Happiness and Education for Sustainable Development: A Perspective From China

Abstract This paper explores the theoretical connections between happiness, Chinese traditional philosophy, and Education for Sustainable Development (ESD) within the context of metamodernism. The main objectives are to describe the concept of happiness in social sciences, provide a brief overview of how happiness has been interpreted in both traditional and modern Chinese culture, and demonstrate the potential links between education and happiness in global and local contexts and between happiness and sustainability. The final section of the paper intertwines the concepts discussed, arguing that in today’s metamodern era, we can draw on values and ideas from diverse cultures to promote happiness and well-being – not just as attributes of a school environment but also as aspects of a broader educational framework, pedagogical tool and desired outcomes from ESD in later life. By integrating perspectives from Western and Eastern cultures and philosophies, we can adopt a more holistic approach to well-being, where material success coexists with spiritual and communal fulfilment. This balance can potentially foster a more sustainable and harmonious global society. Ultimately, framing ESD within the context of metamodernism allows us to move beyond prescriptive, top-down strategies and cultivate a more reflexive, studentcentered approach that emphasizes happiness.