Education for Sustainable Development (ESD) has become an important issue in society. The United Nations Decade for ESD (DESD, 2005-2014) has encouraged innovative approaches in education in order to contribute to the societal transition towards sustainability through both the formal education system and non-formal and informal learning settings (Buckler and Creech, 2014). Furthermore, as learning does not take place in separate silos, the interconnection of different stakeholders is also seen as a necessity in ESD. During the last decade an abundance of ESD initiatives have grown at all levels in society. Governments have implemented the topic in policy briefings and educators and researchers have developed models for curriculum innovation and the integration of sustainability competences. Civil society partners have developed initiatives to embed ESD in non-formal settings, schools and teachers worldwide have started ESD projects at the local level focusing on a variety of topics.