Remarks and Abstracts of the First Sustainable Globe Conference 2021

† Presented at the First Sustainable Globe Conference 2021, Virtual, 8–10 September 2021. Abstract: The First Sustainable Globe Conference 2021 was held virtually from 8 to 10 September 2021. The partner organizers were Martin-Luther-University Halle-Wittenberg from Germany, RootsGoods Private Limited from India, and the Vriksha Foundation from Nepal. The theme of the conference was sustainability for climate action. The focus topics of the theme were education, agriculture (nutrition), urban and rural development, and natural and cultural resources management. Abstracts were submitted from 20 universities in 13 countries. In total, 69 registrants attended the conference, and 29 papers were presented, of which 4 were poster presentations along with 10 invited and keynote speakers. The presentations were either in English or Spanish (with English subtitles and/or live translation). The conference was divided into two plenary sessions—first, education; and second, natural and cultural resources, urban and rural development, and agriculture. In the education session, most of the discussion was related to environmental education to improve environmental literacy in all age groups. The project-based education, along with formal and informal teaching and educational methodologies, was discussed. For the second plenary session, the discussion was mixed with protecting natural and cultural resources by promoting scientific applications and public participation in citizen science. However, the final remark was guided by one of the keynote speakers, who highlighted the importance of spirituality in sustainability, and how the discussion of spirituality is lacking in the public discourse on sustainability. Therefore, the conference aimed to develop future themes regarding sustainability by not missing the critical aspect of spirituality. The context of spirituality here was defined as approaching problems as not being separate from our existence but, rather, a part of our existence and, thus, in addition to applying scientific, technical, didactics, and engineering solutions, also applying attitudes, values, and beliefs toward the problem matter. To elaborate on these remarks, this issue presents the abstracts of the presented papers in the conference, while the keynotes and entire session can be revisited on the YouTube channel of RootsGoods Private Limited. distinc-tion in the orientation of education for sustainable development between an understanding of education for sustainable behavior (ESD I), or education for a reflected awareness of the value of sustainability (ESD II). Teachers are of central importance in the implementation of education for sustainable development. In particular, their understanding of education and sustainability is essential for their pedagogical practice. With regard to the implementation of ESD, one can ask how teachers deal with the normativity of sustainability or with the pedagogical antinomies that are implemented in the concept of ESD. The presentation shows the results of a qualitative study that looks at how prospective teachers integrate these paradoxes into their conceptions of ESD. Particular attention is paid to the relationships that are established between the terms education, responsibility, and sustainability. (c) teaching materials (e.g., readings, images, videos, animations, educational kits, web-based tools); and (d) curriculum and public policies. Other results indicate trends for the design of innovative educational proposals in the REE from the STS and PBL approaches. The conclusion highlights the need to deepen the perspective of projects in REE, considering their characteristics, stages of development, perspectives, and orientations of the STS approach. This work aims to synthesize a set of qualitative studies that show how the environmental crisis, driven by the constant search for infinite capitalist profit, affects the less favored classes with extraordinary cruelty. The capitalist system and its agents who own capital are the leading exponents of the environmental crisis, based on the rampant extraction of natural resources to satisfy an unstoppable technological demand. We take a journey from the construction of the capitalist ideal in the Industrial Revolution, which marks the beginning of the exponential growth of environmental degradation. Next, we pass through the 20th century, where the development of environmental disasters and the beginning of global discussions on the subject are notorious. Finally, we come to the 21st century, highlighting how the global concern about the environmental crisis was not enough to stop it. We point to examples that illustrate that the less favored classes are more deeply affected by environmental disasters. Examples of this fact include the Dust Bowl, the use of toxic agents in the Vietnam War, the contamination of rivers in Brazil and its links with international mining companies, and the COVID-19 health crisis. We conclude that it is essential to deepen the environmental complexity so that we have a critical and liberating education. This education understands large companies as oppressors of the less favored classes, cruelly affected by the growth of the environmental crisis—the main threat to human civilization. is the global which are impressively the boundaries The is considered to make an important contribution to solving these challenges, as its relates to the