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‘Frankly, when I first saw the title of the EU’s recent proposal for a Recommendation on learning for environmental sustainability, I wondered: “Why focus on environmental sustainability – isn’t that missing the point of sustainability?” Sustainability cannot be achieved by only looking at the environment, the economy, society or culture: we need to consider all these dimensions and how they interact.’ Professor Arjen Wals outlines the transformation that education should undergo to deal with the planet’s existential threats.

Agustín Bastida Rodríguez, director of the Centro De Formacion Ambiental, Madrid and moderator of the SENSE eTwinning Group, recently spoke with us about the importance of technology in environmental education and the various sectors where environmental education can take place.

Our current model of environmental education focuses more on awareness-raising than action. We focus more on the logistics of an activity than its learning outcomes. Dr Pramod Kumar Sharma of the Foundation for Environmental Education relates some experiences that made him critically reflect on the discipline and how it is taught.

Let’s all be more productive, effectively chase our goals, and of course… continue to grow and learn! This seems to be one of the most important mantras of the 21st century. But is it justified? Dr. Jeltsen Peeters weighs up the options.

Máirín Glenn is one of the co-conveners of the Network for Educational Action Research in Ireland, NEARI, and has been involved in action research for many years. In this interview, she talks about the importance of action research for teachers, and goes over its three main stages.

In considering the New European Bauhaus and the idea of a European renovation wave, we should consider how we can reimagine our education and training systems to better meet the needs of today’s learners, so they are more inclusive. Founder of H2 ������Ƶing Michael Hallissy offers some advice.

The ladder of participation has many different rungs. Petr Franc, university student and OBESSU Board Member, discusses which level school students ought to occupy.

The pandemic has elicited a surge of disinformation and fake news in Europe and elsewhere. Such crises have amplified people’s interest in media literacy, but are we looking at the subject through the right lens? Divina Frau-Meigs, Professor of Media and ICT Sociology at Université Sorbonne Nouvelle, France, argues that media literacy is about more than its disorders, and considers what schools and policymakers can do to promote it.

Without a doubt, humanity has become dependent on media for all aspects of life. Our so-called social obligation makes it impossible for us to stop using social media, because we feel as though we would lose our social network and even considerable quality of life. With the metaverse in prospect – that is, the possibility that we will live in both the physical world and several virtual worlds at the same time – it’s starting to become clear: we need to wake up! The importance of updating our media literacy teaching has never been so urgent, according to Liesbeth Hop.

It has been over 50 years since career guidance first emerged in the Irish secondary school system. Since then, Ireland has slowly developed a unique model of guidance – both holistic and integrated – which now has a more solid footing in schools. Lucy Hearne presents this “whole-school” guidance from her perspective as an experienced guidance counsellor and researcher.