As challenges threatening universal human values intensify—including climate change, poverty and inequality, armed conflicts, and ethical issues arising from AI advancement—there is a growing urgency for societal innovation promoting peace and shared prosperity. Consequently, educational institutions increasingly recognize the need for specialized training to equip future generations with the competencies to address these global challenges.  Target 4.7 of the United Nations Sustainable Development Goals (SDGs) mandates that by 2030, “all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”  .  The "Recommendation on Education for Peace, Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development" adopted at the 42nd UNESCO General Conference in 2023 emphasizes the transformative role of education in fostering sustainable peace and human development. Fundamental principle 8.(n) specifically calls for cultivating “an ethic of global citizenship and shared responsibility for peace, human rights, and sustainable development for the benefit of all, within planetary boundaries” with implementation recommendations spanning various action domains2.   To fulfil this role, countries including the EU member state3, Canada, the United Kingdom, and the Philippines are incorporating or mainstreaming Global Citizenship Education and Education for Sustainable Development into their formal curricula4. Similarly, the Republic of Korea's 2022 revised curriculum, to be implemented in 2025, introduced interdisciplinary elective subjects for high school students including "Global Citizenship and Geography," "Climate Change and Sustainable World," and "Climate Change and Environmental Ecology" within social studies and science disciplines5.  However, the Sustainable Development Goals Report 2024 published by the United Nations expresses concern that while 90% of countries report efforts to mainstream transformative education6, implementation remains insufficient in educational practice. Citing a 2023 study, the report notes that 69% of 530 examined ninth-grade science and social science curricula make no mention of climate change, and 66% fail to include sustainability concepts, indicating gaps in practical mainstreaming. The report emphasizes that effective transmission of sustainability principles to future generations through educators requires comprehensive support from governments, schools, training institutions, and communities7.  In this context, recognizing educational settings as active instruments for practicing sustainability-based peace and shared prosperity, we propose convening experts in Global Citizenship Education and Education for Sustainable Development at the international Jeju Forum to collectively explore directional frameworks and effective implementation strategies for transformative education that will prepare future generations to lead a sustainable world.