Transition toward sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and thus a process of social learning in its broadest sense (Kates et al. 2001). Accordingly it is not only learning that is at issue but education and educational science, of which the latter  is about exploring the preconditions of and opportunities for learning and education – whether individual or social, in formal or informal settings.the ‘outside-in’-approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an ‘inside-out’-approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational  within sustainability science.

However, as sustainability is a concept that not only influences educational practices, but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains how and to what extent educational science in particular can contribute to sustainability science in terms of an ‘inside-out’-approach. In this paper we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and  introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning and finally to inter- and transdisciplinary collaboration.

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