Untangling Conceptual Confusion Around Myths, Misconceptions, and Misinformation in Sustainability Education
What are _myths in sustainability education_—and how do they differ from misconceptions or misinformation? Using cross-disciplinary lenses and simple relational logics (subtype, contrast, causal contribution), this post maps their conceptual relations and argues that these distinctions matter for how we understand and address persistent false beliefs in education.
