**9. Conclusion**

Colonial legacies permeate science education around the world [70], including in sub-Saharan Africa [87], North and South America [89], the Caribbean [40], and Australia. Science educators can tap into the suppressed cultures, identities, knowledge, and perspectives. Indeed, colonial legacies insidiously shape all communities, with implications for indicators of well-being, such as health, happiness, and education [68]. Where educators serve homogeneous and/or privileged communities, they still have the responsibility to help students deconstruct the messages they have received about sustainability. For example, students can explore the origin of the resources they use daily, such as textiles or food. Often, they will find developed nations continuing colonial practices of exploitation, to the detriment of poorer nations, in the same destructive and self-indulgent fashion criticized by activists in the 1940's [40, 68]. It is up to educators to assist students in reinventing the world, to trust them as they meaningfully contribute to a greener planet, and to follow their lead in ending these self-perpetuating cycles [88].

Youth today are being affected by the choices of politicians, policymakers, and corporate leaders. Youth are calling on each of those entities and educators to make substantive changes towards sustainable practices. We must act, and we must equip youth so they can act responsibly as well. The issues framing the United Nations Climate Change Conference (COP 28) in Dubai, United Arab Emirates, from 30 November to 12 December 2023, are the very issues youth of today will need

to act upon in the future, such as global climate action, industry decarbonization and net-zero emissions, energy transition, food, nature, and innovative finance (see Ref. [90]).

Though the challenges of the future loom large and difficult to predict, the youth of today will be responsible for shaping the future. Educators must have the courage and humility to embrace this challenge in collaboration with our communities. Though it exacerbated educational inequities, COVID-19 offered us a glimpse into the future with reduced fossil fuel use and a greener future (see Refs. [91–93]). With the reduction in the use of fossil fuels, *vis-a-vis* reduced industry and vehicles on the road; clear, smog-free skies appeared over much of the planet. The global shutdown revealed a greener future is possible! As McDonald notes [94],

*Green technology such as wind and solar are already less costly than fossil fuels with other forms following suit. It is also one of the fastest developing sectors of the economy, with tremendous potential for growth as current products improve their performance and new products come online. That means jobs, and more jobs, and a stronger economy…A new green age is upon us ([94], p. 13).*

The future truly is now as the youth of today have the opportunity to co-construct a new Green Age.
