Sustainable consumption is a field characterized by complex system relations that do not allow prescribing easy solutions for changing consumer behavior. This paper provides an educational perspective on the controversial debates that have evolved in GAI and the broader scholarly literature about the roles and responsibilities of individuals in the context of sustainable consumption. We introduce an educational key competencies approach compris ing of seven generic competencies, and argue that the promotion of key competencies is a transversal contribution to this debate, as it does not favor any particular normative position, but is relevant across all. We advocate for a more comprehensive and effective conception of an educational contribution to promoting sustainable consumption that goes beyond the narrow focus of training skills, providing information, and testing for results.