Abstract
At a time when media debates about schools are oscillating between a race to reform, a return to radicalism or even a fantasised former republican school, and when didactics - the fields of research and practice that aim to build a 'bridge' between the sciences with explanatory aims and the appropriation of their results by a variety of audiences - are too often locked in technical debates and excesses, there is an urgent need to think about the expected changes from the point of view of content too, with a view to containing the endemic crisis of contemporary schools faced with a loss of meaning and clear aims. The science of sustainability, as an emerging academic trend, is therefore challenging the didactics of existing school subjects in terms of their content and methods, in a necessary updating in line with these academic developments. It offers these disciplines and their didactics an opportunity for renewal.