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The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic solutions that can promote the integration of environmental, sustainability, and global citizenship education into the existing educational ethoi.

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Adaptive landscapes embody a concept that has provided valuable services to evolutionary biology over the last 80 years. Its heuristic power derives from its capacity to portray fitness functions in planar representations where environmental conditions are presumed to be static. In an effort to incorporate environmental change into this powerful theoretical tool, we propose an expanded, threedimensional eco-phenotypic landscape which relates to physical ecological space. This is expected to enhance the ecological applications of the adaptive landscape by providing practical insight into various evolutionary principles including adaptive divergence, gene flow, and sympatric speciation.