Beyond National Frameworks: Five Critical Insights for ESD from Subnational and Urban Education Policy Studies

Carine Verschueren
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Carine Verschueren: Carine Verschueren, Teachers College, Columbia University, New York, NY 10028, USA. E-mail: cv2343@tc.columbia.edu

Journal of Education for Sustainable Development, 2025, vol. 19, issue 2, 274-286

Abstract: In international and comparative education, the unit of analysis has traditionally and predominantly been the national education system. However, many of these systems are or have become fragmented and decentralized. This commentary, therefore, presents five key insights from policy studies at the subnational and particularly at the urban level to understand the field of education for sustainable development (ESD). It uses three studies to support these takeaways: a study of the role of education in global cities’ sustainability and climate action plans, a quantitative study of 200 school districts in the United States and a comparative case study of three local school districts. Key insights include the involvement of cities in urban education policies, the focus on a whole-institution approach driven by urban priorities, the inclusion of environmental justice, a more participatory decision-making approach and a focus on lifelong learning to shift culture. While these somewhat align with the global discourse on ESD, they are more driven by local priorities and not yet systemic in their implementation.

Keywords: Subnational ESD policies; urban education; environmental justice; citizen participation; whole-institution approach (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:19:y:2025:i:2:p:274-286

DOI: 10.1177/09734082251355106

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