Rethinking enabling educational contexts to promote sustainable development

Abstract

The essay aims to reflect on the possibility of undertaking a new regenerative way centered on the paradigm of sustainability in the light of what is indicated by the international (UN Agenda 2030) and national (ASviS) policies on a new model of environmental, social and cultural development.
In this perspective, it is necessary to question how education, training and pedagogy can “intercept” these challenges in order to be able to propose that culture of sustainability starting from the formation of the new generations, through empowering learning contexts of an eminently transformative and generative nature (Mezirow, 1991; Margiotta, 2015) in knowing how to recognize, accept and creatively live “taking care” of our “homeland” and the people who live there (Morin, 2020).