Confessions of an early sustainability educator: autoethnographic reflections on questionable beliefs in and about sustainability education

Purpose This study investigates the presence and impact of questionable beliefs – so-called myths – in and about sustainability education (SE) (MYTHSE), as experienced by an early-career educator. This study aims to highlight how critically examining such beliefs can foster professional development and promote evidence-informed practice in higher education. Design/methodology/approach Using analytic autoethnography, the author systematically documented and reflected on critical incidents from personal teaching, research and faculty development experiences between 2021 and 2024. Potentials MYTHSE were identified and analyzed using evidence-informed myth-busting instruments. Findings The analysis revealed a spectrum of beliefs, ranging from misconceptions (e.g. that SE is merely environmental education) to partial truths (e.g. that education automatically fosters sustainable behavior). Through reflexive practice, these were deconstructed and classified using a theory-informed framework, contributing to the development of an open educational resource (MYTHSE-Navigator) for evidence-informed educational research and faculty development. Research limitations/implications Findings are context-specific and based on a single case. Broader generalization requires further empirical work and collaborative inquiry. Practical implications The findings of this study support the integration of misconception-based learning and structured myth-refutation in sustainability-oriented faculty development programs. Social implications Challenging widespread myths may enhance the societal impact of SE by aligning pedagogical practices with empirical insights. Originality/value To the best of the authors’ knowledge, this paper provides the first autoethnographic exploration of MYTHSE. Findings show that autoethnographic reflection can surface persistent (mis)beliefs, clarify their impact on teaching and support evidence-informed faculty development. This study also introduces practical instruments for myth identification and refutation, offering a replicable approach for other educators and institutions.