Conceptualising myths in sustainability education: a podcast-based expert interview study

Purpose Sustainability education (SE) is shaped not only by research and theory but by persistent beliefs about its purpose, scope and pedagogies that lack empirical or theoretical grounding. This study aims to examine the emerging phenomenon of myths in and about sustainability education (MYTHSE): their characteristics, origins, consequences and strategies for addressing them. Design/methodology/approach A pre-registered qualitative study with seven international experts spanning SE, cognitive psychology and misinformation research. Semi-structured, podcast-based interviews were analysed through qualitative content analysis combining inductive and deductive coding. Findings Experts characterised MYTHSE as plausible, socially reinforced claims that narrow SE’s transformative ambitions and described as widespread rather than marginal in SE discourse. Examples include equating SE with environmental education and assuming factual knowledge alone changes behaviour. Causes span cognitive heuristics, cultural narratives and institutional path dependencies; consequences include reductive pedagogies, curricular fragmentation and disengagement from complex socio-ecological issues. Experts agreed that fact correction is insufficient and emphasised prebunking, mental immunity and critical thinking. Research limitations/implications The small purposive sample and cross-sectional design limit generalisation, but this study provides conceptual and methodological foundations for future research, SE practice and policy. Originality/value To the best of the author’s knowledge, this study is among the first expert-based studies on MYTHSE. It introduces a myth/contested classification, positions MYTHSE as a distinct research agenda and identifies evidence-informed strategies for addressing these beliefs.