Conceptually, the central idea of regenerative futures is regeneration and restoration through actions that can improve ecosystems, communities, and social and economic processes over time. This approach is related to sustainability, ecology, and social design, with the aim of creating a regenerative culture—a continuous practice of recovery, renewal, and strengthening of systems—that revitalizes and even improves what has been damaged or worn down.

To address the countless crises of our time, Bett Brasil is proposing discussions on regenerative futures in the context of Brazilian education at the 30th edition of the event, which will be held from April 28 to May 1, 2025, at Expo Center Norte in São Paulo.

As the largest event on Innovation and Technology in Education in Latin America, Bett Brasil 2025 brings together all educational stakeholders to discuss a theme that seeks to understand and explore the possibilities of sustainable and resilient systems, with a focus on essential topics such as the regeneration of natural resources, as well as social, emotional, and—inevitably—educational issues.

This premise is supported by the proposed central theme of the 30th edition: “Education to Tackle Crises and Build Regenerative Futures”, developed with the support of the Bett Brasil Advisory Board.

“To explore the concept of regenerative futures in education, we must view educational crises as opportunities for profound transformation. This begins with an experimental approach that moves away from outdated practices and creates the conditions and spaces for approaches that allow for trial and error, learning, and adaptation,” explains Adriana Martinelli, Director of Content at Bett Brasil.

A key element of this transformation is lifelong learning, which fosters a culture of continuous learning involving educators, administrators, students, parents, guardians, and the community. “This drives us to seek out systems that are more resilient and better prepared to respond to emerging demands in an agile and consistent manner,” adds Martinelli.

See also:

• CNE Approves New Guidelines for High School Education
• ENEM: AI Is Used to Help Students Prepare
• Registration for Bett Talks remains open through November 18

Until then, the application of ideas related to regenerative futures had been most directly focused on the fields of agriculture, economics, and urban planning. The proposal emerging for Bett Brasil 2025 is to put these ideas into perspective and discuss their applicability in the educational context as well.

According to Arthur Galamba, director of the PGCE (Postgraduate Certificate in Education) in Science at King’s College London, co-founder and director of Collabits, and former advisor to the Brazilian Chamber of Commerce in the United Kingdom, the concept of regenerative futures in the context of education is essential for integrating elements that promote not only environmental and social awareness but also pedagogical practices that encourage critical thinking and transformation.

Galamba emphasizes that environmental education and science education for democracy are two areas that are deeply connected to this vision, as both seek to foster critical-thinking citizens who are committed to the collective well-being and sustainability.

“From this perspective, educators and students are seen as agents of change, committed to resisting forces that threaten a just transition to a low-carbon economy, where profit is not prioritized at the expense of social and environmental justice. It is essential that the school curriculum values equity, equality, justice, and inclusion in order to foster the development of critical and environmental awareness that supports sustainable growth and a just transition for society.”

Another key aspect concerns the empowerment of educators, providing them with autonomy and the tools they need to act creatively and with social responsibility.

“That is why we must also consider building regenerative futures that create spaces for collaborative processes that transcend the realm of education, integrating other fields of knowledge, such as health, technology, and the environment. At the same time, education becomes a link for society—not only to address current crises, but to rebuild itself in the wake of them and to shape citizens committed to a sustainable and socially just future,” says Adriana.

Pedagogical and Regenerative Training

When addressing the concept of regenerative futures in the specific context of education, teacher training must also follow the same line of reasoning and practices. According to Arthur Galamba, the current educational model does not prepare students to question the world, but rather to accept it as it is, thereby reinforcing existing social and economic structures.

“By adopting a regenerative pedagogy, educators must also rethink the way they assess their students, introducing tools that foster the development of a critical and transformative mindset. In this context, assessment must go beyond the mere measurement of grades and take on a formative character that encourages creativity, problem-solving, and critical thinking—through constructive feedback, the co-creation of knowledge, and peer interaction—all of which are central elements of a dynamic and continuous process of collaborative learning,” notes Galamba.

Both Adriana Martinelli and Arthur Galamba point out that exploring the concept of regenerative futures in education involves much more than teaching about the environment, climate change, sustainability, ecology, or social design; it is a commitment to transforming the way we learn, think, and act in relation to the world.

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