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It outlines shifting ESD discourses, links ESD’s changing meanings to related movements such as Environmental Education, EFA, and Global Citizenship Education, and analyzes their treatment of climate change and sustainable futures. By examining the SDG Target 4.7 merger of ESD and GCED, it argues that current global policy efforts weaken rather than reinforce transformative potential, and it proposes directions to make education shape a more sustainable world.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educating-for-transforming-our-world-revisit-international-debates-on-education-for-sustainable-development/599796/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educating-for-transforming-our-world-revisit-international-debates-on-education-for-sustainable-development/599796.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect UNESCO’s “transformative education” to the SDGs?","Question",{"text":112,"@type":113},"It explains that UNESCO mainstreams “transformative education” within the SDG framework, especially under SDG Target 4.7, building on the shift from earlier global education agendas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the article identify as a key change in ESD’s meaning over time?",{"text":117,"@type":113},"It states that ESD’s meanings have shifted in relation to other education movements, including Environmental Education, EFA, and Global Citizenship Education.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue that combining ESD and GCED weakens transformative potential?",{"text":121,"@type":113},"It contends that the recent “marriage” of ESD and GCED within one SDG target is weakening, rather than reinforcing, their transformative potentials.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599796,1792119796,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Educating for Transforming Our World: Revisiting International Debates Surrounding Education for Sustainable Development  \nYoko Mochizuki  \nUNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development  \nIn 2015, the UN General Assembly adopted a resolution titled “Transforming our world: the 2030 Agenda for Sustainable Development” and a set of 17 Sustainable Development Goals (SDGs) . The notion of “transformative education” is being mainstreamed in the work of UNESCO within the new framework of the SDGs, which officially succeeded the Millennium Development Goals (MDGs) and Education for All (EFA) . This article briefly outlines the shifting international discourses surrounding Education for Sustainable Development (ESD), now enshrined in SDG Target 4.7. The meanings of ESD have shifted in relation to other education movements, including Environmental Education, EFA, and more recently, Global Citizenship Education (GCED). By reviewing how ESD and GCED—as currently defined and promoted by UNESCO—approach climate change and the question of securing a sustainable future for humanity, the article delineates how the recent marriage of ESD and GCED in one target of the SDGs is weakening, rather than reinforcing, their transformative potentials. It concludes by pointing out the limitations of global policy initiatives for education and proposing ways forward to ensure that education contributes to shaping a more sustainable world.  \nIntroduction  \nAddressing business leaders at the World Economic Forum four months after the collapse of Lehman Brothers, the United Nations (UN) Secretary-General Ban Ki-Moon (2009) remarked: “We can choose short-sighted unilateralism and business as usual. Or we can grasp global cooperation and partnership on a scale never before seen.” The idea that weare at the crossroads and must choose between the “business as usual” or the alternatively better way of doing development, has been repeated in many UN reports and speeches since the financial crisis (see, for example, UN Secretary-General’s High-level Panel on Global Sustainability, 2012; UN Task Team on the Post-2015 UN Development Agenda, 2012). In the frenzy over the “post-2015” development agenda, as the 2015 target year of the Millennium Development Goals (MDGs) and Education for All (EFA) approached, policymakers, politicians, scholars, educators and community activists alike pursued  \nagendas for change.“Business as usual”has become something tobe overcome to mitigate climate change, avert a financial breakdown, or to achieve education for all1.  \nThe year 2015 saw the adoption of the 2030 Agenda for Sustainable Development and an accompanying set of Sustainable Development Goals (SDGs) (UN, 2015) as well as the signing of the Paris Agreement, which was self-congratulated as a “historic agreement to combat climate change and unleash actions and investment towards a low carbon, resilient and sustainable future”(UNFCCC, 2015) . Against this backdrop, the notion of“transformative education” is being used more often, not only in terms of delivering the“unfinished business” or “broken promise” of EFA but also of promoting the kind of values-based and action-oriented education that aims at changing attitudes, values, and behaviours. In the roadmap for implementing the Global Action Programme on Education for Sustainable Development, UNESCO (2014) characterizes Education for Sustainable Development (ESD) as “holistic and transformational education,” which“achieves its purpose by transforming society”(p.12) . In its guidance document on global citizenship education, UNESCO (2015b) writes: “Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need tobe able to contribute to a more inclusive, just and peaceful world”(p.15) .  \nAmong 17 goals and 169 targets, the Target 4.7 of the SDGs speaks to the international recognition of the importance of values-based, trans","cbCairQM2B6ZpM9R","https://ap.wps.com/l/cbCairQM2B6ZpM9R","pdf",561616,17,"English","# Introduction\n## EE/ESD and ESD/EFA Debates","[{\"question\":\"How does the article connect UNESCO’s “transformative education” to the SDGs?\",\"answer\":\"It explains that UNESCO mainstreams “transformative education” within the SDG framework, especially under SDG Target 4.7, building on the shift from earlier global education agendas.\"},{\"question\":\"What does the article identify as a key change in ESD’s meaning over time?\",\"answer\":\"It states that ESD’s meanings have shifted in relation to other education movements, including Environmental Education, EFA, and Global Citizenship Education.\"},{\"question\":\"Why does the article argue that combining ESD and GCED weakens transformative potential?\",\"answer\":\"It contends that the recent “marriage” of ESD and GCED within one SDG target is weakening, rather than reinforcing, their transformative potentials.\"}]","Educating for Transforming Our World - Revisit International Debates on Education for Sustainable Development | PDF",1792089458,43]