Sustainable Development Goals are intended to achieve a better and more sustainable future for all. This must be transformed into pedagogy in order to influence students’ conception and understanding of common challenges, like poverty, inequality, climate change and justice.
How do we educate students to act and relate constructively and ethically ?
Intended behaviour change is linked to environmental programs and sustainability. UNESCO mentions character quality as an educational instrument in Education for Sustainability. Character qualities, interpersonal and soft skills relate to behaviour and understanding of environments: how we make sense and interact with others. The former determine how we behave and engage with complex environments. The UN stresses that sustainability encompasses promoting the social, economic and political inclusion of all, allowing all citizens to participate in political processes and representing their interests.
I address the concept of sustainability pedagogy from the perspective of pedagogical philosophy and the PPL origin within critical pedagogy in order to discuss how to deal with character quality development in a sustainability curriculum. I draw on Peter Kemp and Lévina´s ideas a out the consideration of “The Other” as well as Klafki`s concepts of categorical formation, about students’ understanding of their relationship to society and the world, and how to act on the basis of this understanding.
I argue that the traditional foundation of knowledge creation and scientific processes is challenged and a new political and ethical understanding requires co-construction and inclusive collaboration, which must be reflected in a conceptualisation of a sustainability pedagogy.

Is character quality essential to the development of a "sustainability pedagogy" within a PBL learning community?

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)