In 2015, the United Nations member states unanimously approved the "2030 Agenda for Sustainable Development" and committed to achieving the 17 Sustainable Development Goals (SDGs). Their achievement is expected to lead to the elimination of poverty, hunger, inequalities, and injustice, as well as the protection of the planet, ensuring a sustainable, peaceful, and democratic way of life.

It is emphasized that the 17 goals are interlinked and complementary, meaning that achieving one of them brings positive effects to others as well. For example, addressing the climate crisis (SDG13) simultaneously contributes to improving energy security, public health, biodiversity, and ocean protection, while also being interconnected with many other goals.

Several studies have highlighted the multidimensional relationships between the goals, arriving at significant conclusions. Thus, quality education (SDG4) is closely connected to many other goals, such as economic growth, gender equality, reduction of inequalities, public health, responsible production and consumption, as well as the climate crisis. Additionally, it relates to issues such as the elimination of poverty and hunger, innovation, peace, justice, energy, clean water, sustainable urban development, protection of life on land, and finally, life below water.

In this context, Education for Environment and Sustainability is considered fundamental for achieving the 17 goals of the 2030 Agenda, as it promotes a sustainable way of life, human rights, gender equality, peaceful coexistence, global citizenship, intercultural communication, and the very important role of culture in sustainable development.