Conceptions of the relation between well-being and sustainability in social theories, global policy and education research

Purpose Broad explorations with cross-cutting discussions of the relation between well-being and sustainability and of how it is addressed in school-based education and learning have been largely absent from research. The purpose of the article is to address this gap by examining different conceptions of the relation between well-being and sustainability in social theories, global policy and education research. Design/methodology/approach The article first describes theoretical perspectives on the relation between well-being and sustainability, drawing on socio-ecological, welfare and quality of life theories. It then explores how this relation is understood in three global policies (UN, 2015; OECD, 2019; WHO, 2022), as well as in literature reviews and examples of research within the field of well-being and sustainability education. The article concludes with a discussion of promising developments and possible gaps and challenges in policy and education research and practice. Findings The theoretical perspectives contribute in distinct ways to constructing a conceptual bridge between well-being and sustainability, while the three global policies highlight the interconnectedness of well-being and sustainability challenges in conceptions such as “sustainable well-being”. The exploration of conceptions in education research indicates that there are similar ideas across literature, focusing on potentials in strengthening relations between people, as well as between people and nature, considering the role played by emotions and hope for the future, as well as issues related to inequalities and social justice. The article concludes with three overarching perspectives central to strengthening the integration of well-being and sustainability in school-based education. Originality/value The understandings and ideas about the relationship between well-being and sustainability presented in this article can support schools in addressing the well-being of people and the planet as interrelated challenges requiring integrated educational responses.