Abstract
To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-critical orientation in university-based teacher education of the ‘head, heart, and hands’ model of transformative learning as an organising principle. Integration of intellect, emotion, and body as the activation triad can encourage students and teachers towards transformative engagement. Educational policies of the Scottish government, the influence on teaching practices, and benefits to student learning experiences are explored through the context of COP26 and teacher education in Scotland. Implications are proposed to inspire change in higher education for educating for a sustainable future.
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