Introduction

The 2030 Agenda, which consists of the 17 Sustainable Development Goals, is a United Nations-established program committed to solving global challenges and promoting peace and prosperity in the contemporary adverse world (UNESCO, 2021). Emancipatory education plays a central role in empowering both the current and future generations for the praxis towards the collaborative construction of a desirable future for all. Achieving life sustainability in the present world is one of the greatest challenges that education faces.

The term "sustainability" requires a deep understanding of its essence to avoid indiscriminate or superficial use. Sustainability is not simply the same as the term "sustained," which means maintained at length without interruption or weakening. Rather, sustainability is a much wider and more profound concept that encompasses the careful, ethical, wise, and responsible ability of life coexistence on Earth through times, both individually and collectively, at local and global levels, and across environmental, economic, and social domains. Achieving sustainability requires emancipatory education based on the Freirian praxis to become a concrete reality. This involves partnering among educators, learners, specialists, citizens, and policymakers in constant dialogue to problematize together and discuss important questions (with care). It requires understanding socio-scientific and cultural realities through knowledge (know) and taking actions (do) as ethical historical political beings who reason critically and transform the world for the better through collective awareness derived from scientific-humanized action and reflection (^{OKADA, 2020}; p. 12).

To address the challenge of education for sustainability, the CARE-KNOW-DO principles (^{OKADA, 2020}) were established to enhance emancipatory practices. Its aims is to enable students with teachers, researchers, citizens, and managers, to identify real-life problems that they CARE about, need to KNOW, and DO actions for solutions. These principles are based on autonomy and humanization (^{FREIRE, 1967}/1984/1996/2009) and science for responsible citizenship (HAZELKORN, 2015; ^{RATCLIFFE, 2003}; ^{HODSON, 2011}). As lifelong co-learners and co-researchers, we need to connect with science and technology for knowledge acquisition and decision-making in real-life contexts. Emancipatory practices that enable learners to develop human, digital, and scientific skills are essential for solving problems in an innovative, enjoyable, and responsible way for sustainability.

With that intentionality, the emancipatory education for independent thinking (^{OKADA; SHEEHY, 2020}) makes it possible for the less well-represented students to develop critical thinking of their contexts and the world for the transformation, with fun, in the process of seeking and discovering (^{FREIRE, 1967}/1984). Learning in an emancipatory and fun way allows students to be in the leading role of their history with their intrinsic motivation and genuine pleasure through cooperating with their peers. Many papers presented in this dossier highlight learning supported by the pedagogy of autonomy, making it possible for the learners to become enthusiastic, proactive and energic transforming agents to innovate their reality and to build a better world (FREIRE, 1996/2009).

It is essential to promote sustainability and emancipation for all. This dossier presents practices based on various open approaches, ranging from well-known ones such as open education, open learning, open educational resources, and open learning platforms, applications, and objects, to the most recent concept of open schooling. While sustainability is not the same as sustained, and open schooling is not synonymous with open education, they can both coexist in an integrated way. The term "open schooling" was introduced in a report by the European Union called "Science Education for Responsible Citizenship" (HAZELKORN et al., 2015), where it was not linked to open education. However, ^{Okada and Sherborne (2018}) and Okada and Rodrigues (2018) later associated it with open education and introduced it in Brazil as "escolarização aberta" in Portuguese. Based on theoretical and practical studies, open schooling has been developed in various large Europe-Brazil consortium projects such as ENGAGE, weSPOT, and CONNECT, all of which are funded by the European Union from 2015 to 2025. Open schooling involves learners, teachers, and researchers working collaboratively to address real-world problems through interdisciplinary and inquiry-based approaches.

According to the European Commission (2018),

It is hoped that, in the short term, [open schooling - developing partnerships between schools, local communities, civil society organisations, universities and industry] will contribute to a society with more scientifically interested students and a greater awareness of scientific careers. In the medium term, open schooling activities should provide citizens and future researchers with the tools and skills to make informed decisions and choices, and in the longer term, this action should contribute to increasing the number of scientists and research citizens. (^{OKADA; RODRIGUES, 2018}, p. 52).

In this context of openness, where the past and present are permeated with innovative and pioneering concepts that require further exploration, the purpose of this dossier is to provide a dialogic space for all authors, including learners, practitioners, and specialists who have participated in studies with their knowledge, interpretations, and interrelationships, whether exploratory or in-depth, situated in their practices and contexts. The collection of articles presented here serves as a starting point for questioning (CARE), critical scientific reasoning (KNOW), and dialogue with action (DO) to support future research movements and networks focused on sustainability (^{OKADA; GRAY, 2023}). It is hoped that the questions and problematizations raised through the invitation to contribute to this dossier and discussions (see Table 1 below) will lead to new questions and problematizations, such as:

The studies presented here highlight issues and solutions related to the real-life experiences of all participating learners, both inside and outside of the school space. They also reflect on research and innovations that involve students, teachers, citizens, communities, and specialists, with the aim of promoting scientific literacy for sustainability (COMISSÃO EUROPEAN, 2018; HAZELKORN et al., 2015). The innovative research on authentic learning, which focuses on real socio-scientific issues, aligns with open educational practices and the 2030 Agenda (UNESCO, 2015) and addresses global challenges (EUROPEAN COMMISSION, 2018), including the National Common Curriculum Base (BNCC) and the New Secondary Education system in Brazil. The pedagogical scenarios addressed in these studies include contextualized curriculum, interdisciplinary, transdisciplinary, and emancipatory learning environments, community-based participatory research, design thinking, educational design, co-investigation, project-based co-learning, and teacher training in cyberculture.

The scientific studies presented in this dossier comprise quantitative, qualitative, mixed methods, case and multi-case studies, as well as conceptual works that involve research methods and the epistemology of scientific knowledge. They cover various areas of knowledge, including the natural sciences (chemistry, biology, physics), human and social sciences (languages, geography, pedagogy, education, administration, design), and exact sciences (mathematics, computing).

Several emerging technologies are discussed for students to explore through online, offline, hypermobile, hybrid and online learning (FLORIDA, 2015). The examples presented include the production of applications, games, metaverse, coding, citizen science platforms, podcasts, websites, cloud polling systems, smartphones, wearable technologies such as smartwatches and tablets, citizen-science platforms, self-assessment, and co-assessment instruments, including CONNECT-Science.

The works described in this dossier are presented from the perspective of emancipatory practices that promote sustainability with science and emerging technologies, through three educational levels or axes: Axis 1, which pertains to basic education (kindergarten and elementary school); Axis 2, which refers to high school; and Axis 3, which covers higher education (undergraduate and graduate) with a focus on teacher training.

The production of this dossier was a result from the extensive promotion supported by two projects OLAF - open online learning and fun as well as CONNECT - inclusive open schooling with future-oriented science. The large dissemination was led by the organizers, authors, and collaborators in various national and international events, including Educere, Humanitas, Web-Curriculum, IOSTE, SBIE, CIET-ESUD, LSME-London, CONNECT, BETT, and Green Forum UK-BR. Additionally, the dossier was a product of numerous discussions between the organizers and reflections supported by the authors and their networks, which are presented below.

Presentation of the Articles in 3 axes

Concluding Remarks

Considering the range of topics, subjects, methodologies, and technologies explored in this dossier, as well as the diverse educational contexts examined, the articles provide valuable insights and findings that can inform reflections on pathways to emancipatory education with sustainable teaching and learning practices.

These exploratory studies on pioneering themes are important for advancing research and fostering alignment, clarity, and coherence of concepts, which in turn can enhance the visibility, appreciation, and adoption of these ideas. However, there is a need for further research to deepen and expand our understanding of these topics, as well as to ensure their wider dissemination and application.