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Transformative sustainability education policy analysis

According to Ó Riada et al. in PLOS Sustainability and Transformation (published 18 August 2026), Spain’s recent education law (LOMLOE) opens discursive space for transformative sustainability education while remaining constrained by entrenched neoliberal governance. This post explains the Spanish case and shows how AI-enabled qualitative research can accelerate reproducible mapping of discursive shifts and implementation gaps for researchers and policy teams. The primary keyword for this article is transformative sustainability education policy analysis, and the analysis below uses the authors’ data points (seven interviews conducted February–September 2025 and a longitudinal document corpus covering 1975–present) to give concrete next steps.

In this article

  • Key Takeaways
  • What happened: Spain’s discursive shifts in TSE policy
  • Snapshot table: key dates and numeric facts
  • Implications for researchers and education policymakers
Evidano7 min read
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