Sustainable Wellbeing Education in Schools

What kind of future do people want? This is a philosophical question that has been at the core of sustainability literature for many decades and as we strive to co-create a sustainable future, public involvement and engagement with future visions is fundamental when aiming for a desirable future. Future studies is a science with a strong emphasis on imagination and the creation of different possible futures often used to address complex global socio-economic challenges (Motti,2023) – Despite the wide range of use of future studies as a problem solving technique to address the world’s most pressing challenges, the intersection between public engagement (ways in which scientific research can be shared with the public) and future studies in societal transformations or often addressed in limited capabilities – when public engagement is considered, it is widely focused on adult public engagement and deliberation such as futures workshops and neglects the engagement with young people in schools who play a fundamental role in shaping the future.

While making sustainability education accessible in schools would be a common response to this query, the meaning of sustainability to young people and why they should consider sustainable behaviour remains vague. Sustainable behaviour requires conscious and intentional action towards an envisioned future which in turn will prompt individual behaviour change. Therefore, without engaging young people with future visions in schools may limit their full understanding of why sustainability matters or why they should be sustainable. Are young people being sustainable because they are being told or persuaded to act eco-friendly?

Several studies and theoretical frameworks have conceptualized and studied the connections between positive psychology (wellbeing) and sustainability as the main disciplines underlying the concepts of human-nature relationships (Ronen and Kerret, 2020). These connections have been explored and conceptualized on a psychological level and an educational level, with the aim of promoting both human and environmental wellbeing—a joint lens of positive psychology and environmental sustainability. Therefore, when educating young people, we can no longer consider wellbeing and sustainability as two distinct concepts; we need to outline the commonalties and connections in the dimensions of wellbeing from the dimensions of positive psychology and sustainability. Despite the efforts of including sustainability initiatives in schools, the education system also plays a vital role in promoting sustainability while also focusing on an integrative approach to promoting individual wellbeing and environmental education. A holistic and comprehensive understanding of sustainability is needed for young people to intentionally approach thoughts, emotions, attitudes, and behaviours directed towards a sustainable future.

Written by, Founder Nomhle Shantel S Sandawana Educator, Education Consultant and PhD researcher EduWell Consultancy