Since education was first formally recognised on an international level to play an important role in fostering environmental protection and conservation at the Stockholm Conference in 1972 many declarations, charters and partnerships have been developed and adopted by an increasing number of universities to foster the environment, and subsequently Sustainable Development (SD). Most of the efforts emphasise the ethical obligation to reduce environmental degradation, threats to society, and unsustainable consumption. Some of the areas where they are being addressed include curricula, research, operations, collaboration and outreach to stakeholders, collaboration with other universities, trans-disciplinarity, assessment and reporting, institutional framework, on-campus experiences, and educate the educators' activities. This article presents some of the most important efforts, their areas coverage, and their potential for being understood within Higher Education Institutions (HEIs). The analyses indicate that SD needs to be incorporated in a transdisciplinary manner throughout: (1) curricula; (2) research; (3) operations; (4) outreach and engagement with stakeholders (e.g. public, governments, non-governmental organisations (NGOs) and industries); (5) collaboration with other universities; (6) assessment and reporting; (7) institutional framework; (8) on-campus life experiences; and (9) educate the educators programmes.