HOW COME WE DON’T HAVE A GLOBAL REPORT ON ESD? A COMPARATIVE ANALYSIS OF INTERNATIONAL EDUCATION POLICY DOCUMENTS IN SUSTAINABLE DEVELOPMENT

Abstract

Aim: This thesis aims to critically examine how Education for Sustainable Development (ESD) is represented in key international education policy reports and documents. It focuses on identifying gaps and limitations and explores how these documents can be made more inclusive and comprehensive, in response to global sustainability challenges. Theory: All analysis in this thesis is guided by three theoretical perspectives. Critical theory provides an insightful lens through which to examine how inclusivity, ecological justice, and participation are represented in the policy documents. Posthumanist theories offer a valuable viewpoint by drawing attention to the degree of anthropocentrism, the emphasis on interconnectedness, and the role of human-nature relationships within the texts. Finally, experiential learning serves as a practical framework to assess the extent to which the reports prioritize student voices and emphasize meaningful, hands-on engagement with sustainability. While these three theories share some overlapping concerns, each contributes a distinct perspective that enriches the overall analysis. Method: A qualitative, comparative research design is employed to analyze two major international policy documents: UNESCO’s Education for Sustainable Development: A Roadmap (2020) and Eurydice: Learning for Sustainability in Europe (2024); as well as a supporting document: UNESCO Education for Sustainable Development Goals: Learning Objectives (2017). The documents are examined for inclusivity, comprehensiveness, and their capacity to support transformative and context-sensitive educational practices. Results: The analysis revealed key gaps in global ESD frameworks, including failure to address the tension between economic growth and environmental sustainability, limited attention to Indigenous knowledge, and a lack of ecological humility. Student-centered, developmentally appropriate learning and hands-on engagement are largely absent, reflecting a top-down approach. Additionally, the focus on SDGs overlooks cultural diversity and systemic inequalities. Without addressing these issues, ESD reporting risks falling short of its potential to drive deep, systemic educational and ecological transformation