<p>This article explores the meanings of sustainable development (SD) developed by actors in educational events in the Carinthian Nockberge Biosphere Reserve and highlights the opportunities and challenges for adult education. Based on the theoretical link between a&#xa0;critical-emancipatory approach to adult education and transformative learning processes, a&#xa0;reconstructive research design is developed in order to reconstruct individual perspectives and orientation frameworks of participants. The results show that the meanings of SD vary across four ideal-typical frameworks, revealing both challenges and opportunities for education in the Carinthian Nockberge Biosphere Reserve. The article highlights the role of adult education in promoting reflection, action competence and awareness of global challenges. It offers insights for the further development of educational formats in model regions such as the biosphere reserve.</p>