The UN 2030 agenda of Sustainable Development Goals (SDGs) envisions a future of inclusive equity, justice and prosperity within environmental limits, and places an important emphasis on education as stated in Goal 4. Education is acknowledged as a means for achieving the remaining Goals, with sustainability as a goal for education in target 4.7. However, the interconnectedness of the SDGs and the complexity of sustainability as a concept make it difficult to relate the SDGs to educational learning outcomes, with what Education for Sustainable Development (ESD) aims to achieve, left in ambiguity. Using systems thinking, we developed a framework that redefines ESD as a tool that can deliver the transformation required for society to reach a sustainable state. Using the SDGs as end points for this state, and through a participatory approach, education stakeholders and learners work together to construct a common vision of sustainability, identify the competences needed, and develop appropriate pedagogies and learning strategies. The framework allows for the development of evaluation tools that can support educational institutions to monitor and manage their progress in transforming societies towards sustainability.

The Water Framework Directive 2000/60/EC (WFD) is widely accepted as the most substantial and ambitious piece of European environmental legislation to date. It has been referred to as a once in a generation opportunity to restore Europe's waters and a potential template for future environmental regulations. However, fifteen years since it was adopted, and with many problems and delays in its implementation, the WFD has not delivered its main objectives of non-deterioration of water status and the achievement of good status for all EU waters. Putting aside the daunting technical and organisational challenges of its implementation, this paper aims to shed light on why the great expectations that came with the WFD have not yet been fully realised. It reviews how the Directive has been interpreted, focusing on its intentions and how they were applied. The findings reveal the absence of the paradigm shift towards the systems (integrated) thinking that the WFD was grounded on, as a fundamental problem with its implementation. This is also evident in cases where the Directive has been criticised as a policy tool or when implementation efforts were reviewed, indicating misunderstandings even of its core principles. This inherent departure from the Directive's systemic intention and methodological approach needs further investigation, as it could be the reason behind many of its problems and delays. Unless current implementation efforts are reviewed or revised in light of this, enabling the paradigm shift required to ensure a more sustainable and holistic approach to water management, the fading aspirations of the initial great expectations that came with the Directive could disappear for good.

Pharmaceuticals are produced and used in increasingly large volumes every year. With this growth comes concern about the fate and effects of these compounds in the environment. The discovery of pharmaceuticals in the aquatic environment has stimulated ...