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This chapter looks at research into technology education teachers' levels of understanding of sustainable development, including education for sustainable development (ESD) conducted in France, Russia and Australia. Schools with established technology education programs from different socioeconomic areas were selected for the study. The research found that in these countries, education policy documents provided different opportunities for addressing ESD through technology education. This chapter discusses issues raised by practitioners internationally, which include lack of information about sustainability, lack of teaching resources around ESD, need for pre- and in-service teacher training for ESD, and the need for a structure or framework to support the development of teaching approaches and materials. The chapter proposes a framework based on an analysis of modern society and the nature of sustainable development, intended to help teachers and curriculum developers to plan ESD teaching and learning activities for students and for teachers in-service.