A theoretical framework to address education for sustainability for an earlier transition to a just, low carbon and circular economy

• Published in: Environmental education research 2022-04, Vol.28 (5), p.735-766
• Main Authors: Scalabrino, Chiara, Navarrete Salvador, Antonio, Oliva Martínez, José María
• Format: Article
• Language: English
• Subjects: Adult Education; Adult Learning; adult learning for sustainability; Andragogy; Carbon; Children; Circular economy; Clean energy; Climate; Conservation (Environment); Constructivism (Learning); Consumption; Education; education for sustainable development; Energy Conservation; Environmental Education; Fuels; Green products; Guidelines; Informal Education; Justice; Learning; Lifelong Learning; Lifelong learning for sustainability; Outcomes of Education; Private Sector; Product design; professional and business training for sustainability; Public Sector; Sustainability; Sustainable consumption; sustainable consumption and production; Sustainable design; Sustainable Development; Sustainable use; Systems Approach; Teaching Methods; Training; Transformative Learning; Vocational Education; Water conservation; Workplace Learning; Young Children
• ISSN: 1350-4622; 1469-5871
• DOI: 10.1080/13504622.2022.2031899

The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES). Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the 'Environmental Education (EE)' and 'Sustainable Development (SD)' movements. Finally, their synthesis was proposed as a 'Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective'. This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g., courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.