This paper aims to understand the effects on which criteria and indicators for (education for) sustainable development [(E)SD] are based in terms of knowledge transfer. Therefore, (E)SD criteria and indicators in general are regarded as negotiated and established knowledge, incorporating expectations. As such, this knowledge can be spread throughout the educational system in order to create a new order brought about by learning. Such a knowledge transfer takes place in different contexts, for instance, while (a) developing criteria and indicators, (b) applying them in organisations, and (c) reporting on criteria and indicators, thereby contributing to the diffusion of concrete social knowledge. The transfer of knowledge incorporated in criteria and indicators is revisited in the light of the concept of "loose coupling" and of different paradigms, and is inspired by neo-institutionalist approaches. Drawing on these concepts, the paper discusses the challenge of transfer and suggests to overcome one-dimensional approaches to (E)SD development.