This paper revisits the field of (Higher) Education for Sustainable Development in a post-truth era. It reflects on the current debate regarding the role of education in sustainability from a Deweyan perspective. This approach leads towards a renewed interpretation of individual sustainability competences in societal context influenced by post-truth characteristics and super wicked problems. The Deweyan perspective with focus on personal flourishing and the role of education in democracy, provides guiding principles to frame individual sustainability competences in the current post-truth context, thereby highlighting the importance of critical inquiry. The paper recommends to revisit the connection between education and sustainability from a personal and societal perspective, thereby taking into account the current context of higher education, influenced by neoliberalism, economic efficiency and managerialism.