Abstract
Sustainability science is a field defined by the problems it addresses and its commitment to bridging knowledge and action. We observe a tendency in the field to overemphasize problem solving while neglecting theory building as a scientific pursuit. We explore this tension through Education for Sustainable Development (ESD) research, identify three problematic tendencies, examine their scientific and practice-facing implications, and propose directions for strengthening theoretical work. We address this invitation to ESD researchers and the wider sustainability science community.
| Original language | English |
|---|---|
| Journal | GAIA - Ecological Perspectives for Science and Society |
| Volume | 35 |
| Issue number | 3 |
| Pages (from-to) | 191-195 |
| Number of pages | 5 |
| ISSN | 0940-5550 |
| DOIs | |
| Publication status | Published - 08.12.2026 |
Bibliographical note
Publisher Copyright:© 2026 by the authors; licensee oekom. This Open Access article is licensed under a Creative Commons Attribution 4.0 International License (CC BY).
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Research areas and keywords
- Sustainability education
- education for sustainable development
- scientific progress
- societal outcomes
- theory building
- sustainability science
- Sustainability Science
ASJC Scopus Subject Areas
- Environmental Science(all)
- Economics, Econometrics and Finance (miscellaneous)
- Social Sciences (miscellaneous)
- Environmental Science (miscellaneous)
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