How can research and practical experience help policymakers strengthen ESD across education systems? Following the September launch of three UNESCO guidance tools, UNESCO published three complementary policy papers 辞苍听22 October 2026聽as part of its聽Transforming Futures听辫谤辞箩别肠迟.

The papers address聽,听听补苍诲听. Drawing on international research and action research involving 41 institutions across ten countries, they offer recommendations for translating ESD ambitions into education policy and institutional practice.

The policy paper and guidance tool on whole-institution approaches were co-authored by Katrin Kohl and Charles Hopkins of 91亚色's UNESCO Chair with Isabel Toman and Hilligje van't Land of the International Association of Universities. They address how institutions can connect learning, governance, operations and community engagement to support sustainability transitions.

91亚色 has launched its new 2026鈥�2030 University Academic Plan (UAP), outlining six guiding principles for teaching, learning, research and community engagement.

The plan emphasizes forward-looking education, research for the public good, partnerships, student success, global connections and inclusive communities. It also reaffirms 91亚色's commitment to advancing the聽17 Sustainable Development Goals (SDGs)聽through education, research and institutional action. Members of the 91亚色 community are invited to participate in campus engagement sessions and help bring the plan to life.

What needs to change in education to respond to a changing planet? The new聽Key Insights on Education for Planetary Futures聽 brings together ten insights exploring how education can respond to ecological, societal and technological transformations. A joint initiative of聽Arizona State University and the UNESCO-MOST BRIDGES Coalition, the report examines interdependence, Indigenous and diverse knowledge systems, youth agency, AI, assessment and systemic transformation.

91亚色's UNESCO Co-Chairs Charles Hopkins and Katrin Kohl contributed as reviewers to this international collaborative effort. The report offers valuable perspectives for rethinking the purpose of education and advancing Education for Sustainable Development beyond 2030.

How can universities translate their sustainability commitments into changes in institutional policies, educational programmes and courses? 91亚色's UNESCO Co-Chairs Charles Hopkins and Katrin Kohl are back on the faculty team! The of Leaders in Higher Education Alliance and Programme - For Accelerating Sustainability Transformations - short: LEAP-FAST, developed through cooperation between UNITAR, UNESCO and Majmaah University, has started in September with a co-creation week in November 2026.

What will shape education between now and 2045, and how can we prepare for the challenges ahead? UNESCO and the SDG 4 High-Level Steering Committee invite their stakeholders to contribute to five interactive thematic consultations informing the global education agenda beyond 2030. The explore emerging trends, risks and opportunities, with a focus on equity, inclusion and the transformation of education systems.

• 16 November 2026 | 2鈥�4pm CET:聽Equity, Well-being and Changing Learner Populations
• 17 November 2026 | 2鈥�3:30pm CET:聽Financing, Governing and Delivering Education Transformation
• 18 November 2026 | 2鈥�4pm CET:聽Skills and Learning in Changing Economies and Societies
• 14 December 2026 | 1鈥�3pm CET:聽Artificial Intelligence, Digital Transformation and Emerging Technologies in Education

Participants are encouraged to actively contribute perspectives and recommendations to help shape the future education agenda.

How prepared are we for a changing world, and what should education help us learn? Bridge 47 invites you to take its 10-minute survey,听Future Skills for a Changing World.聽Your perspectives can help identify important learning needs for the future.

Join the conversation on education beyond 2030! Bridge 47 will also host the next webinar in its聽Post-2030 SDG 4.7 Conversation Series, exploring the future of education and lifelong learning on 2 December 2026 | 8鈥�10am EST / 3鈥�5pm EET.

聽2 December 2026 | 8鈥�10am EST

What does education for human flourishing mean for international collaboration and education systems facing increasingly complex challenges? On 1-4 November 2026, Salzburg Global's聽Education Retreat: 聽will bring together representatives from around 30 organizations to explore new ideas for collaboration and opportunities to strengthen education's role in shaping societal futures.

Charles Hopkins and Katrin Kohl will join the discussions in Salzburg, Austria, connecting the UNESCO Chair's work on ESD including ESD beyond 2030, transformative education and the emerging post-2030 agenda with wider conversations on education for human flourishing.

1-4 November 2026

The International Forum on Global Citizenship Education, Partnerships and Peace, hosted by the in partnership with the Ministry of Foreign Affairs of the Republic of Korea and Salzburg Global, will on 4 November 2026 at Schloss Leopoldskron in Salzburg, Austria. UNESCO Co-Chair Katrin Kohl will address education in global uncertainty as the Forum brings together key stakeholders to explore how education, global citizenship, partnerships and peace can help shape a shared vision for education beyond 2030.

4 November 2026

3-6 November 2026

Artificial intelligence is changing how knowledge is produced, shared and assessed. What does this mean for the public purpose and future responsibilities of universities? On 3-6 November 2026, the International Association of Universities (IAU) will convene its 17th General Conference under the theme聽The Value of Universities in the Era of Artificial Intelligence in Perth, Australia. The General Conference will also elect the IAU President and Administrative Board for the next four years.

14 November 2026 - Education Day at COP31

From 9-20 November 2026, the 31st United Nations Climate Change Conference (COP31) will bring governments and international stakeholders together to advance climate action and implementation in Antalya, T眉rkiye. On 14 November 2026, COP31 will dedicate a thematic day to children, youth, education and skills, including climate literacy, curriculum development, green skills and lifelong learning. TeachersCOP 2026, organized by the Office for Climate Education, will highlight practical climate education initiatives and educators' contributions to climate action.

罢丑别听World Environmental Education Congress (WEEC) 2026 Virtual Conference under the theme Reconnect with Earth will from 17-20 November 2026, bringing together the global environmental education community to exchange research, experiences and ideas for action. The programme includes presentations and posters in聽English, French and Spanish, alongside a聽Youth Conference. Conference content will remain accessible online throughout the event, supporting participation across time zones.

17-20 November 2026

How can higher education advance equality while adapting to rapidly changing digital technologies? On 24 November 2026, the (WAHED26) will focus 辞苍听AI, Advocacy and Action: Making Equality in Higher Education Happen. Organized by the World Access to Higher Education Network (WAHEN), the global online programme will explore equitable access, student success, policy and institutional responsibility, including the opportunities and risks associated with AI. The event will connect policymakers, researchers, institutions, students and advocates working to ensure that higher education remains accessible and inclusive.

24 November 2026

25-26 November 2026

How can AI contribute to a more inclusive and sustainable future? 罢丑别听UNU Macau AI Conference 2026 will take place聽25-26 November 2026 in Macao SAR, China. Organized by the United Nations University Institute in Macau, the will bring together researchers, policymakers, industry leaders and practitioners to explore AI governance, sustainability, digital inclusion and the societal implications of rapidly evolving technologies.

1 December 2026

How can education foster hope, renewal and meaningful change in challenging times? On 1 December 2026 in Liverpool, United Kingdom, TEESNet 2026聽will bring together educators, researchers and practitioners to explore transformative approaches to education and the role of learning in shaping more sustainable and equitable futures.

1-2 December 2026

How can we anticipate emerging inequalities and shape more inclusive futures? UNESCO's聽World Futures Day 2026聽to be held at UNESCO Headquarters in Paris, France, on 1-2 December 2026 will explore the聽Futures of Inequalities. Convened by UNESCO, with contributions from UNESCO Chairs, UNITWIN Networks and partners, the will bring together interdisciplinary perspectives to inform policy, international cooperation and action beyond 2030.

Save the date: The next UNESCO World Conference on Education for Sustainable Development will on 13-15 January 2027 in Nairobi, Kenya, hosted by UNESCO and the Government of Kenya.

As 2030 approaches, the Conference will take stock of progress, address emerging priorities and help shape the future of ESD beyond 2030. Expected outcomes include a聽Nairobi Consensus聽and the outcome of UNESCO鈥檚 Munich Symposium on ESD beyond 2030.

13-15 January 2027

罢丑别听Learning Planet Festival will return in a new format in聽January 2027, following a 2026 edition that featured more than 800 events and 500 partner organizations and reaching participants from over 190 countries. The will feature a focused programme around聽mental health and well-being, peace and global citizenship, and climate and sustainability, with youth agency connecting the three areas.

25-29 January 2027

How can Canada strengthen its economic, societal and environmental resilience? As Canada prepares its 2027 Voluntary National Review (VNR) on the Sustainable Development Goals (SDGs), the Government of Canada invites individuals and organizations to share their experiences, challenges and solutions through three interactive webinars. The public consultation closes 18 December 2026.

Online webinars in November 2026 | 1鈥�2pm EST

• 5 November 2026 | Economic resilience:聽
• 12 November 2026 | Societal resilience:聽
• 19 November 2026 | Environmental resilience:聽

All sessions include interactive discussions and simultaneous English-French interpretation.

5, 12, and 19 November 2026 | 1-2pm EST

How can educators better prepare learners to understand climate change and take meaningful action? The United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) introduces its new聽Climate Change Competency Framework for Educators (C鲁FE). The identifies five core domains:聽what to teach, how to teach, how to care for learners, how to assess learning and how to support action.

Designed for educators across formal, non-formal and lifelong learning settings, it provides practical guidance for strengthening climate change education while allowing adaptation to different local contexts.

Gender disparities in education are shaped by geography, income, social conditions and institutional barriers, with different challenges affecting learners across regions and education levels.

UNESCO's new 2026 Gender Report: Gender Equity in Access to Education examines progress and continuing inequalities in participation and attainment, including primary, secondary and post-secondary education.

With discussions on the post-2030 education agenda advancing, the offer an important reminder that education policies need to consider who can access opportunities, who completes their education and which learners remain excluded.

How can economic, digital and green transformations benefit everyone? The UN聽World Social Report 2026: The New Economics of Social Inclusion聽examines how inequalities limit opportunities and weaken societal resilience.

The finds that 26% of the global population still lacks internet access, while 27% of young women aged 15鈥�24 are neither employed nor in education or training. It calls for greater investment in quality education, lifelong learning, digital skills and social protection to ensure more inclusive and equitable transformations.

Its central message:聽Transformations are inevitable. Exclusion is not.

Sage has launched a new聽聽page. Two special issues, co-edited by Charles Hopkins and Katrin Kohl with Amber Webb and Radhika Iyengar from SDSN, in collaboration with the聽Journal of Education for Sustainable Development (JESD)聽are featured. The collection highlights the contribution of ESD research to SDG 4, particularly Target 4.7, and its relevance for education policy and practice.

The UNESCO Chair contributes to UNESCO's international foresight process on the future of Education for Sustainable Development.

Co-Chairholder Katrin Kohl serves as commissioned consultant and draft author of UNESCO's ESD Beyond 2030 position paper. The work draws on international expertise, peer review and consultations, including the Global Expert Symposium held in Munich, Germany, on 1鈥�2 September 2026.

The emerging vision explores how ESD can build on its achievements while responding to changing global realities. Central considerations include connecting individual learning with collective action and institutional and systemic transformation, engaging diverse knowledge systems, localizing global goals, and strengthening education's contribution to sustainability across all generations.

The process contributes to preparations for UNESCO's World Conference on Education for Sustainable Development, 13鈥�15 January 2027, in Nairobi, Kenya, and wider discussions on the future global education agenda.

The UNESCO Chair at 91亚色 is a founding partner of the UNITWIN Network on Education for Sustainable Development and Societal Transformations (UNiESD&ST), connecting UNESCO Chairs and academic partners across world regions.

In December 2023, the Network issued Our Shared Vision for Education for Sustainable Development during the ESD-Net Global Meeting in Tokyo, Japan. The Statement positioned ESD as integral to quality education, a key enabler of the Sustainable Development Goals and an educational approach supporting societal transformation.

As discussions on education beyond 2030 advance, the Network has prepared an updated joint statement to reflect emerging priorities and strengthen its shared understanding of ESD's future contribution to inform the World Conference on ESD in Kenya. This work connects the perspectives of UNESCO Chairs and their partners to international discussions on the next phase of ESD.

Higher education has a crucial role in shaping sustainable development, including its contributions to knowledge, democratic societies, innovation and institutional transformation. Initiated by the UNESCO Chair at 91亚色, the Global Higher Education Symposium (GHES) brings international partners and networks into dialogue on strengthening higher education's role in the global agenda.

Building on the first symposium in 2025 and a subsequent global consultation, the second symposium (GHES II) convened at United Nations Headquarters in New 91亚色 on 13 July 2026. At the GHES II, organizing institutions launched Building Sustainable Futures: A Consensus Statement on the Unique Position of Higher Education in the Pursuit of Solutions.

Co-Chairholder Katrin Kohl was among the three drafting authors, working with Amber Webb (SDSN) and Noah Sobe (UNESCO). Developed with international partners, the Consensus Statement identifies five key priorities across integrating sustainability, democratic values, inclusion and diverse knowledge systems, responsible innovation and AI, and systemic changes in governance and funding.

The Statement provides a shared foundation for strengthening higher education's contribution to sustainable development and emerging post-2030 priorities.

Welcome to the October 2026 edition of the 91亚色 UNESCO Chair Newsletter!

October brings two opportunities to reflect on the people and learning processes at the heart of Education for Sustainable Development (ESD). World Teachers鈥� Day on 5 October reminds us of the essential role educators play in shaping learning, institutions and societies. World Environmental Education Day on 14 October honouring the global impact of the 1977 Tbilisi Conference draws attention to learning that helps people understand and engage with the environmental challenges affecting their communities and our shared future.

Both speak to a wider question running through this month鈥檚 newsletter: How can education enable people to understand change, participate in it and help shape what comes next? From ESD beyond 2030 and new UNESCO guidance to AI, justice, youth well-being and opportunities for action, October offers plenty to explore.

Charles Hopkins and Katrin Kohl
UNESCO Chair in Reorienting Education towards Sustainability, 91亚色

How can education systems move from commitments to stronger ESD practice?

UNESCO has launched three new guidance tools focused on whole-institution approaches, pedagogies and assessment. Developed through the Transforming Futures project, the tools draw on international expertise and action research involving 41 institutions across ten countries. The guidance offers practical support for education institutions seeking to embed ESD across learning and institutional practice.

What should Education for Sustainable Development carry into the next global education agenda? UNESCO鈥檚 latest update looks at the ESD Beyond 2030 expert symposium held in Munich, Germany, on 1鈥�2 September 2026, where international experts explored emerging priorities, challenges and possibilities for the future of ESD.

For a closer look at the ideas emerging from this process, Katrin Kohl and Julia Heiss reflect on what ESD should carry beyond 2030 in a new NORRAG blog, exploring what should be retained, strengthened and reconsidered as the next global agenda takes shape.

In connection to ESD beyond 2030, we recommend reading this by David Donogue on the role of higher education for a world beyond 2030: With 2030 now approaching, what comes next in a very different world? What is clear is that higher education could and should play a greater role.

Two major OECD publications offer a timely picture of where education stands. PISA 2025 Results: Future-Ready Students learning attitudes, digitalization and AI, learning environments and students鈥� engagement with environmental challenges.

Education at a Glance 2026 provides the , comparing education participation, attainment, financing, outcomes and the organization of education systems. This year鈥檚 edition places a special focus on teacher shortages and how education systems can respond.

 1 October 2026 9am CEST | 5pm AEST

How can policymakers use evidence to strengthen climate education? The ClimateIQ: Policymakers Edition session, on 1 October 2026, at 3am EST | 9am CEST | 5pm AEST, will explore how education policymakers can access and use evidence to advance climate action and support meaningful outcomes for students, communities and the planet.

How can teachers help shape sustainability transformations and the education agenda beyond 2030? On 5 October 2026 at 9am EDT | 3pm CEST, the UNESCO Chair at Leuphana University L眉neburg will mark World Teachers鈥� Day with a , aiming to bring together teachers and teacher educators from different regions. The discussion will explore teachers as co-designers of sustainability transformations, with attention to the support, professional learning and enabling conditions needed for this role.

 5 October 2026 9am EDT | 3pm CEST

How should education systems govern Artificial Intelligence (AI) while protecting the public purpose of education? UNESCO has launched a , inviting experts, academics, government officials and other stakeholders to contribute to a series of papers addressing AI governance, learner safety, equity, human agency and institutional decision-making. Feedback will inform policy briefs planned for Digital Learning Week 2027. Contributions are invited by 15 October 2026.

Bridge 47 continues its Post-2030 Conversation Series, exploring what comes next for Global Citizenship Education, Education for Sustainable Development and lifelong learning beyond the current SDG framework. Following September鈥檚 conversation on life skills and SDG 4.7, the will take place on 20 October 2026, from 8am EDT | 2pm CEST.

20 October 2026 8am EDT | 2pm CEST

聽3-6 November 2026

The International Forum on Global Citizenship Education, Partnerships and Peace, hosted by the in partnership with the Ministry of Foreign Affairs of the Republic of Korea and Salzburg Global, will on 4 November 2026 at Schloss Leopoldskron in Salzburg. Against a backdrop of global uncertainty and challenges to international cooperation, the Forum will bring together key stakeholders to explore how education, global citizenship, partnerships and peace can help shape a shared vision for education beyond 2030.

for the International Association of Universities 17th General Conference, taking place from 3 to 6 November 2026 in Perth, Australia. Under the theme The Value of Universities in the Era of AI, the conference will bring together higher education leaders to examine the changing role and responsibilities of universities in an AI-shaped world.

 3-6 November 2026

The World Environmental Education Congress (WEEC) 2026 Virtual Conference under the theme Reconnect with Earth, will from 17鈥�20 November 2026, bringing together the global environmental education community to exchange research, experiences and ideas for action. The programme includes presentations and posters in English, French and Spanish, alongside a Youth Conference. Conference content will remain accessible online throughout the event, supporting participation across time zones.

How can AI help advance equality in higher education? The World Access to Higher Education Day 2026 (WAHED26), on 24 November 2026, will explore how AI can support access, participation and student success while addressing the risk of creating new barriers to opportunity.

The will bring together higher education leaders, policymakers, students and practitioners to connect AI, advocacy and action in advancing equitable higher education.

 24 November 2026

How can AI contribute to a more inclusive and sustainable future? The UNU Macau AI Conference 2026 will take place 25鈥�26 November 2026 in Macao SAR, China. Organized by the United Nations University Institute in Macau, the will bring together researchers, policymakers, industry leaders and practitioners to explore AI governance, sustainability, digital inclusion and the societal implications of rapidly evolving technologies.

How can education foster hope, renewal and meaningful change in challenging times? On 1 December 2026 in Liverpool, United Kingdom, TEESNet 2026 will bring together educators, researchers and practitioners to explore transformative approaches to education and the role of learning in shaping more sustainable and equitable futures.

 1 December 2026

Save the date: The next UNESCO World Conference on Education for Sustainable Development will on 13-15 January 2027 in Nairobi, Kenya, hosted by UNESCO and the Government of Kenya.

At the midpoint of the , the Conference will take stock of progress, address emerging priorities and help shape the future of ESD beyond 2030. Expected outcomes include a Nairobi Consensus and the outcome of UNESCO鈥檚 Munich Symposium on ESD beyond 2030.

The Learning Planet Festival is preparing a new format for January 2027, following a 2026 edition that featured more than 800 events and 500 partner organizations, reaching participants from over 190 countries. The 2027 Festival will feature a focused programme around mental health and well-being, peace and global citizenship, and climate and sustainability, with youth agency connecting the three areas.

The United Nations General Assembly has proclaimed 2027鈥�2036 as the International Decade of Culture for Sustainable Development, with UNESCO leading its implementation. The aims to strengthen the role of culture across development policies, investment and international cooperation.

Spanning both the final years of the 2030 Agenda and the beginning of the global framework that follows, the Decade also brings culture directly into the growing conversation about priorities beyond 2030.

Economic uncertainty, conflict, climate change, inequality and digital transformation all shape how young people live and learn.

A from the United Nations Youth Office and UNU International Institute for Global Health calls for a more connected approach to youth mental health and well-being, linking education with wider social, economic and environmental conditions.

A examines the evolution of global education agendas through the experience of SDG 4. Edited by Brent Edwards, Amber Webb, Niaz Asadullah and Husaina Kenayathulla, the book brings together diverse perspectives on global education governance, financing, indicators and inequalities. What can SDG 4 teach us about translating global education goals into policy and practice, and about shaping future education agendas that respond to learners and education systems?

What role can education play in building fairer societies and strengthening access to justice? A new Global Education Monitoring Report publication explores the connections between education, legal empowerment and people-centred justice.

The report highlights education鈥檚 role in helping people understand their rights, navigate legal systems and participate in shaping fairer societies, while also strengthening the professional capacity of justice institutions.

Looking for practical ways to strengthen community engagement in higher education? This new Community Engagement Toolbox  resources and tools to support universities in developing, assessing and embedding community engagement across their institutions.

The SDSN Global Schools Program and the G20 Global Land Initiative at UNCCD have  Land Action Labs, a one-year global pilot connecting education with practical land restoration. The initiative aims to engage 500 educators and 20,000 students across 20 countries, supported by learning resources, training, a global community of practice and selected mini-grants for school projects. 91亚色's UNESCO Chairs Charles Hopkins and Katrin Kohl serve on the Global Advisory Committee, supporting the initiative as it develops its educational approach and resources.

The UNESCO Chair in Reorienting Education towards Sustainability contributed to the development of Driving sustainability in education through a whole-institution approach, co-authored by UNESCO Co-Chairs Charles Hopkins and Katrin Kohl, together with Isabel Toman and Hilligje van鈥檛 Land of the International Association of Universities.

Developed through research, international consultation and action research across ten countries, the three tools bring evidence and practice together to help institutions advance ESD in their own contexts. The tools are now freely available through UNESCO and are intended to be used, adapted and further developed through practice.

The project began with a literature review on "whole-school and WIA sustainability learnings and practices across all levels of education" with the aim of identifying patterns that support institutional transformation. This literature review, "," outlines the 鈥榃IA Building Blocks鈥� model.