Observing this more fold of Inquiry-Based Learning it is at least remarkable that, certainly when one states that sustainable development regards ill-structured problems, ESD is mostly applied by way of Case Based Learning flavored with Project Based pedagogy. We noted a range of ESD practices that honor teachers’ and consultants’ discomfort with less predictable learning processes or strangeness to matters so profoundly that ESD is degraded to choreographed schooling, not even education. Obviously, OPEDUCA differs substantially from such shallow unworldly perceptions of ESD, leading to practices that are little more than attempts of Case Based Learning on pre-selected ‘problems’ using artificial simulations.

Although perceivable as separate approaches to choose from, Inquiry-, Problem, Project-, Task- and Case Based Learning are parts of a continuum as such, ranging from a more liberal student-steered quest of inquiry to the more often observed teacher-directed assignments. 

The further IBL, PBL and the derivates based on it are stipulated and pressed into a format, the less effective the approaches appeared to become in terms of student involvement and learning outcomes. Also, scholars were seen to (over-)structure and define practices by ways of a time plan, framework and exercises, apparently answering to teachers’ conservatism by offering them a straitjacket disguising conservatism. It became clear such suffocation of students’ creative engagement and restriction of teachers’ professional development stands opposite to ESD.

The attitude and capacity of the teacher makes a substantial the difference, dictates the effectiveness of the approach. We argue teachers better chooses for clear IBL and PBL or remain in the traditional instead of hiding an instructive regime behind a new phrase.