Exploring Experts’ Perspectives on the Field and Phenomenon of Myths in and About Sustainability Education: A Problem-centered, Podcast-based Interview Study

Sustainability education (SE) is vital for fostering integrative thinking and responsible action but is hindered by myths and misconceptions that shape perceptions of SE’s purpose, scope, and methods. This study explores the emerging field of myths in and about sustainability education (MYTHSE), examining their characteristics, causes, consequences, and strategies for addressing them. A pre-registered, qualitative interview study was conducted with six international experts in sustainability education, cognitive psychology, and misinformation research, using semi-structured, podcast-based interviews. Data were analyzed through qualitative content analysis, blending inductive and deductive coding to identify recurring themes. Findings reveal diverse expert perspectives on MYTHSE, highlighting common myths such as equating SE with environmental education or assuming factual knowledge alone drives behavioral change. Causes include cognitive biases, logical fallacies, and cultural narratives, with detrimental consequences like perpetuating ineffective teaching practices and resistance to integrating sustainability into curricula. Experts emphasized the need for strategies beyond myth debunking, advocating for prebunking approaches, mental immunity, and fostering critical thinking. This study underscores the importance of addressing MYTHSE as a dedicated research agenda and calls for a systematic taxonomy, rigorous educational research, and evidence-informed practices to challenge misconceptions effectively. Despite limitations such as a cross-sectional design and a selective sample, the findings contribute to advancing SE research, practice, and policy by fostering a more nuanced understanding of myths and their impact.