This paper argues that while resilience connects many Sustainable Development Goals, it is not reflected in SDG4, and should be. Resilience typically refers to the capacities of communities to cope with effects of natural disasters, climate change, armed conflict and displacement. The SDGs also emphasize resilience in relation to health crises and economic and social disruptions. This paper contends that educating for resilience should be an explicit cornerstone of SDG Target 4.7, given its links to sustainable development, global citizenship and climate change, and its aim to address collective and global challenges and foster shifts in teaching and learning. The paper explores pedagogies of and for resilience and how these would influence how teachers design and conduct classroom activities. It concludes by discussing the limitations of current strategies to track country implementation of Target 4.7 and how new approaches are needed to capture the multiplicity of education for resilience initiatives. • Resilience is the capacity of people, communities, and systems to foresee and manage unpredictable natural and social shocks. • Resilience is mentioned in many Sustainable Development Goals, but not in SDG4; however, it is clearly linked to Target 4.7. • Education systems should boost resilience, not just sturdiness, to anticipate and adapt to volatile change. • Educating for resilience (EfR) should be integrated in national and global education policies. • EfR should encourage rethinking of what learners learn, and how teachers teach. • New approaches are needed to measure and monitor SDG 4.7 and the 2023 Recommendation, including educating for resilience. [ABSTRACT FROM AUTHOR]