The trilogy of research approaches presented in this text shows how ESD can be approached in different ways. Framing is crucial to challenge the underlying paradigms in our societies, mixed methods are a necessity to address the complexity that characterises the implementation of ESD in schools, and participatory components are particularly coherent to foster an articulation between academic and practical epistemologies. Finally, Swiss researchers favour collaboration rather than competition, which echoes the issues mentioned in the ESD research literature.