The international human rights framework and United Nations' Agenda 2030 with its Sustainable Development Goals are two closely linked frameworks. Agenda 2030 has galvanized much interest and action within the education sector around Education for Sustainable Development. The human rights framework, with its calls for Human Rights Education,…

This study interrogates how one of the least-studied regional intergovernmental organisations, the African Union (AU), operationalises or recontextualises the global Sustainable Development Goals (SDGs) in the process of developing its post-2015 education and development strategies. Employing critical discourse analysis and drawing on…

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that…

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…

This article connects instrumental, emancipatory, and critical approaches to Education for Sustainable Development (ESD) with the different cultural responses or grand narratives of the Anthropocene: eco-modernist, eco-catastrophist, and eco-socialist. The tensions between these different approaches are explained by ESD's reliance on the ideals of…

Although global access to schooling has increased over the last several decades, Sustainable Development Goal 4 (SDG 4), which champions inclusive, equitable, quality education, is far from being achieved. Experts predict that if the global community continues to operate education systems in the same way, by 2030, only one in six countries will…

In the era of digital transformation, the intersection of adult learning, digital competence, global progress, and sustainable development emerges as a pivotal focus. This article dives into the complex interaction of these factors centering on the pivotal role of digital competence in advancing sustainable development goals through adult…

The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK…

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…

Narcissism, extreme self-interest, refers to a set of personality characteristics including arrogance, self-centeredness, need for admiration, sense of entitlement, grandiosity, lack of empathy, and interpersonal exploitation, which can range from normal to a diagnosable mental disorder, narcissistic personality disorder. Narcissism, deriving from…

Sazani Associates, a not-for-profit based in Wales (UK) and Zanzibar, supports the development of core competencies and behaviors that enable educators and learners to engage in the world and to contribute to a more just and sustainable society. By adapting the Northern construct of global learning, combined with the just pedagogies of global…

How far has sustainable development that has dominated the agendas of politicians, academics, and world organizations for the past four decades gone? Do politicians, academics, and organizations have to look elsewhere for solutions? This article attempts to answer the second question: There may be solutions other than politics and the academy to…

This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in…

Purpose: The article offers a progressive reading of ESD with a teaching example to decolonise SSE despite constraints set by the school system. Design/methodology/approach: The article presents ESD's idea of thought within 'the big picture' of global education. After that, a description of an expert group is given, tasked with developing a…

This article analyses contradictions in the Thai engagement with UNESCO discourse by examining how concepts relating to Education for Sustainable Development and Global Citizenship Education have been interpreted in key national policies. Thai education policy discourse signals convergence with certain aspects of the international sustainability…