In an era marked by ecological collapse, climate anxiety, and widening social inequalities, sustainability is no longer solely a scientific or technical concern but a profoundly ethical and relational one. This introductory chapter outlines the philosophical and conceptual grounding of this volume, which explores the role of narratives (stories, metaphors, cultural traditions, and lived experiences) in shaping sustainability education. We argue that education must move beyond the mere transmission of knowledge toward practices that cultivate ethical awareness, critical reflection, and relational responsibility. Drawing on diverse perspectives, the chapter situates the book’s contribution within broader conversations on environmental ethics, posthumanism, and critical pedagogy. It introduces the book’s tripartite structure: Philosophical narratives; narrativees exploring education and pragmatic pedagogical narratives, and frames the central inquiry—How can narratives help us imagine and enact more sustainable and caring ways of being in the world?