Presents and discusses key principles, perspectives and practices of social learning in the context of sustainability. Social learning is explored from a range of fields challenged by sustainability. This book brings together a range of ideas, stories and discussions about purposeful learning in communities aimed at creating better prospects.

"This comprehensive volume - containing 27 chapters and contributions from six continents - presents and discusses key principles, perspectives, and practices of social learning in the context of sustainability. Social learning is explored from a range of fields challenged by sustainability including: organizational learning, environmental management and corporate social responsibility; multi-stakeholder governance; education, learning and educational psychology; multiple land-use and integrated rural development; and consumerism and critical consumer education. An entire section of the book is devoted to a number of reflective case studies of people, organizations and communities using forms of social learning in moving towards sustainability. 'This book brings together a range of ideas, stories, and discussions about purposeful learning in communities aimed at creating a world that is more sustainable than the one currently in prospect. ...The book is designed to expand the network of conversations through which our society can confront various perspectives, discover emerging patterns, and apply learning to a variety of emotional and social contexts.' From the Foreword by Fritjof Capra, co-founder of the Center of Ecoliteracy. 'Joining what is so clear and refreshing in this book with the larger movements toward a critically democratic and activist education that is worthy of its name, is but one step in the struggle for sustainability. But it is an essential step if we are to use the insights that are included in this book.' From the Afterword by Michael Apple, author of 'Educating the ""Right"" Way: Markets, Standards, God, and Inequality'."

Education for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice. Developing a transformative agenda requires taking account of the ‘learning crisis’ in schools, the inequitable access to a good quality education, the historical role of education and training in supporting unsustainable development, and the enormous challenges involved in complex system change. In the African continent, sustainable development entails eradicating poverty and inequality, supporting economically sustainable livelihoods within planetary boundaries, and averting environmental catastrophe, as well as dealing with health pandemics and security threats. In addressing these challenges, the book: explores the meaning of ESD for Africa in the context of the ‘postcolonial condition’ critically discusses the Sustainable Development Goals (SDGs) as well as regional development agendas draws on a wealth of research evidence and examples from across the continent engages with contemporary debates about the skills, competencies and capabilities required for sustainable development, including decolonising the curriculum and transforming teaching and learning relationships sets out a transformative agenda for policy-makers, practitioners, NGOs, social movements and other stakeholders based on principles of social and environmental justice. Education for Sustainable Development in the Postcolonial World is an essential read for anyone with an interest in education and socially and environmentally just development in Africa.

This book constitutes the proceedings of the 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, held in Bolzano, Italy, in September 2021. The 21 research full papers and 28 short papers presented in this volume were carefully reviewed and selected from 98 submissions. The European Conference on Technology-Enhance Learning, is committed to address global challenges and quality education. The papers deal with the Sustainable Development Goals, particularly SDG 4 and SDG 10, to help to reduce the existing gaps and inequalities between countries and regions from around the world in terms of inclusiveness, equity, access, and quality of education.

How will we move towards sustainability? By learning through crisis, or by design? In this Briefing, Stephen Sterling points out that: Progress towards a more sustainable future critically depends on learning, yet most education and learning take no account of sustainability; The reorientation of education towards sustainable development since the Agenda 21 agreement of 1992 has been very slow; Education is largely behind other fields in developing new thinking and practice in response to the challenge of sustainability.

This book gathers and disseminates opinions, viewpoints, studies, forecasts, and practical projects which illustrate the various pathways sustainability research and practice may follow in the future, as the world recovers from the COVID-19 pandemic and prepares itself to the possibilities of having to cope with similar crisis, a product of the Inter-University Sustainable Development Research Programme (IUSDRP) https://www.haw-hamburg.de/en/ftz-nk/programmes/iusdrp.html and the European School of Sustainability Science and Research (ESSSR) https://esssr.eu/. The COVID-19 pandemic has led to severe human suffering, and to substantial damages to economies around the globe, affecting both rich countries and developing ones. The aftermath of the epidemic is also expected to be felt for sometime. This will also include a wide range of impacts in the ways sustainable development is perceived, and how the principles of sustainability are practised. There is now a pressing need to generate new literature on the connections between COVID-19 and sustainability. This is so for two main reasons. Firstly, the world crisis triggered by COVID-19 has severely damaged the world economy, worsening poverty, causing hardships, and endangering livelihoods. Together, these impacts may negatively influence the implementation of sustainable development as a whole, and of the UN Sustainable Development Goals in particular. These potential and expected impacts need to be better understood and quantified, hence providing a support basis for future recovery efforts. Secondly, the shutdown caused by COVID-19 has also been having a severe impact on teaching and research, especially –but not only – on matters related to sustainability. This may also open new opportunities (e.g. less travel, more Internet-based learning), which should be explored further, especially in the case of future pandemics, a scenario which cannot be excluded. The book meets these perceived needs.