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This short afterword recognizes that sustainable futures require responsible stewardship of resources. It estimates the carbon footprint entailed by the production of this volume. It shares the methodology used to calculate it, the assumptions underpinning the model, the inherent error margins and any calculation that seeks to explore the environmental costs of our actions. The chapter also explores the options for offsetting this footprint and the debates and ethical questions they raise, discussing why the editors and contributors felt it important to calculate the carbon footprint of their endeavour and what they did with that knowledge.
Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tablet-based app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect to these three forms of justice and analysed responses to focus on factors related to intended actions. The analysis suggests that both attitudes and experiences are important in shaping intended actions in the future. Thus, education systems should not only develop attitudes to support sustainable development, but also exemplify and embody socially justice practices, providing students with experience of social contexts that support sustainable development.
