Abstract
Environmental and sustainable education (ESE) has emerged as one of the most critical pedagogical
imperatives of the twenty-first century. As global societies confront accelerating climate change,
biodiversity loss, pollution, and resource inequity, education must transcend awareness-raising and
become a catalyst for systemic transformation. This research paper explores pedagogical innovations
that integrate sustainability into learning as a lived, experiential, and ethical practice rather than a
discrete subject. Drawing upon interdisciplinary literature from 2018 to 2025, the study examines
transformative, experiential, and inquiry-based pedagogies that cultivate ecological literacy, critical
consciousness, and community engagement. Through a mixed-methods meta-analysis and
interpretive synthesis, the paper analyzes classroom strategies, digital tools, and cross-curricular
frameworks that connect knowledge to sustainable action. Findings reveal that participatory,
problem-posing, and place-based approaches foster not only cognitive understanding but also
affective commitment and behavioral change. The research argues that the essence of sustainability
pedagogy lies in re-imagining the learner as a steward, collaborator, and innovator, capable of cocreating
regenerative futures. Ultimately, the study concludes that pedagogical innovation must
operate at the intersection of science, ethics, and culture, transforming education itself into a model
of sustainability—adaptive, inclusive, and life-affirming.
imperatives of the twenty-first century. As global societies confront accelerating climate change,
biodiversity loss, pollution, and resource inequity, education must transcend awareness-raising and
become a catalyst for systemic transformation. This research paper explores pedagogical innovations
that integrate sustainability into learning as a lived, experiential, and ethical practice rather than a
discrete subject. Drawing upon interdisciplinary literature from 2018 to 2025, the study examines
transformative, experiential, and inquiry-based pedagogies that cultivate ecological literacy, critical
consciousness, and community engagement. Through a mixed-methods meta-analysis and
interpretive synthesis, the paper analyzes classroom strategies, digital tools, and cross-curricular
frameworks that connect knowledge to sustainable action. Findings reveal that participatory,
problem-posing, and place-based approaches foster not only cognitive understanding but also
affective commitment and behavioral change. The research argues that the essence of sustainability
pedagogy lies in re-imagining the learner as a steward, collaborator, and innovator, capable of cocreating
regenerative futures. Ultimately, the study concludes that pedagogical innovation must
operate at the intersection of science, ethics, and culture, transforming education itself into a model
of sustainability—adaptive, inclusive, and life-affirming.