Home – Home – Jornals – "Philosophy of Education" 2026 number 3

Introduction. Ethics is widely acknowledged as a fundamental dimension of sustainability; however, its integration into sustainability research and education often remains conceptually limited. This article examines the role of ethical reasoning in sustainability scholarship and education, addressing the problem of the insufficient engagement with normative ethical frameworks in discussions concerning environmental challenges, sustainability education, and public responsibility. Given the urgency of climate change, biodiversity loss, and intergenerational justice, a deeper ethical foundation is essential for sustainability-related research and practice. Methodology. The study is based on a critical literature review of peer-reviewed publications published between 2010 and 2024. The object of the research is sustainability scholarship, while the subject is the treatment of ethical reasoning within this body of literature. Drawing on perspectives from environmental sciences, sustainability education, and philosophy, the analysis investigates how ethical concepts are conceptualized, operationalized, or omitted. The methodological approach combines qualitative content analysis with a philosophical examination of normative ethical theories, including deontology, utilitarianism, virtue ethics, and care ethics. Discussion. The findings reveal a persistent gap between sustainability discourse and systematic ethical reflection. Although ethical concerns are frequently mentioned, normative frameworks are rarely employed in a rigorous or explicit manner. Ethics often appears as an instrumental or rhetorical element rather than as a domain of moral reasoning capable of supporting judgments about responsibility, justice, and collective action. This study contributes to the literature by highlighting the under-theorization of ethics in sustainability scholarship and by demonstrating how the absence of robust normative foundations weakens educational and research approaches to sustainability. Conclusion. The study concludes that the marginalization of philosophical ethics undermines the capacity of sustainability education and research to address complex moral questions arising from contemporary environmental crises. Integrating normative ethical theory into sustainability scholarship is essential for fostering ethically informed educators, researchers, and citizens. Future research should explore ways of incorporating ethical frameworks more systematically into sustainability curricula, policy discussions, and interdisciplinary research, thereby strengthening the moral foundations of sustainable development.