Higher education learning for sustainability in the Anthropocene; a matter of a transforming self-identity?

Purpose This paper aims to explore a new direction for higher education (HE) in the Anthropocene era. HE is envisioned as the steward of the safe and just space for the transformation of learner self-identity. Transformative learning for sustainability (LfS) is seen as the main enabler for more ecological self-identities to emerge and the conditions for its successful implementation are discussed. The transformation strategies of the authors own institutions are analysed using SWOT analysis to identify whether they can support the conditions for the emergence of more ecological self-identities and conclusions and ways forward for policy and practice are drawn. Design/methodology/approach The theoretical lens of self-identity and its links with planetary health and well-being in the Anthropocene is used to identify the principles of LfS, the conditions for self-identity transformation and the implications for HE policy and practice through integration into a holistic conceptual framework. Findings The holistic conceptual framework produced places HE LfS as crucial from moving beyond anthropocentrism towards ecocentrism in the Anthropocene. The analysis of the university strategies emphasises how current policies and practices of transformation are inherently contradictive and could cause unintended consequences in terms of prioritising more individualistic self-identities than more ecological ones. Originality/value This paper proposes transformation of learner self-identities as the main aim of HE in the Anthropocene because of the crucial link between self-identities and sustainability. It is the first time self-identity is used as a framework by which to reflect on the role of HE in terms of LfS transformation in the Anthropocene era.