ABSTRACT
In a challenging time of disruption on the one hand and opportunity on the other, practitioners require key knowledge and skills to support the transition of society to a more sustainable future. Systems thinking and other competencies of the modern sustainability advocate, transdisciplinary approaches to research and project work, and conceptual frameworks for socio-technical transition are critical capabilities for graduates of sustainability education programs. Transition is inevitable and necessary, but the question for sustainability practitioners is how that transition can be guided to optimise well-being and justice for the people, places, and organisations being transformed. Concepts are illustrated with examples of climate change impacts and policy responses and concludes with a call for regenerative approaches to climate change and wider sustainability in future approaches to planetary stewardship.
