INCLUDING SUSTAINABILITY PEDAGOGY AND CURRICULA

This paper presents a study on the interaction between sustainability pedagogy and curricula within systemic structures. Environment advancement the natural world and human society. In academic contexts, sustainability should cultivate skills and abilities in these two interconnected domains of sustainability. ability should be developing competencies in these specific closely related areas of sustainability. By embedding sustainability into pedagogy and curricula, educators can inspire students to become agents of positive change. This approach prepares students to navigate and address the complex sustainability Preparing for future obstacles by equipping individuals with insights, abilities, and ethics required to contribute to a more sustainable world. The teaching projects implement by primarily emphasized professional competencies not explicitly tied to sustainability, while competencies directly related to sustainability whether sociocultural, environmental, or economic were less frequently examined. The most common terms in the content descriptors reflected this professional focus. Sustainability pedagogy refers to the teaching methods, practices, and philosophies specifically designed to educate students about sustainability, environmental stewardship, and social responsibility. The purpose of studying sustainability pedagogy is to explore how education can foster a deeper understanding of sustainability issues, inspire action toward more sustainable practices, and cultivate critical thinking skills that enable students to engage with the challenges of building a sustainable future. the purpose of a research paper on sustainability curricula is to explore, analyse, and provide insights into how educational systems and institutions can design and implement curricula that effectively teach sustainability concepts, skills, and values. The paper aims to understand the effectiveness, challenges, and opportunities related to integrating sustainability into various educational levels and subjects. This study identified the sustainability pedagogy and curricula has been stimulated by socio-cultural factors, like local sustainability issues and global sustainability agenda.