Abstract
This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD—Barcelona, Changwon and Rosario—and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis.
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