Ahmed, S., Taqim, H. M., Farabi, Y. I., Sarker, M., & Ali, S. M., & Sankaranarayanan, B. (2021). Evaluation of flexible strategies to manage the COVID-19 pandemic in the education sector. <em>Global Journal of Flexible Systems Management, 22</em>, 81–105.
Aikenhead, G. (1994). What is STS in science teaching? In J. Solomon, & G. Aikenhead (Eds.), <em>STS education: International perspectives on reform</em> (pp. 47–59). New York: Teachers College Press.
Aikenhead, G. (2007). Expanding the research agenda for scientific literacy. In C. Linder, L. Östman, & P.O. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction, <em>Proceedings of the Linnaeus Tercentenary Symposium</em> (pp. 64–71). Sweden: Geotryckeriet.
Aksela, M., Tikkanen, G., & Kärnä, P. (2012). Mielekäs luonnontieteiden opetus: Miten tukea oppilaiden ajattelua ja ymmärtämistä? [ Meaningful science education: How to support students' thinking and understanding?] In Teoksessa P. Kärnä, L. Houtsonen & T. Tähkä (Eds.), <em>Luonnontieteiden opetuksen kehittämishaasteita</em> [ Development challenges in science education] (pp. 9–28). Koulutuksen seurantaraportit, 10. Helsinki: Opetushallitus.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruickshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Eds.) (2001), <em>A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives.</em> Abridged Edition. New York: Addison Wesley Longman.
Arada, K., Sanchez, A., & Bell, P. (2023). Youth as pattern makers for racial justice: How speculative design pedagogy in science can promote restorative futures through radical care practices. <em>Journal of the Learning Sciences, 32</em>(1), 76–109. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1080/10508406.2022.2154158" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1080/10508406.2022.2154158</a>">https://doi.org/10.1080/10508406.2022.2154158</ext-link>
Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework. In M. Bacigalupo, & Y. Punie (Eds.), <em>Publications Office of the European Union</em>, Luxembourg. doi:<a href="https://doi.org/10.2760/13286" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2760/13286</a>, JRC128040
Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022). Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development. <em>Environmental Education Research</em>, <em>28</em>(6), 867–885. doi: <a href="https://doi.org/10.1080/13504622.2022.2042206" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/13504622.2022.2042206</a>
Bolte, C., Holbrook, J., & Rauch, F. (2012). Inquiry-based science education in Europe: First examples and reflections from the Profiles project. Graz: University of Klagenfurt.
Brickhouse, N. W. (2007) Scientific literates: What do they do? Who are they? <em>Proceedings of the Linnaeus Tercentenary 2007 Symposium Promoting Scientific Literacy: Science Education Research in Transaction</em>, May 28-29, 2007, Uppsala, Sweden.
Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020), Socio-scientific issues within science education and their role in promoting the desired citizenry, <em>Science Education International, 31</em>(2), 203–208. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.33828/sei.v31.i2.10" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.33828/sei.v31.i2.10</a>">https://doi.org/10.33828/sei.v31.i2.10</ext-link>
Cooper, J. L., MacGregor, J., Smith, K. A., & Robinson, P. (2000). Implementing small-group Instruction: Insights from successful practitioners. <em>New Directions for Teaching and Learning, 81</em>, 63–76.
Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. <em>PAACE Journal of Lifelong Learning</em>, <em>7</em>, 1–14.
Duschl, R. A. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. <em>Review of Educational Research, 32,</em> 268–291. doi: <a href="https://doi.org/10.3102/0091732X07309371" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3102/0091732X07309371</a>
Fien, J. (2001). <em>Education for sustainability: Reorientating Australian schools for a sustainable future</em>. Fitzroy, Victoria, Australia: TELA: Environment, Economy and Society: Australian Conservation Foundation.
Fry, L. W., & Egel, E. (2021). Global leadership for sustainability, <em>Sustainability, 13</em>(11), 6360. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su13116360" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su13116360</a>">https://doi.org/10.3390/su13116360</ext-link>
Grűnewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. <em>American Educational Research Journal</em>, <em>40</em>(3), 619–654. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3102/00028312040003619" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3102/00028312040003619</a>">https://doi.org/10.3102/00028312040003619</ext-link>
Haglund, J., & Hultén, M. (2017). Tension between visions of science education: The case of energy quality in Swedish secondary science curricula. <em>Science & Education</em>, <em>26</em>, 323–344. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://link.springer.com/article/10.1007/s11191-017-9895-1">https://link.springer.com/article/10.1007/s11191-017-9895-1</ext-link>
Havu-Nuutinen, S., & Keinonen, T. (2010). The changes in pupils’ conceptions of human body based on science, technology and society based teaching. <em>Journal of Baltic Science Education</em>, <em>9</em>(3), 212–223.
Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education - A pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. <em>International Journal of Science and Mathematics Education</em>, <em>9</em>(6),1459–1483. doi: <a href="https://doi.org/10.1007/s10763-010-9273-9" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s10763-010-9273-9</a>
Howard, P. G. (2018). Twenty-first century learning as a radical re-thinking of education in the service of life. <em>Education Sciences</em>, <em>8</em>(4), 189. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/educsci8040189" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/educsci8040189</a>">https://doi.org/10.3390/educsci8040189</ext-link>
Howlett, C., Ferreira, J., & Blomfield, J. (2016). Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach. <em>International Journal of Sustainability in Higher Education, 17</em>(3), 305–321. doi:<a href="https://doi.org/10.1108/IJSHE-07-2014-0102" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1108/IJSHE-07-2014-0102</a>
Jeronen, E. (2023). Sustainable education. In S. Idowu, R. Schmidpeter, N. Capaldi, L. Zu, M. Del Baldo, & R. Abreu (Eds.), <em>Encyclopedia of sustainable management</em>. Springer. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/978-3-031-25984-5_237”" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/978-3-031-25984-5_237”</a>">https://doi.org/10.1007/978-3-031-25984-5_237”</ext-link>
Keinonen, T., Varis, K., Constantinou, C. P., Rannikmäe, M., Scheersoi, A., & Simon, S. (2021). Integrating sustainability issues through career-based scenarios in the MultiCO project. In E. Jeronen (Eds.), <em>Transitioning to quality education</em> (pp. 203–224), Basel.
Kent, M., Gilbertsson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. <em>Journal of Geography in Higher Education, 21</em>, 313–332.
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. <em>Sustainability</em>, <em>11</em>(21), 6104. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su11216104" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su11216104</a>">https://doi.org/10.3390/su11216104</ext-link>
Klein, J. T. (2018). Learning in transdisciplinary collaborations: a conceptual vocabulary. In D. Fam, L. Neuhauser, & P. Gibbs (Eds.), <em>Transdisciplinary theory, practice and education: The art of collaborative research and collective learning</em> (pp.11–23). Cham: Springer International Publishing. doi: <a href="https://doi.org/10.1007/978-3-319-93743-4_2" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/978-3-319-93743-4_2</a>
Kärkkäinen, S., Keinonen, T., Kukkonen, J., Juntunen, S., & Ratinen, I. (2017). The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape. <em>Environmental Education Research</em>, <em>23</em>(8), 1072–1087, doi: 10.1080/ 13504622.2016.1177711
Kärkkäinen, S., Kukkonen, J., Kontturi, S., & Keinonen, T. (2018). Promoting health literacy: sixth graders working in partnership with the local pharmacy. <em>Health Education, 118</em>(6), 470-482. doi:<a href="https://doi.org/10.1108/HE-01-2018-0004" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1108/HE-01-2018-0004</a>
Laurie, R., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. <em>Journal of Education for Sustainable Development, 10</em>(2), 226–242. <a href="https://doi.org/10.1177/0973408216661442" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0973408216661442</a>
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. I. (2018). The role of transformation in learning and education for sustainability. <em>Journal of Cleaner Production, 199</em>, 286–295. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.jclepro.2018.07.017" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.jclepro.2018.07.017</a>">https://doi.org/10.1016/j.jclepro.2018.07.017</ext-link>
Lehtonen, A., Salonen, A., Cantell, H., & Riuttanen, L. (2018). A pedagogy of interconnectedness for encountering climate change as a wicked sustainability problem. <em>Journal of Cleaner Production, 199,</em> 860e867. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.jcle-pro.2018.07.186" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.jcle-pro.2018.07.186</a>">https://doi.org/10.1016/j.jcle-pro.2018.07.186</ext-link>
Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E., Branchetti, L., & Wilson, C. (2021). Recognition and operationalization of Future-Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking. <em>Science Education, 105,</em> 281–308. doi: <a href="https://doi.org/10.1002/sce.21612" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1002/sce.21612</a>
Liu, X. (2013). Expanding notions of scientific literacy: A reconceptualization of aims of science education in the knowledge society. In N. Mansour, & R. Wegerif (Eds.), <em>Science Education for diversity theory and practice</em> (pp. 23−39), Springer.
Lotz-Sisitka, H., Wals, A. E., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. <em>Current Opinion in Environmental Sustainability</em>, <em>16</em>, 73–80.
Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. <em>Sustainability, 9</em>, 1889, 1– 15. doi:<a href="https://doi.org/10.3390/su9101889" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3390/su9101889</a>
Mezirow, J. (2000). A guide to transformative and emancipatory learning, critical reflection In Mezirow, J. <em>(Ed.), How critical reflection triggers transformative learning.</em> USA: Jossey-Bass.
Mitchell, C., Cordell, D., & Fam, D. (2015). Beginning at the end: the outcome spaces framework to guide purposive transdisciplinary research. <em>Futures,</em> 65, 86–96. doi: <a href="https://doi.org/10.1016/j.futures.2014.10.007" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.futures.2014.10.007</a>
Moore, J. (2005). Is higher education ready for transformative learning? A question explored in the study of sustainability, <em>Journal of Transformative Education</em>, <em>3</em>, 76–91. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="http://www.doi.org/<a href="https://doi.org/10.1177/1541344604270862" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/1541344604270862</a>">http://www.doi.org/<a href="https://doi.org/10.1177/1541344604270862" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/1541344604270862</a></ext-link>
Morrison, P. (2016). School home interactive curriculum development: Teachers and families in partnership. In K. González, & R. Frumkin (Eds.), <em>Handbook of Research on effective communication in culturally diverse classrooms</em> (pp. 129–152). Hershey, USA: IGI Global.
Palmberg, I., Hofman-Bergholm, M., Jeronen, E., & Yli-Panula, E. (2017). Systems thinking for understanding sustainability Nordic student teachers’ views on the relationship between species identification, biodiversity and sustainable development. <em>Education Sciences</em>, <em>7,</em> 1-18; doi:<a href="https://doi.org/10.3390/educsci7030072" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3390/educsci7030072</a>
Papenfuss, J., Merritt, E., Manuel-Navarrete, D., Cloutier, S., & Eckard, B. (2019). Inter-acting pedagogies: A review and framework for sustainability education. <em>Journal of Sustainability Education</em>, <em>20</em>, 1–19. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="http://susted.com/wordpress/wp-content/uploads/2019/04/Papenfuss-JSE-April-2019-General-Issue-PDF.pdf">http://susted.com/wordpress/wp-content/uploads/2019/04/Papenfuss-JSE-April-2019-General-Issue-PDF.pdf</ext-link>
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. <em>Educational research review, 14</em>, 47–61. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.edurev.2015.02.003" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.edurev.2015.02.003</a>">https://doi.org/10.1016/j.edurev.2015.02.003</ext-link>
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. <em>Theory into Practice</em>, <em>41</em>(4), 219–225.
Pugh, K., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2009). Motivation, learning, and transformative experience: A study of deep engagement in science. <em>Science Education</em>, <em>94,</em> 1–28.
Ratinen, I., & Linnanen, L. (2022). Exploring systems thinking competence of Finns in fostering sustainable transformation. <em>World</em>, 3, 287–298. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/world3020015" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/world3020015</a>">https://doi.org/10.3390/world3020015</ext-link>
Remington-Doucette, S. M., Connell, K. Y. H., Armstrong, C. M., & Musgrove, S. L. (2013). Assessing sustainability education in a transdisciplinary undergraduate course focused on real-world problem solving: A case for disciplinary grounding. <em>International Journal of Sustainability in Higher Education, 14</em>(4), 404–433. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1108/IJSHE-01-2012-0001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1108/IJSHE-01-2012-0001</a>">https://doi.org/10.1108/IJSHE-01-2012-0001</ext-link>.
Rieckman, M. (2018). Learning to transform the world: key competencies in Education for Sustainable Development. In A. Leicht, J. Heiss, & W. J. Byun, (Eds.), Issues and trends in education for sustainable development (pp. 39-59). UNESCO. Paris, France. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://unesdoc.unesco.org/ark:/48223/pf0000261802">https://unesdoc.unesco.org/ark:/48223/pf0000261802</ext-link>
Riemeier, T. (2007). Moderater Konstruktivismus. In D. Krűger, & H. Vogt (Eds.), Theorien in der biologiedidaktischen Forschung. Ein Handbuch für Lehramtsstudenten und Doktoranden [Theories in biology didactic research. A handbook for student teachers and doctoral students] (pp. 69–79), Springer.
Roberts, D. A. (2011). Competing visions on scientific literacy. The influence of science curriculum policy image. In C. Linder, L. Östman, D. A. Roberts, P-O. Wickman, G. Ericksen, & MacKinnon (Eds.), <em>Exploring the landscape of scientific literacy</em> (pp. 11–217), Routledge.
Roberts, D. A. & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. G. Lederman, & S. K. Abel (Eds.), <em>Handbook of research on science education</em> (pp. 545−558), Routledge.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. <em>Educational Researcher,15</em>(2), 4–14. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3102/0013189X015002004" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3102/0013189X015002004</a>">https://doi.org/10.3102/0013189X015002004</ext-link>
Siarova, H., Sternadel, D., & Szőnyi, E. (2019). Research for CULT committee–Science and scientific literacy as an educational challenge. EPRS: European Parliamentary Research Service. Belgium. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://policycommons.net/artifacts/1335164/research-for-cult-committee/1941452/">https://policycommons.net/artifacts/1335164/research-for-cult-committee/1941452/</ext-link>
Simms, L., Asselin, M., & Falkenberg, T. (2020). Environmental and sustainability education pedagogical approaches in pre service teacher education. <em>Canadian Journal of Environmental Education</em>, <em>2</em>, 14–32.
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of <em>Bildung</em>. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), <em>Cognition, metacognition, and culture in STEM Education. Innovations in Science Education and Technology</em>, <em>24</em>, 65−88, Springer. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/978-3-319-66659-4_4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/978-3-319-66659-4_4</a>">https://doi.org/10.1007/978-3-319-66659-4_4</ext-link>
Sjöström, J., Eilks, I., & Talanquer, V. (2020). Didactic models in chemistry education. <em>Journal of Chemical Education, 97</em>(4), 910–915. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1021/acs.jchemed.9b01034" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1021/acs.jchemed.9b01034</a>">https://doi.org/10.1021/acs.jchemed.9b01034</ext-link>
Stapp, W. B. (1969). The concept of environmental education. <em>Environmental Education, 1</em>(1), 30–31. doi:<a href="https://doi.org/10.1080/00139254.1969.10801479" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/00139254.1969.10801479</a>
Stengers, I. (2010). Including nonhumans in political theory: Opening Pandora’s box? In B. Braun & S. J. Whatmore (Eds.), <em>Political matter: Technoscience, democracy, and public life</em> (pp. 3–34), University of Minnesota Press. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="http://www.jstor.org/stable/<a href="https://doi.org/10.5749/j.ctttv6sg.5" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.5749/j.ctttv6sg.5</a>">http://www.jstor.org/stable/<a href="https://doi.org/10.5749/j.ctttv6sg.5" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.5749/j.ctttv6sg.5</a></ext-link>
Sterling, S. (2003). <em>Whole systems thinking as a basis for paradigm change in education: explorations in the context of sustainability</em>. [Doctoral dissertation, Centre for Research in Education and the Environment], University of Bath.
Sterling, S. (2004). An analysis of the development of sustainability education internationally. Evolution, interpretation and transformative potential. In C. Cullingford & J. Blewitt (Eds.), <em>The sustainability curriculum. The challenge for higher education</em> (pp. 43–62), Routledge.
Sterling, S. (2008). Sustainable education – Towards a deep learning response to unsustainability. <em>Policy & Practice, A Development Education Review, 6</em>, 63–68.
Sterling, S. (2010-11). Transformative learning and sustainability: sketching the conceptual ground. <em>Learning and Teaching in Higher Education, 5,</em> 17–33.
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. <em>Environmental Education Research, 16</em>, 511–528. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1080/13504622.2010.505427" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1080/13504622.2010.505427</a>">https://doi.org/10.1080/13504622.2010.505427</ext-link>
Sterling, S., Blake, J., & Goodson, I. (2013). Transformative learning for a sustainable future: An exploration of pedagogies for change at an alternative college. <em>Sustainability</em>, <em>5</em>(12), 5347–5372. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su5125347" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su5125347</a>">https://doi.org/10.3390/su5125347</ext-link>
Sterling S., Dawson, J., & Warwick, P. (2018). Transforming sustainability education at the creative edge of the mainstream: A case study of Schumacher College. <em>Journal of Transformative Education, 16</em>(4), 323–343. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1177/1541344618784375" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1177/1541344618784375</a>">https://doi.org/10.1177/1541344618784375</ext-link>
Taylor, N., Quinn, F., Jenkins, K., Miller-Brown, H., Rizk, N., Prodromou, D., Serow, P., & Taylor, S. (2019). Education for sustainability in the secondary sector - A review. <em>Journal</em> of <em>Education for Sustainable Development</em>, <em>13</em>(1), 102–122. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1177/0973408219846675" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1177/0973408219846675</a>">https://doi.org/10.1177/0973408219846675</ext-link>
Tilbury, D. (1995/2006). Environmental education for sustainability: defining the new focus of environmental education in the 1990s. <em>Environmental Education Research, 1</em>(2), 195–212. doi: <a href="https://doi.org/10.1080/1350462950010206" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/1350462950010206</a>
Torres-Coronas, T., Vidal-Blasco, M.., & Simón-Olmos, M. J. (2014). Aligning educational outcomes to boost employment and workforce employability. In V. Wang (Ed.), <em>Handbook of research on education and technology in a changing society</em> (pp. 407–417), <a href="https://doi.org/10.4018/978-1-4666-6046-5.ch031." target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.4018/978-1-4666-6046-5.ch031.</a>
Turner, J. C., & Fulmer, S. M. (2013). Observing interpersonal regulation of engagement during instruction in middle school classrooms. In S. Volet, & M.Vauras (Eds.), <em>Interpersonal regulation of learning and motivation: Methodological advances</em> (pp. 147–169), Routledge.
UNECE (United Nations Economic Commission for Europe). (2012). <em>Learning for Future. In Competences in Education for Sustainable Development. Strategy for Education for Sustainable Development</em>, The Netherlands. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://www.unece.org/filead-min/DAM/env/esd/ESD_Publications/Competences_Publication.pdf">https://www.unece.org/filead-min/DAM/env/esd/ESD_Publications/Competences_Publication.pdf</ext-link>
UNESCO (United Nations Educational, Scientific and Cultural Organization). (2014). Global citizenship education: Preparing learners for the challenges of the 21st century. Paris, France. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://unesdoc.unesco.org/ark:/48223/pf0000227729">https://unesdoc.unesco.org/ark:/48223/pf0000227729</ext-link>
UNESCO (United Nations Educational, Scientific and Cultural Organization). (2016). Unpacking Sustainable Development Goal 4: Education 2030.https://unesdoc.unesco.org/ark:/48223/pf0000246300.
UNESCO (United Nations Educational, Scientific and Cultural Organization). (2019). SDG 4 - Education 2030: Part II, Education for Sustainable Development beyond 2019. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://unesdoc.unesco.org/ark:/48223/pf0000366797">https://unesdoc.unesco.org/ark:/48223/pf0000366797</ext-link>
UNESCO (United Nations Educational, Scientific and Cultural Organization). (2020). Education for sustainable development: A roadmap Paris, France. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://unesdoc.unesco.org/ark:/48223/pf0000374802">https://unesdoc.unesco.org/ark:/48223/pf0000374802</ext-link>
Valladares, L. (2021). Scientific literacy and social transformation. <em>Science & Education</em>, <em>30</em>(3), 557−587. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://link.springer.com/article/10.1007/s11191-021-00205-2">https://link.springer.com/article/10.1007/s11191-021-00205-2</ext-link>
Varis, K., Jäppinen, I., Kärkkäinen, S., Keinonen, T., & Väyrynen., E. (2018). Promoting participation in society through science education. <em>Sustainability</em>, <em>10</em>(10), 3412. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su10103412" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su10103412</a>">https://doi.org/10.3390/su10103412</ext-link>
Vesterinen, V.M., Tolppanen, S., & Aksela, M. (2016) Toward citizenship science education: what students do to make the world a better place? <em>International Journal of Science Education, 38</em>(1), 30-50, doi: <a href="https://doi.org/10.1080/09500693.2015.1125035" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/09500693.2015.1125035</a>
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. <em>International Journal of Science and Mathematics Education, 14,</em> 659–680. doi:<a href="https://doi.org/10.1007/s10763-014-9605-2" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s10763-014-9605-2</a>
Wei, B., & Lin, J. (2022). Manifestation of three visions of scientific literacy in a senior high school chemistry curriculum: A content analysis study. <em>Journal of Chemical Education</em>, <em>99</em>(5), 1906–1912. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1021/acs.jchemed.2c00013" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1021/acs.jchemed.2c00013</a>">https://doi.org/10.1021/acs.jchemed.2c00013</ext-link>
Wickman, P. O., Liberg, C., & Östman, L. (2012). Transcending science: Scientific literacy and Bildung for the 21st century. In D. Jorde, & J. Dillon (Eds.), <em>Science education research and practice in Europe. Cultural Perspectives in Science Education</em>, 5 (pp. 39-61). Rotterdam. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/978-94-6091-900-8_3" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/978-94-6091-900-8_3</a>">https://doi.org/10.1007/978-94-6091-900-8_3</ext-link>
Wiek, A., Withycombe, L., & Redman, C. L., (2011a). Key competencies in sustainability – A reference framework for academic program development. <em>Sustainability Science</em>, <em>6</em>(2), 203-218. doi: <a href="https://doi.org/10.1007/s11625-011-0132-6" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s11625-011-0132-6</a>
Wiek, A., Withycombe, L., Redman, C.L., & Banas Mills, S. (2011b). Moving forward on competence in sustainability research and problem solving. <em>Environment: Science and Policy for Sustainable Development</em>, <em>53</em>(2), 3-12.
Wiek, A., Bernstein, M. J., Foley, R. W., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2016). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas, (Eds.), <em>Handbook of Higher Education for Sustainable Development</em> (pp. 241-260). Routledge.
Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. Sadler (Ed.), <em>Socio-scientific issues in the classroom: Teaching, learning and research</em> (pp. 277–305). Dordrecht: Springer Netherlands. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://link.springer.com/chapter/10.1007/978-94-007-1159-4_16">https://link.springer.com/chapter/10.1007/978-94-007-1159-4_16</ext-link>
Zohar, A. (2023). Scaling-up higher order thinking, demonstrating a paradigm for deep educational change. Springer. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/978-3-031-15967-1" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/978-3-031-15967-1</a>">https://doi.org/10.1007/978-3-031-15967-1</ext-link>