Sustainable Development Goal (SDG) target 4.7 promotes education for sustainable development (ESD), urging higher education institutions (HEIs) to prepare students to address global sustainability challenges. Currently, the target indicators do not assess how ESD is enacted in HEIs, making ESD provision a black box in achieving SDG 4.7. This…

A sustainable future requires individuals to see their inherent humanity and to respect the dignity of all living beings. Since knowledge can be used for both positive and negative purposes, teacher educators must nurture the humanity of pre-service teachers. This study aims to provide concrete examples and resources that foster students' humanity…

This article reports the results of an empirical investigation on teachers' beliefs about teaching and learning and the globalised world as a teaching subject. Following a qualitative reconstructive approach, the study investigated how teachers' beliefs and the way teachers address the complexity of sustainability issues relate to each other.…

Purpose: While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students' shortcomings in considering…

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…

This brief underlines the contribution higher education makes to tackling entrenched global challenges and realising all of the United Nations 17 Sustainable Development Goals (SDGs) -- through research, teaching, and community engagement. Higher education-led partnerships should be recognised as an effective model that adds value to the…

Effective Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) benefit from three interrelated dimensions of learning identified by UNESCO: cognitive, social-emotional and behavioural. The latter two of these are especially relevant to mindful compassion pedagogies, and the purpose of the literature review presented…

This paper focuses on the complex, entangled relationships between research and policy and suggests this is a very important topic in the contemporary era of so-called, 'evidence-based' or 'research-based' policy in education. The paper argues that we can only ever have 'evidence-informed' and 'research-informed' policy because all policy is an…

Contemporary society is changing and evolving at a fast pace; children in our society are exposed to a plethora of information, which is both overwhelming and confusing to young minds. It has never been more crucial to help children navigate around the complexities of our world and support them in attaining the essential tools to help them on this…

An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each…

This article aims to unpack global-local dynamics in education drawing on the cases of Education for Sustainable Development (ESD) and ASEAN Citizenship Education in Cambodia. By analysing recent education strategies and policies, curriculum framework, and textbooks, this paper unveils (a) to what extent have ESD and ASEAN citizenship been…

What if the way we (teach and learn to) speak about human rights crises is part of these crises? This conceptual paper sets out to explore the role of a human rights-informed pedagogy of hope in helping learners cultivate languages of hope and advocacy in the context of language education for sustainable development. Recognising that a focus on…

Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners' agency in reading the world. I focus on two teaching encounters to examine the potential…

Business schools have a responsibility for educating global citizens capable of understanding and addressing the major societal challenges of the 21st century. However, working on complex societal problems within business school curricula remains a challenge. This teaching brief presents a learning project that helps instructors introduce…

This book proposes an innovative theoretical and practical model to promote green education in primary schools, focusing on inspiring teachers to design and execute effective green education activities. This model was pilot-tested with over 60 teachers in Bulgaria, Romania, and Serbia. The book is divided into four chapters. The first examines the…