The Future of Education

This thesis investigates pedagogical innovations in sustainability education by examining the integration of participatory, student-led approaches within higher education institutions. As sustainability challenges grow increasingly complex and urgent, higher education must equip students with the competencies needed to engage critically and constructively with socio-environmental issues. However, the adoption of transformative pedagogies often clashes with entrenched academic norms, hierarchical structures, and administrative rigidity. Through a qualitative case study design, this research draws on document analysis, semi-structured interviews, and reflective memos to explore the conditions that enable or constrain the institutionalization of innovative teaching models. The theoretical framework combines insights from critical pedagogy (Freire, 1970), transformative learning theory (Mezirow, 2000), and innovation management, while also incorporating frameworks for sustainability competencies (Wiek et al., 2011) and systemic educational change (Sterling, 2004). Findings indicate that student-led, interdisciplinary pedagogies foster deep learning, critical reflection, and a sense of agency among students. Nonetheless, their long-term sustainability is contingent upon institutional flexibility, active faculty engagement, and supportive leadership. This study contributes to the field by offering practical recommendations for embedding participatory methodologies and by identifying leverage points for overcoming institutional inertia, with implications for rethinking education systems in response to global challenges.