Abstract
Sustainability education is an important challenge for institutions across grade levels and cultures. While much educational effort focuses on supporting students’ acquisition of knowledge and information, the role of cognition and various thinking skills and processes may be a greater key to truly fostering sustainable thinking and behavior. This article focuses on the wide range of thinking processes and skills that connect to sustainability and offers suggestions for supporting and improving sustainability education. These range across topics such as critical thinking, systems thinking, metacognition, and wisdom. The role of various types of cognitive development is also discussed and sug gestions are made for supporting and improving different types of thinking.
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