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Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century

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  • Christina Marouli

    (Deree—The American College of Greece, 6 Gravias Street, GR-153 42 Aghia Paraskevi, Greece)

Abstract

The crises societies face today contribute to a rather challenging life setting that demands in-depth reflection, daring new thinking, and change urgently. Transformative education for a sustainable future is needed today more than ever before; the aim of this paper is an exploration of its goal and pedagogy. By drawing on diverse bodies of knowledge, including the structure-agency debate and the theory of critical pedagogy, this paper critically discusses Education for Sustainable Development (ESD) and its goal of sustainable development. It identifies areas where ESD needs enhancement given the present socio-economic and cultural context and ultimately proposes the transformation of ESD to Education for Eco-communities—which highlights the need for community-centered approaches, knowledge, and observation of natural laws, sociological imagination, and political acumen—to render it better suited for the challenges of the 21st century.

Suggested Citation

  • Christina Marouli, 2021. "Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2901-:d:512565
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    References listed on IDEAS

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    7. Macarena Esteban Ibáñez & Isabel Victoria Lucena Cid & Luis Vicente Amador Muñoz & Francisco Mateos Claros, 2020. "Environmental Education, an Essential Instrument to Implement the Sustainable Development Goals in the University Context," Sustainability, MDPI, vol. 12(19), pages 1-23, September.
    8. Macarena Esteban Ibáñez & Daniel Musitu Ferrer & Luis Vicente Amador Muñoz & Francisco Mateos Claros & Francisco Javier Olmedo Ruiz, 2020. "University as Change Manager of Attitudes towards Environment (The Importance of Environmental Education)," Sustainability, MDPI, vol. 12(11), pages 1-18, June.
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    Cited by:

    1. Agne Paulauskaite-Taraseviciene & Ingrida Lagzdinyte-Budnike & Lina Gaiziuniene & Vilma Sukacke & Laura Daniuseviciute-Brazaite, 2022. "Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation," Sustainability, MDPI, vol. 14(3), pages 1-22, February.
    2. Sungjoo Park & Dayoun Lim, 2022. "Applicability of Olympic Values in Sustainable Development," Sustainability, MDPI, vol. 14(10), pages 1-14, May.
    3. Marit Heldal & Trond Løge Hagen & Ingvild Olsen Olaussen & Gry Mette D. Haugen, 2021. "Social Sustainable Education in a Refugee Camp," Sustainability, MDPI, vol. 13(7), pages 1-18, April.
    4. Juan José Leiva-Olivencia & Maria Carmen López-Berlanga & Antonio Miñán Espigares & Francisco Villegas Lirola, 2021. "Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain," Sustainability, MDPI, vol. 13(9), pages 1-13, May.
    5. Vassilios Makrakis, 2024. "Teachers’ Resilience Scale for Sustainability Enabled by ICT/Metaverse Learning Technologies: Factorial Structure, Reliability, and Validation," Sustainability, MDPI, vol. 16(17), pages 1-12, September.

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