‘The Yamuna is dead; it has just not been officially cremated’. ICSE 2026 asks India to make sustainability education a public practice
The children on stage at India Habitat Centre opened the eighth International Conference on Sustainability Education (ICSE) with a song. Behind them sat educators, environmentalists, policy leaders and development practitioners; before them was the central question of the two-day gathering: can education prepare a generation not merely to understand the climate crisis, but to alter the systems that are producing it? The opening session of ICSE 2026, convened by the Mobius Foundation under the theme “Sustainability Education for Transformative Action,” made clear that the answer cannot lie in another chapter in a textbook or another campaign of awareness alone. The discussion placed education at the intersection of public transport, water, waste, livelihoods, public health, civic participation and the everyday choices that shape India’s development pathway. The most arresting intervention came from Sunita Narain, Director General of the Centre for Science and Environment (CSE). Describing the condition of Delhi’s river, she said: “The Yamuna is dead; it has just not been officially cremated.” The remark was deliberately unsettling, but it was grounded in a larger argument: ecological collapse is the result of systems designed as though rivers, mountains and communities can be endlessly engineered around. Narain linked the recent disaster in the Nepal–Tibet region to decades of an “engineering mindset” that treated fragile landscapes as objects to be remade at will. The lesson, she suggested, is not to reject engineering or technology, but to restore ecological limits, local knowledge and public purpose to development decisions. She argued that Delhi’s air will not be cleaned merely by replacing petrol cars with electric ones; the decisive shift is to build public transport good enough that people do not need to depend on private cars in the first place. That distinction between a technical fix and systemic change became the intellectual centre of the inauguration. It also gives sustainability education a much more demanding task. Learners must be equipped to ask: Who benefits? Who bears the risk? What is the ecological cost? And which institutions must change?
