This chapter is written into a situation conceived of as the era of the Anthropocene, expressing the new position of the human species in earth history with an irreversible and massive impact on earth’s planetary systems. In the notion of the Anthropocene I include the conception of humankind as many and not one, acknowledging the interconnectedness with other forms of life. A premise in the following is that the current sustainability challenges involving climate crisis, ecological crisis and global injustice, prompt a rethinking of pedagogy and education. If so, how may religious and worldview education be reconsidered? I examine three accounts of religious and worldview education – Andrew Wright’s critical religious education, Robert Jackson’s interpretive approach, and Wanda Alberts’ didactics of the study of religions. I particularly identify their conceptions of the purpose of religious and worldview education, exploring how they accommodate the ecological, existential, and political contexts. While these approaches pay limited attention to the crises in the Anthropocene, by primarily situating and reflecting on religious and worldview education in increasingly plural societies, they contribute to social sustainability. Furthermore, in their attention to the search for truth and student situatedness, a recognition of a global element, an formative dimension of education accommodating a critical, reflexive element they provide possible spaces and entry points for rethinking of an integrative religious and worldview education in the Anthropocene.