Transformative Learning to Address Twenty-first Century Challenges: Plotting a Pathway from Endorsing International Frameworks to Creating a New Classroom Reality

Margaret Sinclair
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Margaret Sinclair: Margaret Sinclair, Networking to Integrate SDG 4.7 and SEL into Education Materials (NISSEM), London, UK. E-mail: ma.sinclair@gmail.com.

Journal of Education for Sustainable Development, 2025, vol. 19, issue 2, 216-228

Abstract: Member states of the UN and UNESCO have committed themselves to adopt education policies and curricula that help students address twenty-first century challenges, from climate change and conflict to gender inequality and misuse of information channels. The 2023 UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development builds on the 2015 Sustainable Development Goal Target 4.7. Effective implementation of international and national frameworks for this transformative learning requires political will, building the commitment and capacity of key actors and reflecting twenty-first century issues in subject syllabi and school textbooks, as well as in high-stakes examinations. A major constraint is the communication gap between those who sign the education policy commitments and those who can mobilize the needed financial support, for example, for transformative textbook renewal. Integrating donors and financial authorities more closely into the planning process for transformative learning, both globally and at national levels, will constitute a vital step in bringing about more effective implementation.

Keywords: Transformative learning; twenty-first century challenges; 2023 UNESCO Recommendation on Education for Peace; Human Rights and Sustainable Development; syllabus renewal; textbook renewal; financial barriers (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:216-228

DOI: 10.1177/09734082251355107

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