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The collection of papers of this volume has a focus on diverse aspects of sustainable development. The authors appearing in this volume represent quite a wide geographical area ranging from Sweden, Norway, Canada, South Africa, Turkey, Latvia to the United Kingdom and Jamaica. The articles are focusing on sustainability in higher education, by integrating sustainability in university programs; by highlighting processes of greening Universities and schools; by reimagining the ways of building lifelong learning; and by increasing teachersí self-efficacy and more sustainable career pathways in a post pandemic life. Several studies elucidate discursive representations of education for sustainable education in policy documents, education, and learning activities for sustainable development.The paper by Beatrix Algurén offers the literature review about education and learning activities for sustainable development (SD) in higher education revealing participatory teaching methods that are frequently used. Working together with real-life problems across different disciplines including stakeholders outside academia could enhance learning outcomes like collaboration competencies, critical and system thinking. Although behavioural learning objectives are recognized as especially important for SD, the review discovered that education and learning activities have not as yet been targeted at behaviour change. There is a need to further develop this educational field.Salem Amamou, François Vandercleyen, and Jean-François Desbiens in their paper refer to one of the goals of teacher education programs which would cultivate a high sense of competence among students. For this purpose, they chose a scale to measure the perception of self-efficacy (PSE) among Quebec physical and health education trainees during teaching which has been developed and empirically validated. Teacher trainees (n = 232) enrolled in 3 rd and 4 th year in the Bachelor of Education in Physical and Health Education (PHE) in four different university programs in Quebec participated in the study. Subsequent exploratory and quasi-confirmatory factor analyses led to the development of an instrument with 19 items divided into three factors, explaining 66.10 % of the total variance. The convergent and divergent measures of validity are satisfactory, as are those of the reliability of the three scales.The paper by Shuti Steph Khumalo examines the leadership practices of primary school principals in contributing towards the maintenance of sustainability in primary schools. The author views maintaining sustainability in primary schools as apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights into the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. The author identifies a number of factors that const...

AbstractGiven the political, societal, scientific and geographical changes emerging in our twenty-first century world, we need to apply refreshed innovative processes in universal education. By applying such processes for universally refreshed quality of life norms, this paper applies the results of my Philosophy of Education thesis to today’s conditions, to the identifiable needs of present generations who face a future different from all that has gone before, to a world built on the interplay of tradition and innovation addressing specific new challenges of Sustainability and Securitability. Innovative thinking skills built on independent decision-making expertise is the key to a world that looks forward with confidence, resilience, responsibility and maturity through a process that is inclusive of all new knowledge of an expanding world that needs particular care on a grand scale.