Thesis advisor: Andrew K. Jorgenson / The United Nations Sustainable Development Agenda (2015-2030) urges nation-states to engage in concerted efforts toward building an inclusive, sustainable, and resilient future for people and the planet. The 17 Sustainable Development Goals (SDGs) and 169 associated targets offer a roadmap for policymakers to achieve this complex agenda. An essential component of the quest for global sustainability is to understand the synergies and potential tradeoffs between these economic, social, and environmental targets. The theoretical and empirical tools developed in the sub-discipline of environmental sociology are particularly helpful in this regard because it is dedicated to unpacking the connections among people, institutions, technologies, and ecosystems. The first portion of this dissertation considers some of the theoretical and empirical contributions of social scientists — and in particular environmental sociologists — to our understanding of sustainability. I also highlight the origins and value of the socio-ecological measure of sustainability used in this project, namely, the carbon intensity of wellbeing (CIWB). CIWB is a ratio of CO2 per capita/life expectancy. In the second portion of the dissertation, I engage development frameworks and macro-comparative sociological theories in two cross-national empirical investigations into the relationship between education and sustainability. Education is a social institution widely regarded as a useful mechanism for enhancing human wellbeing. However, much remains unknown about its relationship with global sustainability. To address this gap in our understanding, I assess the relationship between per capita rates of educational attainment and nations’ CIWB by estimating Prais-Winsten regression models using cross-national panel data from 1960 to 2010. In the first empirical investigation presented in chapter two, I hypothesize that gains in education may be associated with more sustainable societies, drawing on the ecological modernization perspective and Amartya Sen’s conceptualization of education as the expansion of human capabilities. In this analysis, I find that education played an important historical role in reducing nations’ CIWB. However, this relationship has mostly disappeared over time for nations located in most regions. Chapter three builds on the findings of chapter two by assessing how economic factors affect the interplay between education and CIWB. Two theoretical traditions concerning global integration inform this chapter: world society and world-systems perspectives. In my analyses, I find that the magnitude of the relationship between education and CIWB varies by nations’ levels of economic development. I also find that the relationship between per capita educational attainment and CIWB is moderated by national integration into the global economy, as measured by exports as a percentage of GDP. Notably, the nature of this relationship depends on nations’ level of economic development, in that further integration into the global economy enhances the beneficial relationship between education and CIWB for high-income nations. The opposite trend can be observed in the middle- and low-income nations, whereby further integration into the global economy ameliorates the predicted beneficial relationship between education and CIWB. In all, my research contributes to sociological understandings of sustainability and if — and under what conditions — population gains in educational attainment can strengthen both human and ecological wellbeing. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.