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Education for a viable future has never been more important than in our era of climate change, fake news, self-illusions, and political upheaval. Whether humanity will have a dignified future hangs in the balance. The urgency of finding sound solutions to a number of complex problems is obvious. We can't really allow ourselves to get it wrong, but the temptation to fall for easy, convenient answers is considerable. This book focuses on emerging insights from various fields which allow us to collectively build evidence-based and wise solutions. This requires us to clarify how to arrive at a sound understanding of reality, which belief-systems and ideologies impede this understanding, and which issues need to be addressed as a matter of urgency. We cannot solve the climate crisis or any other pressing problems besetting humanity by using mental models which are demonstrably flawed. We ignore important findings and insights in fields unfamiliar to us at our peril. Whatever our professional field, we need to self-critically reflect on the conclusions presented in this book in order to increase the quality and efficacy of our educational interventions for a better world.

PART I: GENERAL AND CROSS-NATIONAL ISSUES -- Chapter 1: Introduction: From a Single Project to a Systemic Approach to Sustainability?An Overview of Developments in Europe; Rolf Jucker and Reiner Mathar -- Chapter 2: A Whole School Approach to Sustainable Development: Elements of Education for Sustainable Development and Student's Competencies for Sustainable Development; Reiner Mathar -- Chapter 3: Quality Criteria for ESD Schools: Engaging Whole Schools in Education for Sustainable Development; Michela Mayer and Søren Breiting -- Chapter 4: Education for Sustainable Development (ESD): A Critical Review of Concept, Potential and Risk; William Scott -- Chapter 5: Perspectives on ESD from a European Member of UNESCO's High-Level Panel, with Particular Reference to Sweden; Carl Lindberg -- Chapter 6: Social Learning-Oriented Capacity-Building for Critical Transitions towards Sustainability; Arjen Wals -- Chapter 7: Education for Sustainable Development in a Cultural Ecological Frame; Patrick Dillon -- PART II: CASE STUDIES FROM INDIVIDUAL COUNTRIES OR REGIONS -- Chapter 8: Project-Variety and Established Structures: Development and Actual Practice of ESD in Germany; Reiner Mathar -- Chapter 9: Education for Sustainable Development between Main-Streaming and Systemic Change: Switzerland as a Case Study; Rolf Jucker and Florence Nuoffer -- Chapter 10: Education for Sustainable Development in Austria: Networking for Innovation; Franz Rauch and Günther Pfaffenwimmer -- Chapter 11: Moving Schools towards ESD in Catalonia, Spain: The Tensions of a Change; Mariona Espinet, Mercè Junyent, Arnau Amat and Alba Castelltort -- Chapter 12: The Challenge of Mainstreaming ESD in Hungary; Mónika Réti, Dániel Horváth, Katalin Czippán and Attila Varga -- Chapter 13: Education for Sustainable Development in Finland; Mauri Åhlberg, Mervi Aineslahti, Annukka Alppi, Lea Houtsonen, Anna Maaria Nuutinen and Arto Salonen -- Chapter 14: Learning from ESD Projects during the UN Decade in Norway;

Presents the results of an Internet survey of all the humanities faculties in Germany, Switzerland, The Netherlands and the UK and of a review of the international debate both on sustainability in general and education for sustainability in particular. Argues for a complex, transdisciplinary and broad approach to education for sustainability (EfS). Such an approach has to acknowledge the relative relevance of education within contemporary society, along with other "educators" such as the media, the economy and the shadow curriculum of institutional practice. It has to be fully aware of the reasons and the extent of the unsustainability of our current situation, but it also has to sketch out what a sustainable society might mean. Only on this basis can we then develop effective and sensible proposals for EfS. Ends with ten practical strategies to further EfS in higher education institutions.

This book examines the implementation of Education for Sustainable Development (ESD) programs in schools across Europe. It describes and analyzes how individual countries and the region as a whole have established teaching and learning methods to help students develop the competencies needed to be part of a sustainable society. Featuring chapters written by experts throughout Europe, the book first provides a general overview of ESD in various contexts, including the state-of-the-art of ESD theory and conceptual development; political and social analysis; the various concepts of ESD compete.