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This article reveals the changes that have taken place in the under-researched Education for Sustainable Development (ESD) discourse in China over the past three decades and presents new findings. The authors conducted discourse analysis to examine the changes of ESD discourse in official policy documents and compared them with the concept of ESD as it appears in the UNESCO framework. Findings suggest that ESD in China has been redefined by domestic discourse and interests. The concept of ‘Ecological Civilisation’ replaces the identity and function of ESD as it appears in China’s education policies, while ESD primarily targets the environmental sector. This redefining of ESD weakens the interconnection between ESD and sustainable development (SD) that exists within the UNESCO framework and presents an unstable approach to ESD in China. This research contributes to ESD development in China and updates its potential education challenges considering China’s 2030 Agenda.

The Reception of Education for Sustainable Development (ESD) in China: A Historical Review