Much has been said in recent years about living in a world of uncertainty. In addition to wars and growing inequalities, we believe that two trends in particular play a central role for the question of future development and pedagogical approaches to that: firstly, the urgent question of sustainable development in our societies, as is discussed around the SDGs (United Nations, 2015) or the EU GreenComp-Competence Framework (Bianchi et al., 2022). And, secondly, the question of what ethical choices we need to make in the present regarding future digital technological developments (e.g. the development of Artificial Intelligence, Discriminating Data and the question of a global internet coverage) (e.g. Chun, 2021; Crawford, 2021; Weich & Macgilchrist, 2023). In addition to addressing these pressing issues, it is also difficult to adopt a decolonizing perspective that allows these central questions to be discussed from a global perspective (c.f. Moyo, 2018). This challenge is compounded when the issues are discussed with children, who are already involved in these future issues in terms of participation (Grünberger, 2023). The proposed presentation explores the question of pedagogical guidelines for dealing with uncertainty, conflicts and paradoxes in the context of education for sustainable development and digitality. Central theoretical foundations can be found in the discourses of media education, media studies, political education, education for sustainable development and educational research with a decolonial perspective. The argumentation is based on these discourses. The presentation focuses on the relationship of learners and teachers while coping with uncertain topics. Also the presentation focuses on learning and teaching scenarios and materials in this context. This is not only a central question for media education and ESD but also a question of school development, because the handling of knowledge, time, space and roles in the school context has changed in recent years and continues to develop due to uncertainties. Teachers are no longer the guardians of scientifically legitimized knowledge; they are becoming learning companions and co-learners and co-researchers. Together with the learners, they navigate through divergent knowledge and collaboratively discuss the question of future developments in a digital era.

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