Planning for a new revision
Curricula, in general, cannot be considered as static, fixed entities, but a continuous process that leads to new revisions. As it has been revealed from previous modules, the implementation of curriculum revisions to address sustainability is actually a dynamic, nonlinear and contextualised process enabled through experiential, constructivist and transformative conceptions in the interplay of learning, teaching and curriculum. Education for sustainability, after all, is not simply about transmissive pedagogy but involves equipping people with the skills, capacity and motivation to generate changes towards sustainability across all societal domains. There is an inherent tension between continuity and change that reflects curriculum and the need for new revisions. The participatory/interactive approach in curriculum revision towards sustainability follows a process-praxis-oriented paradigm, which puts emphasis on the five pillars of learning, especially on learning to transform oneself and society.