Purpose: This conceptual paper aims to interrogate the current epistemological and cross-cultural approaches used to conceptualize climate change (CC) education, to critically point out ineffective approaches and false assumptions, and to propose practical suggestions that may support the development of a defensible and well-argued CC curriculum.…

By many accounts, societies, their institutions, and citizens are not doing enough, and with the necessary urgency, to address the climate crisis. While higher education institutions have embraced the rhetoric of sustainability and contributed to climate science, the development of renewables and other climate solutions, and a host of policy…

This paper addresses the discussion on the Anthropocene in environmental education research. It aims to enrich and widen the debate about the appropriateness of humanist approaches to environmental education and sustainability. In response to criticism about anthropocentric responses to human-made environmental destruction, the authors introduce a…

Through philosophical reasoning, this article will argue for two theses, which function as two sides of the same coin. The first thesis is that Education for Sustainable Development (ESD), as a science and in addition to numerous concrete individual studies, must work self-reflexively on a common and tentatively formal theory of ESD. The first…

Sustainable Livelihoods are more adaptable than precarious jobs, for career development through Decent Work. An essential element for Career Sustainability is Climate action, that includes Just Transitions from carbon-intensive to carbon-neutral or regenerative work. This paper analyses a municipal transition from coal-mining to a more…

Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable…

University-based curriculum development often involves adding new content. This 'just add' approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting…

The sustainability requirements of the planet in recent years have made it necessary for everyone to reflect on new lifestyles. For this purpose, the United Nations has established an agenda for change organised into 17 Sustainable Development Goals (SDGs) that claim to be achieved by 2030. The demands of this sustainable development are organised…

This paper engages narratives from Tess Lea's (2020) book 'Wild Policy' for how they help consider the messy or 'wild' nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as…

As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This…

Capital and property have been combined since Karl Marx wrote "Das Kapital" in 1867. Indeed, capitalism and the housing market are interlinked because property is an asset whose indexed value upholds global markets. On the other side of property as real estate is the environmental damage and augmentation of climate change that housing…

Australia has no national approach to climate change education, neither for primary, secondary, or tertiary education nor for the informal and community adult education sectors. Inaction has its roots in Australian politics reluctant to engage with scientific evidence or community experience of extreme weather events and hamstrung by the political…

Climate change education (CCE) and environmental education (EE) seek ways for us humans to keep inhabiting Earth. We present a thought experiment adopting the perspective of Earth-settlers, aiming to illuminate the planetary mass of technology. By elaborating Hannah Arendt's notion of 'earth alienation' and Bruno Latour's notion of technology as…

The 2022 Council Recommendation on learning for the green transition and sustainable development aims to foster greater cooperation at EU level to advance the deep and transformative changes needed in education. It presents a vision that requires 'the purpose, policies, provision and practices of learning and teaching to be fundamentally…

Post-pandemic, there is a growing recognition that higher education needs to take a more proactive role in addressing the United Nations' Sustainable Development Goals -- the 17 goals for 2030 that aim to balance global economic development with the need to tackle climate change and protect our natural ecosystems. This change of focus has profound…