Sustainable Development Education for the 21st Century: Teaching Method and Education System

Dear Colleagues,

The 21st century presents a complex web of challenges—from climate change and environmental degradation to social inequality and economic uncertainty—and, amidst these global concerns, education is increasingly viewed as a key catalyst for change. Preparing students not just to understand sustainability challenges but to actively engage with them is now an urgent educational priority.

In recent years, educators and researchers have called for a deeper integration of sustainability into both what we teach and how we teach it. From primary education to higher learning, there is a growing recognition that transformative teaching approaches and responsive educational systems are central to advancing the global sustainability agenda. This Special Issue responds to that call by exploring how education systems and teaching practices are evolving to meet the demands of sustainable development.

This Special Issue aims to bring together fresh perspectives, evidence-based practices, and innovative strategies that promote sustainability education across different levels and contexts. We are particularly interested in how new pedagogical models, curriculum designs, and institutional approaches can help equip learners with the knowledge, competencies, and values necessary to contribute to a more sustainable future.

The scope of this Special Issue aligns strongly with the mission of Sustainability, which promotes interdisciplinary approaches to environmental, social, and economic sustainability. By focusing on the role of education in shaping sustainable societies, this Special Issue supports the advancement of several key Sustainable Development Goals—most notably, SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 17 (Partnerships for the Goals).

We welcome contributions from diverse fields and methodologies. Articles may present empirical research, theoretical insights, practical case studies, or comprehensive reviews. Areas of interest include, but are not limited to, the following topics:

Pedagogical Innovation: Active and experiential learning, problem-based learning, flipped classrooms, and interdisciplinary teaching methods that foster sustainability thinking.

Curriculum and Program Design: Strategies for embedding sustainability across formal curricula, including in engineering, management, arts, and sciences.

Technology-Enhanced Learning: The use of digital tools, AI, and online platforms to broaden access to and the impact of sustainability education.

Systems Thinking and Complexity in Teaching: Approaches that help students understand and navigate the interconnectedness of global sustainability challenges.

Transforming Educational Institutions: Whole-institution approaches, leadership for sustainability, and organizational change in education settings.

Professional Development and Educator Support: Building the capacity of teachers and faculty to integrate sustainability into their teaching.

Policy, Governance, and Institutional Strategy: National and institutional efforts to embed sustainability education into policy and planning.

Equity and Inclusion: Ensuring that sustainability education reaches underserved populations and supports diverse learning needs.

Assessment and Learning Outcomes: Evaluating the impact and effectiveness of sustainability-focused programs and initiatives.

Global, Regional, and Local Perspectives: Comparative studies and case-based research from around the world.

We look forward to receiving your contributions.   

Prof. Dr. Vian Ahmed
Dr. Zied Bahroun
Dr. Chiraz Anane
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• sustainability education
• sustainable development goals (SDGs)
• transformative learning
• curriculum innovation
• pedagogical strategies
• systems thinking in education
• educational policy and governance
• inclusive education
• digital and AI-enhanced learning
• whole-institution approach