It is 7 years since we wrote this article, yet the reorientation of teacher education towards sustainability remains a challenge. However, there have been some pockets of progress internationally and in Australia (Belgeonne, Clough, Inman, Rogers, & Warwick, Reference Belgeonne, Clough, Inman, Rogers and Warwick2014; UNECE, 2012). The project discussed in this article has had a number of subsequent projects, each seeking to build upon and refine the original concept in the following ways:

• • the development and trial (in Queensland and the Northern Territory) of a system-wide framework to serve as a model for others (see Ferreira & Ryan, Reference Ferreira and Ryan2012; Ferreira, Ryan, Davis, Cavanagh, & Thomas, Reference Ferreira, Ryan, Davis, Cavanagh and Thomas2009; Ferreira, Ryan, & Tilbury, Reference Ferreira, Ryan and Tilbury2007);

• • additional barriers and enablers to mainstreaming EfS using a system-wide approach were explored in New South Wales and Australian Capital Territory (Steele, Reference Steele2010); and

• • the creation of a network of teacher educators and system stakeholders interested in embedding EfS in their institutions (Stevenson, Davis, Ferreira, & Evans, Reference Stevenson, Davis, Ferreira and Evans2014).

A key factor for success not identified in the original article, but which has since emerged, relates to the need for teacher educators to learn to be leaders for change. Indeed, this requires the development of a whole new skill-set (Ferreira, Ryan, & Davis, Reference Ferreira, Ryan and Davis2014; UNECE, 2012).