The multi-dimensional damages caused by the Covid-19 pandemic have highlighted the fragility of our economic systems and their lack of resilience. People are starting to question globalisation, and debates on alternative modes of development are back and alive. If economic paradigms need reforming, we also need educational systems that will equip people to build more sustainable societies. With this in mind, this article focuses on two crucial components in ‘current issues in comparative education’. One relates to the emergence of a so-far under-explored area of research in education, that of Territorial Education (TE), and places it in the context of both the 1990s educational reforms, intended to create a standardised ‘world class education’, and of ‘education for sustainability’. The second one focuses on the experiential nature that skill-orientated Territorial Education can provide, in contrast to other types of ‘education for sustainability’ approaches that are more conceptual. Using Urban Agriculture initiatives in Lisbon as illustrative examples, the article shows that such practical approaches might help to make cities sustainable and resilient in the future.