ABSTRACT
This chapter covers the dynamic landscape of the decade we now find ourselves in- the 2020s. The current decade can be characterised by two contradictory movements. On the one hand, there is a push, within environmental and sustainability-oriented education to provide for deep learning that affects inner development and well-being, as well as a focus on whole-institution approaches that can reshape the structures and systems blurring the lines between formal and informal education. On the other hand, there is a strong push within general education, for going back to the so-called ‘basics’ and improving educational performance on mainly cognitive tests, and associated PISA-rankings of nations. Sometimes people within the same ministry of education, curriculum development unit, and even within the same school can be found on either side of the spectrum. Within environmental and sustainability-oriented education, there is a continued attempt to provide alternatives to transmissive consumptive classroom approaches by placing a greater focus on more transformative and regenerative forms of education. Issues like climate change are increasingly seen as socio-economic and moral issues that have to do with fairness and justice, which has consequences for education and generations yet to be born. We see an increased focus on inclusion of youth and marginalised voices as well as on digital technologies in education and the environment. Finally, education and learning for sustainability is increasingly linked to regeneration and transitions in a wide range of interrelated fields ranging from food security and sovereignty, and climate adaptation and mitigation to nature-based solutions and greening cities. The key premise is that education and learning must contribute to shifts in minds, paradigms, and values.
