There is growing consensus about the need to develop sustainable use of forest resources, but no consensus about how to interpret and implement this goal. Political institutions, governmental agencies, forest companies, and environmental organizations have partly different views on what sustainable forestry means and what strategies to use to achieve it. Not least, the climate change issue has put higher and partly new demands on forests, both as providers of biomass and as carbon sinks, which may be in conflict with other services of the forest's ecosystem. This paper analyses how different Swedish stakeholders evaluate the possibilities for intensive forestry, that is, to increase the production of woody biomass through increased use of fertilizers, improved genetic material, the introduction of exotic tree species, and the use of fastgrowing deciduous tree species. The analysis shows that the pros and cons are evaluated differently, with some stakeholders assessing intensive forestry as a radical break from the current goal of sustainable forestry and others viewing it as according with it. It is concluded that this conflict should be understood as concerning not competing knowledge claims, but competing frames-schemes of interpretation through which the complexity of reality is reduced. This means that the solution is not to be found in improved knowledge but in increased awareness that the involved frames are the source of the conflict.

We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.

Since 2015, discussions on how to educate the UN Sustainable Development Goals (SDGs) have been under the scope of the international community, while research in SDG education in particular for early childhood education is still scarce. This paper builds on focus groups discussions with pre-school personel to explore challenges and opportunities with educating and learning the SDGs for children between 1-5 years. The analysis shows that (1) despite the intention of an interdisciplinary teaching, questions about sustainable development and Agenda 2030 tend to be fragmented, 2) preschool teachers perceive the organisational conditions of preschools as beneficial for teaching for sustainable development, and 3) the children's interest is given great importance and is often seen as a prerequisite for the teachers work, but at the same time a dilemma is expressed with losing goals and focus.

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