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This essay explores the interrelation between Intercultural Environmental Education, the 2030 Agenda for Sustainable Development, and the teaching profession. Through a critical lens, it challenges conventional approaches to environmental education and advocates for a more critical examination of sustainability within broader socio-economic contexts. It underscores the pivotal role of teachers, juxtaposing societal expectations with the realities they face amidst global challenges. Drawing on existing critical literature, this essay examines the correlation of the 2030 Agenda with an intercultural approach to Environmental Education and discusses the challenges faced by teachers in incorporating intercultural and environmental practices within rigid educational frameworks and institutional constraints. By critiquing prevailing narratives and promoting an inclusive approach, this paper aims to contribute to a deeper understanding of the complexities and potentials of the teaching profession in advancing the Sustainable Development Goals (SDGs) and fostering global equity and environmental justice.
Fortunato et al. (Sun,) studied this question.