A New Phase in the History of Education for Sustainability. The Emergence of Territorial Education in a Post-Covid Recovery Period

Abstract

The current pandemic has acted as a catalyst for chain reactions on issues such as the decline of certain industries, job losses and problems of food transportation. In a “globalized world”, connections require re-organizing. More than ever, the economic, environmental and social un-sustainability of our cities is exacerbated. Education for sustainability could help societies to address such vulnerabilities and recover from the pandemic.

With a focus on cities, this article explores the emergence of “Territorial Learning” (TE). It illustrates the importance of taking the (geographical, cultural and socio-economic) context into account when contributing to education for sustainability as well as the operationalization of this concept and the identification of strategic priorities, participants in the learning process, and skills needed to ensure that learning outcomes lead to actions that will facilitate the transition to more resilient societies.

The article explains the recent emergence of TE and its links with education for sustainability and global citizenship. It then illustrates how TE can help in dealing with two urban priority issues (food security and urban governance) and develop skills for sustainability. Finally it suggests some areas for future research, if TE is to help with the recovery of post-pandemic cities.