HIGHLIGHTS
SUMMARY
Because teachers are widely recognized as powerful agents of social change and serve as the translators of Education for Sustainable Development policy into classroom practice, it is crucial to investigate what they understand and think about sustainability and how those perceptions influence implementation of sustainability education at the classroom level. A review of teachers` views in different parts of the world reveal shared obstacles to learning for sustainability and highlight a critical need to help build educators` capacity to provide transformative learning opportunities for students. Literature review A survey of the literature reveals a . . .
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