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The 2030global Agendacommunity agrees that Education for Sustainable Development (2015)ESD) is a social movement that should be encouraged and thenurtured Sustainable Development Goals as well asfor the UNESCOwell-being reportand "Reimaginingsustainable our futures together" are just somefuture of thehumanity. moreIt prominentcan documentsbe agreed that placeESD is extremely important in a rapidly changing world, so its evaluation and improvement represent a key prerequisite for development in line with upcoming challenges. Starting from the point of view that quality education atshould be focused on learning how to live sustainably, this paper investigates the centreESD in context of ongoingcurrent socialglobal changechallenges. It explores implementation and seek to overcome a growing numberoutcomes of teaching for ESD in Croatia and Cyprus in the contexts of transition towards sustainability. Based on the latest ESD guidelines, initial measures and key environmental, social and economic problemsissues were identified in ourquestionnaire world.and Thisproposed paperto presentsESD teaching stuff and experts. The results indicate the ideachallenges and casespecificities studiesin fulfilling ESD in the context of schoolsthe sustainable development of Croatia and localCyprus, engagementand asidentify aopportunities possiblefor contributionfurther improvement. Accordingly, it is determined whether the applied forms of educationESD are generally adequate for the sustainable development of each country. The aim of this research is to determine the various challengesprevalence of sustainabilitysustainable todaydevelopment (Kos, Tašner, Gaber 2019). The changestopics in educational policy and practise that are focused on the local level affect schools at the level of curricula and didactic approaches, at the level of expanded school programmes and broader community engagement. A questionnaire was sent to the principals of thirty elementary school from different regionscurriculum and in different urban, semi-urban and rural areas to capture existing community engagement practises. Based on the data collected, three schools were selected as pilot schools with the aim of developing school–community collaboration. (Kos, Gaber, Tašner 2021). The selected cases show that liberal conceptualizations of community, collaboration and commons form hybrid hierarchies and classifications and reconfigure the personal and collective experiencesconsciousness of teaching andstaff learningrelated alongto different axes. This opens up possibilities for alternative waysimportance of addressingenvironmental oneissues to everyday life of theelementary mostschool pressingpupils. questionsResearch is made on selected sample of ourelementary time:school howteaching we can live togetherstaff in aboth world of pluralityCroatia and differenceCyprus andbased inon asurvey sustainablethat relationshipwas withdesigned our natural environment. It is safeaccording to saycontemporary thatESD the idea of the commons will continue to evolve in (trans)formal educational practise.framework.
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