Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) has developed17Sustainable Development Goals (SDGs) and 169 targets which recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth. Each SDG has its own specific agenda, one of which is SDG 4 - Education for Sustainable Development (ESD). UNESCO states that 'Education is a human right and a force for sustainable development and peace'. This means that researchers around the world are putting considerable effort into making sure this international goal is delivered at a local level. Professor Tomonori Ichinose, who is based within the Research Institution for Teacher Training and Development at the Miyagi University of Education in Japan, has been working on interpreting SDG 4 locally. He is specifically conducting empirical international comparative research on school practice and teacher education to give teachers and students the tools they need to realise the potential of education.

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