ABSTRACT
This chapter covers the 2010s, which saw a convergence of educational streams around the drive towards addressing mounting sustainability concerns. The Sustainable Development Goals (SDGs)s added much weight to sustainability narratives and triggered education institutions and offerings to consider the implications of environment, climate change, and social injustices in the curriculum. In parallel, there were a growing number of educators that saw sustainability less as a topic to be added to education and more as a catalyst for educational innovation in light of global challenges. There was also increasing recognition that for education to be transformative in support of the new sustainable development agenda, ‘education as usual’ will not suffice. As a result, whole-school approaches that challenged institutional practices as well as teaching and learning experiences became a key aspiration. This was also the decade when educators engaged in adult learning became increasingly engaged and made deep connections between sustainability, health, and well-being. Lastly, the 2010s saw higher levels of commitment from educators and young people to addressing climate and biodiversity threats. This was accompanied by greater confidence in exploring teaching and learning approaches based on the principles of inclusivity, relationality, plurality, and respect for the planet.
