This presentation highlights the use of European Didactics and Cultural Historical Activity Theory (CHAT) for researching teachers’ professional development in Biodiversity Conservation Education (BCE). The research is currently in its early stages and includes four studies, which will be integrated into a doctoral thesis. The first study, a systematic literature review (already completed), uses the didactical system as an analytical lens. It reveals the main characteristics of BCE and a lack of knowledge concerning teachers. Future stages will focus on teachers practicing BCE through the “Vilda Grannar” project in Sweden. A mixed-method study will explore teachers’ perspectives and how they integrate conservation initiatives into their teaching. The concept of transformative agency and the metaphor of warping will be used in this study, by considering teachers’ conservation initiatives as anchoring forward movements (Sannino, 2022). The final studies will problematize teachers’ professional development through formative interventions for teachers and BCE stakeholders, using the CHAT-driven methodology of Change Labs. Both theories can be complementary, as European didactics can serve to describe and understand teaching practices within the specific context of formal school education, while CHAT addresses the expansion of teaching practices beyond traditional school boundaries.