Higher Education Institutions (HEIs) have been fostering societal changes. During the last three decades, HEIs have been engaging with sustainability efforts, where most efforts have been focussed on campus operations, research, assessment and reporting, and outreach. In recent years, there have been increased efforts to incorporate sustainability into curricula to provide students with the skills and knowledge to help societies become more sustainable. Recently, research on Higher Education for Sustainable Development (HESD) has focused on developing sustainability competences, the use of pedagogical approaches, and how pedagogical approaches can develop sustainability competences. Several authors have proposed lists of sustainability competences, where most research has been carried out from the educators' perspective. In parallel, authors have collated pedagogical approaches that can be used to educate students in sustainability issues, where most research has also been carried out with a focus on the educators. There has been limited efforts connecting pedagogical approaches and sustainability competences. The “Connecting Sustainable Development Pedagogical Approaches to Competences Framework” is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. This book integrates practice-based original research on how sustainability is incorporated in curricula, which competences are being developed, and which pedagogical approaches are being used to develop the competences in 17 HEIs case studies from 13 countries in 3 continents with 3712 responses from students. The book provides unique insights into the perceptions of students on how sustainability issues are being taught, the ranking of competences and pedagogical approaches, and how these two relate to each other.