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Reframing Sustainability Learning: From Net-zero to Net-positive

Author

Listed:
  • Robert J. Didham

    (Robert J. Didham, Center for Collaborative Learning for Sustainable Development, University of Inland Norway, Elverum, Hedmark 2418, Norway. E-mail: robert.didham@inn.no)

Abstract

In this commentary, the idea of a stronger focus on a net-positive learning perspective and a solutions-oriented approach in education for sustainable development (ESD) is proposed as a means to uplift its transformative potential and support an accelerated effort towards achieving the sustainable development goals (SDGs). A net-positive learning perspective in ESD moves beyond a mitigation-based approach to achieving sustainable development and brings into focus a positive benefits approach—giving more than you take. It also acknowledges the importance of sustainable development as a form of immanent development that evolves through processes of negotiation, deliberation and reframing and aims to build the competence for this collaborative, values-based endeavour in learners and through engaged citizenship.

Suggested Citation

  • Robert J. Didham, 2025. "Reframing Sustainability Learning: From Net-zero to Net-positive," Journal of Education for Sustainable Development, , vol. 19(1), pages 46-57, March.
    • Handle: RePEc:sae:jousus:v:19:y:2025:i:1:p:46-57
    DOI: 10.1177/09734082251336303
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    References listed on IDEAS

    as
    1. Tobias Schnitzler, 2019. "The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces," Journal of Education for Sustainable Development, , vol. 13(2), pages 242-253, September.
    2. Stephen Morse, 2008. "Post-sustainable development," Sustainable Development, John Wiley & Sons, Ltd., vol. 16(5), pages 341-352.
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