SOCIOLOGICAL PERSPECTIVES TO EDUCATION FOR SUSTAINABLE DEVELOPMENT: ADDRESSING INEQUALITY, CULTURE, AND SOCIAL TRANSFORMATION IN LEARNING ENVIRONMENTS

Abstract

This article examines the crucial role that sociological viewpoints play in developing education for sustainable development (ESD), which, when based on a sociological framework, must actively address issues of inequality, cultural diversity, and systemic change in educational settings in addition to promoting environmental awareness. This article contends that although environmental sustainability is an essential component of ESD, a limited emphasis on ecological issues runs the risk of ignoring the deeply ingrained social structures that shape who has access to education, how knowledge is valued, and what kinds of futures are envisioned for various learner groups. The paper highlights the importance of putting equity, identity, and power dynamics front and center in ESD discourse and practice by drawing on both traditional theories such as Freire's Critical Pedagogy and Bourdieu's Social Reproduction and modern sociological findings. Teachers may develop critical consciousness, create inclusive learning environments, and enable students to act as change agents by incorporating these sociological viewpoints into educational policy and pedagogy. The broader objectives of the Sustainable Development Goals (SDGs) are in line with this transformative approach, especially SDG 4.7, which asks for education that supports human rights, gender equality, sustainable lifestyles, and an understanding of cultural variety. ESD can develop into a more comprehensive and just framework for creating sustainable futures through this kind of integration.