Given mounting public support for mitigating the effects of climate change, education sectors in nations throughout the world will be increasingly expected to align policy to address sustainability challenges.

SEPN’s work has value for a variety of stakeholders including policy makers and decision makers; individuals and organizations working to improve uptake of sustainability in education policy and practice; and researchers working in the fields of sustainability and environmental education, climate change education, and educational policy.

Policy Makers and Policy Analysts

SEPN aims to provide concrete tools that can be readily used by policy makers. SEPN’s research, and the Network itself, can be used as a resource to:

Sustainability Actors

Sustainability uptake in the education system often comes from the ground, with initiatives that are spearheaded by students, educators, staff, and administrators at all levels. Individuals involved and interested in sustainability can use SEPN’s research findings to:


The UN’s Sustainable Development Goals (2015-2030), UNESCO’s Global Action Programme on ESD (GAP, 2015), and the UN’s 21st Conference of the Parties meetings (COP21) all include calls to address sustainability issues in education policy innovations in Canada and internationally. To date there has been minimal empirical research focused on understanding and enhancing such policy innovations. SEPN is the exception. Our ambitious large-scale research program began with our flagship project, SEPN-Canada, and has since expanded to other national and international contexts. Our approach includes: