The current ecological and social crises demand a profound philosophical reflection on the role of education in shaping morally and ecologically responsible human beings. In this context, John Locke’s thought provides a crucial foundation for re-examining the essence of education as a means of forming rational and social character. In his work Some Thoughts Concerning Education, Locke asserts that human beings are born as ‘tabula rasa’ (a blank slate) shaped by experience and environment. For Locke, education is not merely the transmission of knowledge, but a moral process that cultivates good will, wisdom, and social sensitivity. This reflection becomes particularly relevant when placed within the framework of the ethics of sustainability, which emphasizes moral responsibility toward others and the created world. Education grounded in Locke’s philosophy can thus be understood as a process of instilling a moral imperative to live in harmony with the values of sustainability, social justice, and integral ecology, as highlighted in Pope Francis’s encyclical  ‘Laudato si’. Through the formation of habits, rational reflection, and moral experience, human beings are called to weave a shared future founded on justice and sustainability. This study seeks to explore the relevance of John Locke’s philosophical thought in formulating a paradigm of moral education oriented toward the ethics of sustainability. Locke’s philosophy of education not only shapes rational and moral individuals but also fosters ecological awareness and social responsibility as a concrete expression of integral humanity.