This empowerment in Diriger des Recherche is the result of a pathway that led me to learning from life sciences to environmental and health education, and then to education for sustainable development. In the work carried out, I lay down the basic principles of a possible curriculum of education for sustainable development. There is currently no coherent and planned set of proposals for general and compulsory education: education for sustainable development cannot take the form of teaching/learning about content to be transmitted. On the one hand, since its initial formulation as an international standard of governance, the idea of sustainable development has continued to change through successive compromises and a dual process of societal and academic ownership. On the other hand, it is education in society that is at stake. The major and profound transformation of society that the idea of sustainable development entails cannot be achieved without the active participation of citizens and the resulting collective creativity. School education is therefore a condition and an opportunity for transformation for society, but, in return, education for sustainable development offers the School the opportunity for a profound transformation of its practices.From a curriculum and didactic point of view, this position implies providing students with opportunities to build individual and collective arrangements (capacities/commitments) to act with a view to developing sustainable societal solutions. This requires seeking to reduce social and environmental vulnerabilities in educational activities. These are then designed as effective participation in diversified, appropriate and adjusted sustainable development actions. However, these actions are to be complemented by multi-referential surveys of issues and contributions from subjects and disciplines, thus ensuring the construction of an organised and coherent whole enabling educational development and its acceptability to stakeholders. It is the implications of these strategic and programmatic choices that are the subject of the empowerment memory, as the focus on the acquisition of provisions through digital social practices radically transforms education in terms of both its challenges and its tasks and methods (school format, content, theoretical/practical relations and status of knowledge, learning and evaluation, teaching arrangements, etc.). In the end, the didactic itself is transformed into it: the bases of a “content-orients-action” course are thus built. It aims to be a key mediation tool for the School’s active participation in a rapid, democratic and sustainable transformation of society.