**Abstract**

Beyond the very pressing immediacy of the pace of change induced by internationalising tendencies, a world without borders, there is increasing pressure on teachers to be more adept, agile, and adaptive, particularly at incorporating new and emerging technologies into their pedagogical repertoires, while international agencies, increasingly influential in this febrile landscape, proffer reform rhetorics that are superficial at best in their appreciation or understanding of local conditions, the realities of teachers' lives and work. While an emphasis on 'what works' too has its limitations, what this chapter seeks to identify is not merely incremental contributions to often limited pedagogical repertoires, but to approach the considerable challenge from a sustainability perspective, sufficient to identify adaptive steps to possible futures that are hopeful, life enhancing, sustaining and sustainable, enriching the quality of teaching and learning, contributing to an emerging pedagogical praxis.

**Keywords:** pedagogical praxis, adaptive teacher repertoires, sustainable transformation, teacher professional transformation
