Amid a global shift toward decolonisation in education, this research aims to identify evidence-based strategies for developing a sustainable, inclusive, and culturally responsive curriculum. As universities advocate for inclusivity in curricula, it remains crucial to scrutinise the impact of these strategies on educational spaces. Although educators acknowledge the move towards sustainable intercultural and inclusive education, challenges persist in integrating these practices effectively (Greer, 2020; Stentifod & Koutsouris, 2022).

Recent studies highlight the transformative nature of decolonising sustainability in education, challenging dominant narratives, fostering cultural sensitivity, and promoting equity (Hutchinson et al, 2023). Creating an environment that allows learners the freedom to explore innovative and ‘disruptive’ ideas facilitates the development of critical perspectives, encouraging reflection on individual values, attitudes, behaviours and lifestyle choice. Recognising the interconnectedness of social, cultural and environmental dimensions is essential in shaping sustainable solutions (Sorkos & Hajisoteriou, 2020).

The Education for Sustainable Development (ESD) Framework emphasises the urgency of instilling sustainability principles across policies, curricula and practices (UNESCO, 2020). However, a critical reflection is needed as ESD tends to be treated as a thematic topic rather than adopting a systemic approach. To address this, the study explores how education can empower the younger generation to make informed decisions for environmental integrity, economic viability, and cultural diversity (Ajmal et al, 2017). In what ways can we shift the global education agenda’s primary focus from solely assessing access and quality through learning outcomes to placing greater emphasis on the educational content’s role in promoting a sense of responsibility towards sustainable practices?

This paper delves into these transformative processes, aiming to improve stakeholders’ readiness towards ESD by 2030. This includes empowering students and training staff through a holistic approach, encompassing the whole student lifecycle. Inclusive involvement of all stakeholders, from educational leadership to administrative professionals, and fostering student partnerships is emphasised.

 Research Questions:

• How can sustainability education be decolonised to ensure inclusivity and cultural sensitivity in diverse education settings?
• What are the existing challenges and opportunities for integrating decolonised sustainable education, considering the diverse cultural contexts?

Grounded in critical pedagogy, postcolonial theory, and sustainability education, the research explores cultural biases and historical perspectives that shape sustainability education (Shahjahan et al, 2022). Emphasising an interdisciplinary approach, the research investigates how decolonial thinking can inform the development of inclusive and intercultural sustainability education.

The aims and objectives include integrating sustainable development principles into teaching, learning, and curriculum. The research seeks to foster cohesion, enhance understanding on culturally relevant sustainability education, address the intersectionality of social, cultural, and environmental issues, and engage marginalised groups in the development and implementation of sustainability education initiatives. Ultimately, evidence-based recommendations will inform policy changes, initiatives, and strategic developments across educational institutions and communities.

This paper used a mixed method approach, utilising both qualitative and quantitative methods to gather comprehensive data. The qualitative aspect involved in-depth interview and focus group discussion, and document analysis. Participants included students, educators, policymakers, local community stakeholders exploring their perspectives on the integration of cultural diversity and sustainability within education. Additionally, content analysis of sustainability education curricula, policies and materials were conducted. The quantitative component included surveys to assess the impact of educational interventions on students’ attitudes towards cultural diversity, equality, inclusivity and sustainability. This multi-faceted approach aims to capture diverse voices and experiences, ensuring a nuanced understanding of the challenges and possibilities associated with decolonising sustainability in education.

The study aims to offer valuable insights into the development of educational practices that incorporate sustainable principles in teaching, learning and curriculum. Anticipated findings will contribute to the design of curricula that address the evolving needs of a rapidly changing world while promoting values of inclusivity, global citizenship and sustainability. By exploring the perspectives of various stakeholders, the research seeks to identify common challenges and successful strategies for integrating inclusive and intercultural elements into sustainability education. With an emphasis on international dimensions, this study seeks to provide a foundation for cross-cultural comparisons and the identification of best practices that can be implemented globally. The overarching objective is to offer practical, actionable recommendations for transforming educational policies, curricula, and pedagogical practices to better reflect the diverse cultural and historical contexts in which sustainability is taught. The expected outcomes include providing evidence-based strategies wherein students are encouraged to explore ethical dimensions of sustainability challenges and solutions, while academic staff implement teaching methods that foster inclusivity, intercultural dialogue, and critical thinking. Decolonising an inclusive curriculum is an intricate and ongoing process that requires collaboration, openness and a commitment to equity and justice. The ultimate goal is to encourage all students and staff to develop “intercultural competence,” enabling effective interactions across diverse cultures. The aspiration is to create educational environments that empower students to critically engage with the world, appreciate diversity, and actively contribute to positive social change.

Ajmal, M. M., Khan, M., Hussain, M., & Helo, P. (2017). Conceptualizing and Incorporating Social Sustainability in the Business World. International Journal of Sustainable Development and Word Ecology. https://doi.org/10.1080/13504509.2017.1408714 Greer, S. (2020). What does decolonising the curriculum actually mean? https://www.timeshighereducation.com/blog/what-does-decolonising-curriculum-actually-mean Hutchinson, Y., Arturo Cortez Ochoa, A., Paulson, J., & Tikly, L. (2023). Decolonizing Education for Sustainable Futures (1st ed.). Bristol University Press. Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022). "Decolonizing" Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts. Review of Educational Research, 92(1), 73–113. https://doi.org/10.3102/00346543211042423 Stentiford. L, & Koutsouris, G. (2022). Critically considering the ‘inclusive curriculum’ in higher education, British Journal of Sociology of Education, 43(8), 1250-1272. https://doi.org/10.1080/01425692.2022.2122937 Sorkos, G. & Hajisoteriou, C. (2020): Sustainable intercultural and inclusive education: Teachers’ efforts on promoting a combining paradigm, Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2020.1765193 UNESCO (2020). Education for sustainable development: a roadmap? https://unesdoc.unesco.org/ark:/48223/pf0000374802