In this chapter, eight peace educators around the globe engage in a critical discussion, exploring the intersections of ecological civilization (EC), peace education (PE), and sustainable development. This timely conversation underscores EC’s relevance in cultivating a critical culture of peace and sustainable development amidst various global challenges and the pursuit of the Sustainable Development Goals (SDGs). Drawing on diverse experiences of scholars from Canada, China, India, South Korea, the United Kingdom, and the United States, this dialogue offers comparative insights across cultural, linguistic, and generational boundaries. The following questions guide our discussion: How might EC present a reimagined vision for education for peace and sustainability? In what ways do EC, PE, sustainable development, and ecopedagogy intersect in their goals and approaches? What pedagogical practices offer transformative potential toward fostering a more just, sustainable, and peaceful future? The chapter probes into how EC enriches the global discussions on education for peace and sustainability, raising questions of decoloniality and global justice. It equally examines EC’s intersections and divergences with PE, pedagogies for fostering peace and sustainability, ecopedagogy, and global education agendas, such as education for sustainable development (ESD). Ultimately, the chapter invites further exploration of the theories and pedagogies of education for peace and sustainability, contributing to this evolving field of study and practice.