ESD Concept Integration into Teaching Subjects Some proposed thoughts for Lecturer Guideline of ESD Integration in Teaching Plan of Gadjah Mada University, Indonesia

Purpose : The purpose of this paper is to show the facts that application of ESD concept in teaching and learning as well as community service activities varies from one Study Program (SP) to another, and this more sustain than ESD concept application in research activities. This case study also shows one strategy to improve staff- concern to construct ESD-based teaching plan of their-own teaching subjects. This paper offers some main thoughts for ESD concept integration in HE teaching subjects. Design/Methodology/Approach: survey of basic ESD awareness of staff member (including authority) and implication of ESD concern in a unit management of some study programs in Gadjah Mada University, Yogyakarta, Indonesia. Unit Based Sustainability Assessment Tools (USAT) was used only for education as well as management activities, education activities are including: teaching, research, and community services. Findings : UGM has been recorded having a university wide curriculum of Student Community Services (SCS) since 1970s and this become an ESD-based curriculum candidate in HE which had been implied in 2007, and SCS becomes an ESD-based SCS for community empowerment learning (SCS-CEL). There are differences of ESD perspectives among authorities within sciences and socio humanity SP clusters, when SPs were assessed in ESD-based teaching, research & community services, as well as ESD application in management. Based on this findings, educational approaches in ESD integration in HE Curriculum between students from sciences and socio humanity clusters must be constructed properly, but should contain some basic principles including: balance between theoretical and practical competence, changing value and professional ethics, raise student responsibility, student participation, and global and local perspectives. Practical Implications: Different trend of ESD assessment using USAT tools between science and non-science SP shows different strategy in educational approaches between these clusters. Therefore to standardize ESD-based teaching and learning standard, a teacher guideline should be constructed, and important subject and main idea for ESD basic content should be proposed in order to support lecturers. Originality/Value: implementation of ESD concept in teaching has been a big challenge for many HE institutions due to the need of a higher pedagogical thought and better understanding as well as clear perspective of lecturer about ESD content complexity. The SCS-CEL program would be more effective and efficient if the students had received ESD-based course subject in their HE education system before they signed for SCS-CEL program. A big gap between SPs in science and non-science both in teaching, research, community services; and SP management, therefore a guideline for ESD insertion in teaching subjects and a strategy for maintaining curriculum sustainability of the ESD had been standardized. Keywords : Sustainable development, Sustainability, Paper type: conceptual paper and case stud