In this issue of JTES, the authors of the articles assure us that teachers improve education through their personal and professional identity, local knowledge and cooperation. Through the search for more sustainable solutions, the power of ecological consciousness for sustainability, non-linear thinking, pedagogical situations, we see the interest of the authors in the inseparable relationship between reflexivity and action. This is based on the synthesis of teachers’ lived experience and personally meaningful knowledge, which has established itself as a fundamental feature of understanding and explaining human life. Teachers preserve and maintain it through real pedagogical situations, where they cannot survive without the synthesis of lived experience and personally meaningful knowledge. Through this synthesis, the evolutionary basis of the reflexive and action relationship is preserved. Thus, teachers enhance the viability of education through their participation in the resolution of real pedagogical situations. But the teacher needs support to withstand the various influences and obstacles of the present age and the current education systems, which are the result of unsustainable education. There are many obstacles.