Towards More Expanded Sustainability Curriculum Pathways in the Era of Deep Cultural Transitions Worldwide.

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Bibliographic Details
Title:	Towards More Expanded Sustainability Curriculum Pathways in the Era of Deep Cultural Transitions Worldwide.
Authors:	Heasly, Berise¹ (AUTHOR), Iliško, Dzintra² (AUTHOR), Lindner, Johannes³ (AUTHOR)
Source:	Discourse & Communication for Sustainable Education. Jun2026, Vol. 17 Issue 1, p1-6. 6p.
Subject Terms:	Curriculum, Environmental education, Simulation methods in education, Interdisciplinary education, Water management, Artificial intelligence & ethics
Reviews & Products:	Sustainable Development Goals (United Nations)
Abstract:	This article focuses on expanding sustainability curriculum pathways amid global cultural transitions, presenting diverse international research on integrating Education for Sustainable Development (ESD) in schools and universities. It highlights challenges such as fragmented curriculum coverage, institutional bottlenecks in formalizing sustainability missions, and the need for inclusive, transdisciplinary approaches that embed sustainability across teaching, research, and outreach. Studies address topics including life skills acquisition in Algerian secondary education, water literacy training for teachers, the role of immersive technologies like Virtual Reality in sustainability education, and ethical considerations in human-AI interactions. The article underscores the importance of systemic institutional commitment, multi-stakeholder cooperation, and innovative pedagogies to prepare learners for sustainability challenges aligned with global agendas such as the UN 2030 Sustainable Development Goals. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article focuses on expanding sustainability curriculum pathways amid global cultural transitions, presenting diverse international research on integrating Education for Sustainable Development (ESD) in schools and universities. It highlights challenges such as fragmented curriculum coverage, institutional bottlenecks in formalizing sustainability missions, and the need for inclusive, transdisciplinary approaches that embed sustainability across teaching, research, and outreach. Studies address topics including life skills acquisition in Algerian secondary education, water literacy training for teachers, the role of immersive technologies like Virtual Reality in sustainability education, and ethical considerations in human-AI interactions. The article underscores the importance of systemic institutional commitment, multi-stakeholder cooperation, and innovative pedagogies to prepare learners for sustainability challenges aligned with global agendas such as the UN 2030 Sustainable Development Goals. [Extracted from the article]
ISSN:	16916301
DOI:	10.2478/dcse-2026-0001