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While institutional requirements for education for sustainable development (ESD) provide many guidelines, they nevertheless leave it up to teachers to precisely define the pedagogical format and its appropriateness to the learning challenge induced by the sustainable development (SD) perspective. Describing and understanding how teaching-learning practices are organized in the field of ESD is part of the more general context of research in didactics, within which we mobilize several concepts from the anthropological theory of didactics (TAD) to objectify the analysis. The analysis of a survey that collected more than 1,000 responses highlights a difficulty in naming the pedagogical techniques used, as well as a certain fragility of the theoretical supports to which teachers refer. This empirical study extracted from our thesis (defended in 2018) which is based on a corpus of data collected in 2017 reveals that educating students in SD is not self-evident, that it requires conditions, some of which, situated at the level of pedagogy, guarantee –also– the dissemination of knowledge.