Navigating the jungle of sustainability education can be daunting. Courses are increasingly demanding, and a plethora of online resources promise solutions, but few offer clear pathways. Some materials present mere silos of information – worksheets stuffed with facts, videos showcasing environmental issues, or tree plantings that don’t delve into the root causes of climate change. Others promote superficial service: cleanup days or recycling events rather than a deeper understanding of interconnected environmental systems.
These well-intentioned efforts often leave students with fragmented knowledge, a sense of helplessness and limited agency. They struggle with the “what” but not the “why”: why is climate change happening? How do our actions affect the environment? What sustainable solutions exist and how can we advocate for them? Such an approach fails to develop the critical thinking, systems thinking and problem-solving skills that are essential to addressing complex sustainability challenges.
As sustainability pioneers such as Stephen Sterling and David Orr have advocated for decades, a holistic approach to ESD is essential. We must move beyond “sustainability days” or extracurricular clubs that affect only a few dedicated students. In order to foster sustainability thinking and provide young people with the tools to cope with an uncertain future, we need a clear framework for developing students’ content knowledge, critical thinking and action skills. A framework that provides mental models and structures for teachers to plan meaningful, holistic, sustainability-oriented learning.
Based on my years of experience working with teams, teaching, and researching ESD, I have developed a framework that encompasses three key stages of learning: learning about sustainability, learning for sustainability, and learning as sustainability.
Learning about Sustainability
The foundation of this framework is to build students’ comprehensive understanding of the environment and social systems. Consistent with curriculum standards, educators should emphasize hands-on engagement, real-world case studies, and connections to the natural world. This phase on ESD is critical to understanding interconnectedness, a key concept in ESD and the natural sciences. The goal is to equip students with examples of sustainability, what makes something sustainable and, therefore, what makes something unsustainable.
In a recent 5th grade unit called “Renewable Energy,” I observed how spending a lot of time at the “about” stage can have a huge impact on students’ long-term learning. After teaching this unit in previous years, the teachers who developed it felt it was important to emphasize scientific knowledge and conceptual understanding before delving into a discussion of renewable versus non-renewable energy.
They do this through a series of scientific inquiries and investigations in which students explore the concepts of potential and kinetic energy and how energy is stored and transferred. Students use Frayer models and other visible thinking tools to develop solid conceptual understanding, which allows teachers to recognize misconceptions and teach accordingly. Building this depth of understanding lays the intellectual foundation for the rest of the unit, enabling students to develop informed and powerful ideas.
Through this experience, we learned that we should integrate sustainability instruction with curriculum standards (which are often science-based); build a strong knowledge base through hands-on activities; use this phase as an opportunity to make connections to the natural world; utilize real-world case studies and local examples; and use visible thinking tools to demonstrate understanding.
Learning for Sustainability
While the acquisition of knowledge is vital, the true essence of ESD is the development of skills to contribute positively. The first phase focuses on developing key 21st century skills such as critical thinking, systems thinking, creativity and ethical responsibility.
Through activities such as case study comparisons, students develop systems thinking by analyzing the potential consequences of interrelated elements and actions. Creativity comes into play as students propose solutions, while critical and ethical questioning encourages nuanced perspectives and avoids superficial arguments.
In the previously mentioned unit on renewable energy, students engage in critical thinking activities based on case studies comparing various energy sources in different parts of the world. Students practiced systems thinking and made sense of complex issues by mapping systems, considering stakeholders, and identifying different perspectives. They discuss the nuances of safe, clean, and renewable energy, challenge dependence on fossil fuels, and explore the limitations of renewable energy. This rich learning was made possible because of the strong content knowledge they built during the ABOUT phase.
Key actions as a practitioner include providing opportunities to compare and contrast; using visual thinking tools such as systems diagrams to highlight complexity; using provocative questions to stimulate discussion and challenge assumptions; and creating a safe space for critical thinking and challenging ideas.
Learning as Sustainability
The pinnacle of ESD is the translation of knowledge, skills and dispositions into meaningful action.
In the practical phase, students apply the knowledge and skills they have learned – by initiating a school sustainability project, partnering with a local organization, or participating in a community project. The focus here is on translating theory into tangible contributions to addressing sustainability challenges. Action projects should be student-led and teacher-guided, building on the ‘about’ and ‘for’ phases. Students can use their learning to develop real action points that address real needs rather than symbolic efforts.
Students in the renewable energy sector applied their learning through action projects based on what they had learned from the previous phases of the framework. Some designed light switch signs to promote conscious energy use. Others focused on raising funds to install additional solar panels on the school roof to demonstrate alternative energy solutions. Teachers encouraged students to work in and lead small groups, with educators acting as coaches rather than project leaders.
Here, the transferable principle of engaging students in service projects and collaborations with local partners, including small events within the school community, positions teachers as coaches and facilitators and empowers students to use prior learning to develop real action points.
Effective ESD revolves around understanding sustainability, pursuing sustainability, and learning as sustainability. This framework is not a strict formula, but a guide to ensure that every element is present when teaching sustainability. It goes beyond theory and empowers students to have a positive impact on the environment and society.
In the context of 21st century education, a holistic approach not only supports academic rigor and understanding, but also embeds key skills, fosters mobility, and develops competencies that will be critical for an uncertain future. By making sustainable development a necessary component of interdisciplinary education, we can move towards a more sustainable future.