ABSTRACT Cities are being increasingly challenged by the dual forces of globalization and rapid technological advancement, compounded by a persistent failure to align urban development with ecological sustainability. The present study highlights the urgent need for sustainable transformation grounded in inclusive, knowledge‐based, and participatory approaches. Focusing on Italy, it examines public perceptions and behaviors regarding the role of schools as catalysts for sustainability transitions and as key enablers of livable, future‐oriented urban environments. Survey findings reveal widespread concern about climate change (mean score: 7.8 on a 1–10 scale), yet comparatively lower levels of knowledge (6.9) and limited awareness of the 2030 Agenda (5.2) and the Sustainable Development Goals (SDGs) (5.0). The results also show dissatisfaction with the ways in which schools are currently addressing sustainability and student dropout. Despite these concerns, there is strong support for participatory education (8.2), greater community engagement via elected school boards, and policy incentives promoting renewable energy, energy efficiency, and waste reduction. Notably, there is a willingness to pay a 12.7% premium for sustainable schools, reflecting both awareness and desire for meaningful change. Open dialogue and collaborative learning are also deemed essential for educational transformation. A TOPSIS analysis identifies the ideal school model as one integrating environmental action with critical thinking, collaborative problem‐solving, and inclusive participation. Embedding sustainability in education from an early age can foster informed, responsible communities and position schools as foundational pillars for achieving SDG 11 within the broader framework of smart and sustainable cities.
Basilico et al. (Fri,) studied this question.