Considering the contemporary global circumstances, the present era is often characterised by its volatility, uncertainty, complexity, and ambiguity (VUCA) (Stein, 2021).

A lot of these challenges are due to human actions in the cultural, environmental, social, political and economic domains. Globalisation has brought new opportunities like better lives and intercultural exchange, but it has also led to the loss of biological, linguistic and cultural diversity, known as biocultural diversity (Silva & Batista, 2021; Vilches & Gil Pérez, 2007).

The concept of biocultural diversity is based on the idea that linguistic, cultural, and biological diversity are interconnected. It is marked by a deep respect for the diversity found in different social, cultural and environmental contexts around the world. This concept is all about the relationship between humans and their environment. It emphasises the human species as an integral part of biodiversity, and therefore one that must live in harmony with other species. It also highlights how linguistic and cultural diversity are linked to biological diversity (Loh & Harmon, 2005; Maffi, 2012; Skutnabb-Kangas et al., 2003).

Thus, a loss of biocultural diversity has repercussions in various spheres, with one of them being related to sustainability and the sustainable development goals expected to be achieved in five years (Kopnina, 2020; Poole, 2018). These goals, based on social, cultural, economic, and environmental concerns, require educational efforts that could respond to local and international demands for quality education. This educational approach is based on the idea that is important to promote the holistic development of children and young people, with an emphasis on cultivating the competencies that underpin lifelong learning (UNESCO, 2005) within the context of an educational context that fosters attitudes and values promoting respect and appreciation for others and the broader environment. This aligns with the need to prepare people to identify, address, and resolve local and global sustainability challenges from an early age (Lozano et al., 2017; UNESCO, 2017; UNECE, 2013; Wiek et al., 2011). Moreover, the concept of biocultural diversity has been gaining ground in political agendas focused on education for sustainability, through the importance of approaches that integrate in the curriculum the biological, cultural and linguistic dimensions (IPBES, 2019; Câmara et al., 2018; UNESCO, 2016).

Following on from the above, particularly the development of transversal competencies for sustainability, education for sustainability, and biocultural diversity, the project we have developed in the context of a doctoral program is presented here. This research was conducted in educational contexts in Portugal, in two phases, with the first one focused on a teacher education program, and the second one in a kindergarten and basic education contexts, with two teachers who participated in the first phase.

The study aims to identify, analyze, and reflect on possible ways to educate for sustainability through themes related to biocultural diversity in the context in which the projects were developed. The research seeks to answer the central question "How can biocultural diversity be integrated into sustainability education in the early years of schooling?". The research objectives that focus on the part of the study that we will present include a) understanding how biocultural diversity appears in teachers' perceptions and projects about education for sustainability (phase 1), and b) identifying and understanding ways to educate for biocultural diversity and sustainability through the design and implementation of intervention projects (phase 1 and 2). Summarizing, this study aims to analyze the Portuguese educational landscape within kindergarten and basic education, with a focus on understanding potential ways for fostering sustainability through educational practices centered around biocultural diversity.

In order to be able to answer the research question formulated, the study can be categorised into two fundamental moments, as previously delineated. In the initial phase, an educational programme for educators and teachers was developed within the context of an international project, with a focus on the theme "dialogue, diversity, and inclusion" from the perspective of education for sustainability (https://teds.web.ua.pt). During the educational programme, empirical projects were designed between teacher educators and teachers and subsequently implemented by teachers in their respective school contexts. Following the conclusion of the programme, a qualitative analysis of the projects was conducted, leading to the selection of two for further development: one in a kindergarten context and the other in a primary school. After the analysis and selection of these projects, the respective teachers were contacted, and a collaborative effort was initiated to redesign and implement the projects. The redesign process (phase 2) aimed to make the work about biocultural diversity more explicit in the educational context, thereby facilitating the understanding of suitable strategies. The intervention considered how this educational perspective is outlined by the United Nations Decade of Education for Sustainable Development (UNESCO 2005). The present study adopts a case study approach, incorporating elements of an action research methodology (Cohen et al., 2007; Latorre, 2005; Yin, 2009). Furthermore, we decided to adopt a qualitative research approach (Creswell & Poth, 2018; Gay et al., 2012), as the data collection techniques employed in this study encompass interviews (Phases1+2), participant observations (Phases1+2), group reports (Phase1), individual reflections written by teachers (P1+2), and resources produced by teachers and children (Phases1+2). The selection of these techniques allowed us to access participants' perceptions descriptively, with content analysis being the selected data analysis technique. In the initial phase of the study, data was collected during the teacher education programme, with the objective of understanding the teachers' perceptions of the subjects under research. Phase 2 also encompassed the collection of data throughout the course of the study, in addition to the researcher's diary, which was developed through direct observation. Consequently, the data analysed in this study is the result of the integration of the two phases mentioned above. The study thus fits into the interpretive-constructivist paradigm and aims to give time, space, and voice to all participants who wish to be involved.

The findings from the data analysis demonstrate that lifelong learning is an essential component for the development of educational practices that respond to diverse demands. Thus, it is fundamental to establish modern educational spaces, not only to address emerging global issues but also local challenges in schools and communities. Empirical evidence shows that teachers' confidence in engaging with research and educational topics increased throughout the intervention. Their awareness, openness, and engagement with new opportunities also grew, reflecting greater acceptance of these areas in their complexity. Furthermore, by directing our attention to the teachers who participated in the two research cycles, it becomes evident that these individuals were receptive and eager to cultivate novel learning and experiences. So, despite the process of developing competencies being characterised by its dynamism and complexity, the attitudes and values that guide educational practices in the field of education for sustainability and biocultural diversity also facilitate the development of skills and the construction of knowledge. This enables an intervention more competent, interested and responsive to the universe of the child and the everyday situations that people encounter in local and global contexts. It is also important to note that the project with the children (phase2) showed that when educational practices are meaningful to adults, children are more interested and curious. This leads to their active and questioning involvement, which results in them adopting new practices based on the experiences and moments provided. In summary, an education for sustainability that incorporates educational practices regarding biocultural diversity enables children from an early age to be attentive and open to working not only on environmental issues close to them but also on social and cultural situations that encompass concerns from various agendas, including the Agenda 2030 with the sustainable development goals (UN, 2015).

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