This paper contributes to a re-thinking, un-learning, and re-learning agenda by interrogating some core ideas and assumptions related to contemporary societal and planetary concerns, including concerns within the research enterprise. Transcending the first step that calls for pausing and re-thinking, this paper troubles universalizing vocabularies that naturalize conceptual framings and ways/waves-of-being in research and educational practices. Furthermore, it illuminates the ways in which scholarship has become complicit in re-cycling and re-creating reductionistic ideas that loop back into educational practices. Its overarching argument aligns with an emergent call within research and higher education for going beyond its universalizing monolithic ethos that has become naturalized in contemporary digital-analog entangled existence. Framed as alternative theorizing that is variously termed post/decolonial/southern thinking, these emergent perspectives are part of the introspection that is critically needed in mainstream academia, in particular in the Learning Sciences. This paper argues that this is needed to contribute to both Epistemic and Existential sustainability, i.e., E2-sustainability. E2-sustainability enables transcending issues of environmental-, economic-, social-, and cultural-sustainability: E2-sustainability assumes and includes these. Marked by alternative conceptual framings and pushed by a mobile gaze, this theoretical paper argues that major and minor shifts in thinking are needed for attending to contemporary societal and planetary challenges. E2-sustainability in the scholarly realm has relevance for transcending ethnocentrically framed biases and siloed framings of contemporary education and higher education, including teacher education. Troubling key, taken-for-granted universalizing truths and using the areas of language and educational scholarship as illustrative points of departure, this paper raises concerns regarding the outsourcing of important educational agendas to technologies, including digitalization on the one hand and concepts that build on contentious assumptions on the other hand. It is such default outsourcing that is troubled through a curiosity-driven multiversal and global-centric mobile gaze wherein both northern and southern knowledge-regimes need to be privileged. The theorizing presented in this paper builds on a Second Wave of Southern Perspectives (SWaSP) framing that has relevance for both north-centric and south-centric scholarship, including writing research. Explicitly multi/inter/cross/trans-disciplinary, this work is relevant to Epistemic and Existential sustainability given its non-allegiance to the imaginaries of mono-disciplinarity, nation-state essences, or universalisms.

The aim of this article is to contribute to a discussion on the challenges of and opportunities for using major streaming media platforms and fictional streaming series in an educational context. The article departs from research on the post-digital condition, platformization, cultural memory, and cultural sustainability. The tangible interest in cultural memory and heritage studies indicates the current need to include streaming services in these research fields, as the platforms for streaming media are vectors of popular culture and heritage in terms of digital archives. With the help of Astrid Erll’s analytical model, the authors argue that perspectives from cultural memory studies are useful for deepening the learning potential of fictional series on streaming platforms. The article also supports the idea that major streaming services can be used in education as a supplement to other cultural resources if the potential sustainability risks are considered.

In the post-pandemic world, we see the exacerbation of digital connections but also inequalities between countries with higher or lower degrees of access to fast Internet services. Digitization processes enable and intensify global exchanges and yet expand disconnections as they globalize debates and solutions without considering the different levels of accessibility, digital literacy, and Internet infrastructure in less privileged communities. Such discrepancies are reflected in learning levels and, consequently, in the development of social sustainability. As a theoretical-methodological contribution, this paper draws on the concepts of transmedia logic, educommunication, and social sustainability. The original transmedia educommunication method discussed here consists of a week-long gamified intervention in schools with students between 11 and 14 years old, in Portuguese speaking countries. The objective is to give them the tools to distinguish between textual genres and their purposes. The results obtained by the transmedia educommunication projects highlight the importance of thinking about methodologies based on the reality of each community, with their respective cultures and levels of accessibility to different on- and offline technologies.