The search for ways for a transition towards sustainability is a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science. The emerging area of education for sustainable development (ESD) emphasises aspects of learning that enhance the transition towards sustainability, ‘translates’ research outcomes of sustainability science into educational practices and is an integrative approach to teaching and learning. Thus, it represents a changed educational paradigm, rather than yet another ‘adjectival’ education. Over the last decade, a number of research initiatives and postgraduate programmes worldwide gained momentum and engaged with research in this specific area of research in ESD. Placed somewhere in-between educational research and sustainability science, it seems worthwhile, to take a closer look at where research on ESD is at the present time and where it may be going in the future. The paper attempts to structure different purposes of research and how this is reflected in different research paradigms.