Greenwashing is a practice in which companies, the government, or society present a false, incoherent, or exaggerated image of their commitment to environmental care and their concern for improving living conditions. In this sense, educational greenwashing is when educational institutions present themselves as more sustainable than they really are, or without implementing structural or pedagogical changes that support these new values. In other words, the concept of education for sustainable development is used as a slogan or an institutional marketing strategy rather than as a genuine transformation of the educational model.

Furthermore, sustainability is a transformative concept if approached as a comprehensive educational philosophy, encompassing pedagogical content and methods, institutional decisions, the participation of the educational community, and its connection to the territory and social justice. However, if it is limited to empty rhetoric, it becomes a superficial legitimizing tool with no impact and can discredit the environmental and social cause by being associated with institutional inconsistency. Therefore, the objective of this research is to analyze the sustainability practices implemented by three leading global educational institutions in this field through a comparative analysis. The goal is to identify similarities and differences to better understand the phenomenon and thus determine whether sustainability is just another slogan. The main results indicate that sustainability is an ethical, pedagogical, and political practice that challenges development models, promotes critical thinking, and fosters more just and resilient communities.

Keywords: Greenwashing, Sustainability, Strategy, Educational Model, Critical Thinking.