Arjen E. J. Wals

TL;DR: The authors argue that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development, and identify anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discuss issues arising from these anomalies in light of the nature and purposes of education.

TL;DR: In this paper, the authors explore both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability, and explore the need for contextualization and the debate surrounding it.

TL;DR: In this paper, the authors explore both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability, and explore the need for contextualization and the debate surrounding it.

TL;DR: In this article, a review of the Decade of Education for Sustainable Development (UN DESD) is presented, focusing on the role of UNESCO ESD Chairs in advancing sustainability-oriented learning and competences in higher education.

TL;DR: In this paper, the authors identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: reflexive social learning and capabilities theory, critical phenomenology, socio-cultural and cultural historical activity theory, and new social movement, postcolonial and decolonisation theory.