To counteract the increasing threats from the abuse of energy, water and natural resources and mitigate the accelerating negative impacts of “produce and consume” on quality of life, all education stages have to seriously consider weaving sustainability issues in all educational components. This has to involve applied sustainability instruments and solutions as well as building appropriate interactive links between education, politics, society and the market. There are huge information and data worldwide on continuous and increasing degradation in the atmosphere (air quality), the hydrosphere (water quality), land-water resources, the biosphere and ecosphere (biodiversity, degradation in agro- and animal production, …. ).
“Sustainability” is not only of political and social concern, it is also a natural part of modern high-quality education especially what regards higher education and research where future innovations, engineers, professionals, teachers, policy-makers, scientists, ….. etc, are being shaped and prepared to take care of the planet in much more sustainable manner. The collapsing quality of life reflects severe gaps in education and technology management structures with enhanced fragmentation and isolation within and between society sectors in terms of production, consumption and service. The main responsibility for achieving sustainable socio-economic developments anywhere in the world is through shaping education and research institutions and organizations to meet future sustainability requirements.