Humanity’s escalating ecological crisis reflects a culturally ingrained lack of respect, care and connection with the natural world. Industrialised societies have increasingly estranged human communities from nature, viewing environments as storehouses of resources for exploitation or as threats to be conquered. Attaining sustainable development globally obliges widespread educational shifts in how societies perceive relationships and responsibilities toward the natural world. As the sustainability crisis mounts globally, transitioning to environmentally regenerative and socially just development models depend on educational transformations across all nations regarding human-nature mentalities. Significant divergence exists between Western industrialised and Global South countries in orientations shaping ecological perspectives. Analysing contrasts provides mutual learning opportunities to progress global sustainability. While risks of generalization exist, the above synthesis highlights how divergent socioeconomics, cultural traditions, economic infrastructures and colonial legacies shape sustainability perspectives and duties asymmetrically across national contexts. Education is increasingly seen as crucial for equipping new generations to solve complex sustainability challenges like climate change, environmental degradation,
