Read the following passage:

An increasing number of universities are implementing mandatory courses on sustainability for all students. Proponents argue that these courses are essential for fostering a responsible citizenry prepared to tackle environmental issues. They claim that understanding sustainability impacts not only individual choices but also broader societal development.

On the other hand, critics assert that mandatory courses may lead to student disengagement and resentment. They argue that education should be a choice driven by student interest rather than mandated by institutions. Critics also express concerns about the sufficiency of the curriculum, suggesting that it might not adequately address the complexities of sustainability or inspire genuine commitment to the cause.

Listen to the following lecture, where Professor Johnson discusses the implications of mandatory courses on sustainability:

Professor Johnson: While I understand the concerns raised by critics, I believe that mandatory sustainability education is crucial. Not only does it equip students with necessary knowledge and skills, but it also creates a shared value system that prepares them to address urgent environmental challenges. Furthermore, those who engage in these courses often express increased awareness and commitment to sustainability initiatives. We can't rely solely on students' interests, as not every student may recognize the importance of sustainability until they are exposed to it.

Now, summarize the arguments presented in both the passage and the lecture, and explain how they relate to each other. Provide specific examples from both sources.