The crises societies face today contribute to a rather challenging life setting that demands in-depth reflection, daring new thinking, and change urgently. Transformative education for a sustainable future is needed today more than ever before; the aim of this paper is an exploration of its goal and pedagogy. By drawing on diverse bodies of knowledge, including the structure-agency debate and the theory of critical pedagogy, this paper critically discusses Education for Sustainable Development (ESD) and its goal of sustainable development. It identifies areas where ESD needs enhancement given the present socio-economic and cultural context and ultimately proposes the transformation of ESD to Education for Eco-communities—which highlights the need for community-centered approaches, knowledge, and observation of natural laws, sociological imagination, and political acumen—to render it better suited for the challenges of the 21st century.

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In the rapidly changing, 21st century globalized world, with increasing environmental pressures and challenges, education for the environment and sustainability is a priority at all levels; from  kindergarten to higher education. It is the education that will create the environmentally aware and socially responsible individuals, capable of addressing existing and future environmental challenges. Courses on the environment and/or sustainability are now an essential element of all Higher Education Institutions with a sustainability vision. But, does teaching about the environment and sustainability lead to a change in student attitudes? What teaching and learning methods seem to have a more significant effect on attitudes and behaviors and what are the challenges for instructors? In this study, instructors reflect on which educational methods seem most effective in promoting change in student attitudes and behaviors towards the environment and sustainability. This reflection is based on instructor experiences from selected courses or course activities (learning objects) and it focuses on the goals, teaching methods and effect on student learning and attitudes; changes in student attitudes in the course of the last years are also discussed. Suggestions are offered and implications for higher education institutions are outlined. Keywords: education for the environment, education for sustainability, higher education, active learning, student behaviors, emotional engagement