Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces

The article examines the complexities associated with effectively and comprehensivelytackling the climate change crisis. Focusing on the need for education, the authorsdiscuss a model of Education for Sustainable Development (ESD) that supports the deve-lopment of competencies, coalition building and the capacity to support and maintainpositive action. Drawing upon principles highlighted by the United Nations, the paperoutlines the breadth and depth of knowledge required to support transformative ESD.Firstly enhancing comprehensive knowledge that develops cognitive, affective and axiolo-gical dimensions and proficiency. This enhances critical engagement with informationand enables individuals to act responsibly and align with others in coalition building.The second element refers to collaborative partnership that is crucial for changes to beeffective. This has been one of the most challenging barriers preventing positive actionon the catastrophe pf climate change. Finally, the paper emphasizes the need to develop the competencies for supporting collective action, which will enable sustained actionacross transnational, transdisciplinary and transnational boundaries.