This book offers a critical examination of past failures and highlights innovative approaches from practice, setting the agenda for the next decade. It presents a cross-sectoral analysis that links curriculum development to global challenges such as public health, climate risks and the green transition. The authors do not observe the goals in isolation, but through the dynamic interaction of education, ecology, health, social development and political science. At the center of the work is SDG 4 (Quality Education), with a key shift from theory to the development of teacher competencies. The book explores how education for sustainability (ESD) can bridge the gap between formal and informal learning by applying sustainable educational practices that shape the critical consciousness of future generations. It fills a significant gap in the literature by providing essential insights into the mental health of Indigenous people in rural and remote areas. The work goes beyond Western centrism and offers innovative approaches from practice that international organizations often overlook. While most of the literature deals with Climate Change Mitigation, this book sets the agenda for the next decade through the concept of Regenerative Renaissance. It offers a vision of social recovery and sustainability of cultural heritage, turning political debate into a practical guide to creating resilient communities. The book is an indispensable tool for educators, policy makers and practitioners offering diverse content, expected to have a significant impact on the scientific, educational, social, cultural, and political debate on sustainable development.<\/p>\n","protected":false},"excerpt":{"rendered":"
This book offers a critical examination of past failures and highlights innovative approaches from practice, setting the agenda for the next decade. It presents a cross-sectoral analysis that links curriculum development to global challenges such as public health, climate risks and the green transition. The authors do not observe the goals in isolation, but through …<\/p>\n","protected":false},"featured_media":6964,"template":"","tags":[6583,6570,6586,98,6577,6578,6584,6579,6574,6587,6575,6582,6576,4129,6585,6573,6572,6581,6571,6580,2894],"book_category":[],"class_list":["post-6962","book","type-book","status-publish","has-post-thumbnail","hentry","tag-2015-2025-milestone","tag-agenda-2030","tag-climate-change-mitigation","tag-comparative-analysis","tag-critical-review","tag-cross-sectoral-analysis","tag-curriculum-development","tag-education-for-sustainable-development-esd","tag-formal-and-informal-learning","tag-green-transition","tag-inclusive-policies","tag-political-science","tag-public-health","tag-quality-education","tag-regenerative-renaissance","tag-social-impact-on-sustainability","tag-societal-development","tag-sustainability-of-cultural-heritage","tag-sustainable-development-goals","tag-sustainable-educational-practices","tag-teacher-competencies"],"acf":[],"_links":{"self":[{"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/book\/6962","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/book"}],"about":[{"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/types\/book"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/media\/6964"}],"wp:attachment":[{"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/media?parent=6962"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/tags?post=6962"},{"taxonomy":"book_category","embeddable":true,"href":"https:\/\/ffstopenpress.ffst.hr\/en\/wp-json\/wp\/v2\/book_category?post=6962"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}