The idea of ‘sustainability’ as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educational policy studies. Drawing on available literature and knowledge, in this theoretical contribution we begin by summarising the conditions under which the concept of ‘sustainability’ entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light on its relationships with adult education & learning and social justice.

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