Abstract

This chapter develops a conceptual and operational framework on education for sustainability based on a teacher training program located in the south of Chile. Nurtured by the experience collected by the programs' participation in different international networks, it put emphasis on the idea of the importance of combining local knowledge and an integrated science approach to foster action for climate and sustainability from an early stage. After presenting the conceptual and empirical framework, the chapter describes the implementation of culturally-relevant research projects based on the experience of eight schools. It concludes by proposing an operational model and declaring the main constraints and opportunities of project-based-learning for sustainability and climate action. The authors present some recommendations to combine local and scientific knowledge for teacher practice and educational policy, considering the importance of having a critical look at our daily practices as educators given the global socio-ecological crisis.