability reports of the systematically selected HEIs was performed. The Times Higher Education (THE) was used to select HEIs. The results show that biodiversity reporting and management is still in its early stages in HEIs from both the Global North and South and could benefit from further research and suggestions for improvement. One implication for the HEIs is that they could increase public awareness and knowledge of biodiversity through the integration of this topic into their curricula, more research projects on biodiversity, and operations on and off campus.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.