The sixth issue of Environmental Education in Asia (EEA, 2026) focuses on inclusive and equitable approaches to environmental education, with specific reference to Sustainable Development Goal 4 (SDG 4): "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all," as well as Education for Sustainable Development (ESD).This issue examines how environmental education can contribute not only to ecological awareness but also to educational justice, participation, and social transformation across diverse Asian contexts.Despite notable policy progress and positive evaluations, many Asian countries continue to face persistent educational challenges, including school non-attendance, limited inclusive education systems, and widening social inequalities.In Japan, for example, Futoukou (不登校) has emerged as a significant social issue, with large numbers of children and young people effectively excluded from formal learning opportunities.This situation underscores ongoing challenges in ensuring the right to learn for all and reflects broader structural inequalities within educational systems (Ninomiya-Lim and Takahashi, 2024).Such concerns are not separate from environmental education; rather, they highlight the need for learning opportunities that recognize learners' diverse social, cultural, linguistic, and personal contexts.At the same time, global environmental challenges are expected to disproportionately affect younger and future generations, raising critical questions about intergenerational justice and the role of education in addressing such inequalities.In this context, "participation" and "transformation" have emerged as key concepts associated with SDG 4 (Ninomiya-Lim and Takahashi, 2024).Inclusive environmental education, therefore, must extend beyond equitable access to knowledge; it should create spaces in which learners can participate meaningfully, engage in dialogue, and develop the capacity to act as agents of change in uncertain and unequal futures.Special attention is thus given to the role of youth, not only as learners but also as partners, leaders, and co-creators of sustainable futures.However, while youth play a central role, inclusive environmental education must address broader dimensions of diversity, including linguistic, cultural, and physical differences among learners.This raises a central question for the field: how can environmental education foster meaningful youth engagement while strengthening their capacity to contribute to more just, inclusive, and sustainable societies?
TABIRAKI et al. (Mon,) studied this question.