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Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany-in keeping with the increasingly international focus of ''output'' evaluations-one dominant educational debate has centred on effective ways of mapping and understanding pupils' competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.Résumé Développement des compétences relatives à l'EDD dans les cadres institutionnels de soutien-L'éducation au développement durable (EDD) est une question d'importance planétaire, mais les exigences et les besoins des individus diffèrent en fonction des conditions régionales dans lesquelles ils vivent. L'Allemagne (mais également d'autres pays), qui suit la tendance de plus en plus internationale aux évaluations des «résultats», mène l'un de ses principaux débats éducatifs sur les moyens efficaces de recenser et de cerner les compétences des élèves. Cet article fournit un modèle de compétence pour l'EDD dans le secteur éducatif formel. Il a pour but de fournir des données à l'organisation de l'enseignement, et de contribuer à évaluer les résultats d'apprentissage des élèves ayant bénéficié d'une instruction sur les questions relatives à l'EDD. Ce modèle a été élaboré et élargi dans le cadre de deux programmes innovants de l'état fédéral allemand, qui visaient à concrétiser le concept d'EDD dans les écoles à travers le pays.Zusammenfassung Die Entwicklung von Kompetenzen der Bildung für nachhaltige Entwicklung (BNE) in unterstützenden institutionellen Kontexten-Obwohl Bildung für nachhaltige Entwicklung grundsätzlich eine weltweite Aufgabe ist, sind die Anforderungen und Bedürfnisse der Menschen in den unterschiedlichen Weltregionen unterschiedlich. (Nicht nur) in Deutschland findet im Einklang mit einem der dominanten erziehungswissenschaftlichen Diskurse eine zunehmende Konzentration auf Outputevaluationen i.S. der Operationalisierung und Messung der Kompetenzen von Schülerinnen und Schülern statt. Der vorliegende Artikel stellt ein Kompetenzkonzept vor, das im Bereich der formalen Bildung angewendet werden kann. Das Konzept der Gestaltungskompetenz zielt darauf ab, LehrLern-Prozesse zu orientieren und möchte dazu beitragen, die Lernergebnisse von Schülerinnen und Schülern zu bewerten, die an BNE-bezogenem Unterricht teilgenommen haben. Das Kompetenzkonzept wurde im Rahmen zweier von Bund und Ländern geförderter schulischer Modellprogramme (weiter)entwickelt, die darauf abzielten, Bildung für nachhaltige Entwicklung in die schulischen Regelstrukturen zu implementieren.Resumen El desarrollo de las compe...

The diffusion of electric vehicles (EVs) is considered an effective policy strategy to meet greenhouse gas reduction targets. For large-scale adoption, however, demand-side oriented policy measures are required, based on consumers' transport needs, values and social norms.We introduce an empirically grounded, spatially explicit, agent-based model, InnoMind Innovation diffusion driven by changing MINDs), to simulate the effects of policy interventions and social influence on consumers' transport mode preferences. The agents in this model represent individual consumers. They are calibrated based on empirically derived attributes and characteristics of survey respondents. We model agent decision-making with artificial neural networks that account for the role of emotions in information processing. We present simulations of 4 scenarios for the diffusion of EVs in the city of Berlin, Germany (3 policy scenarios and 1 base case). The results illustrate the varying effectiveness of measures in different market segments and the need for appropriate policies tailored to the heterogeneous needs of different travelers. Moreover, the simulations suggest that introducing an exclusive zone for EVs in the city would accelerate the early-phase diffusion of EVs more effectively than financial incentives only.Keywords: electric vehicles, innovation diffusion, emotion, agent-based model, parallel constraint satisfaction network, social influence Changing minds about electric cars 3 Changing minds about electric cars: An empirically grounded agent-based modeling approach IntroductionElectric vehicles (EVs-Plug-in hybrid and battery electric vehicles) are seen as a promising technology to reduce carbon emissions and achieve the transition to more sustainable transport. Comprehensive investment in research and development, e.g. in battery technology, is essential to achieve these goals, but technological development alone will not ensure the large-scale diffusion of such innovations. For successful dissemination of new technologies it is also necessary to address the demand side (e.g. Ozaki & Sevastyanova, 2011; Schuitema, Anable, Skippon, & Kinnear, 2012;Tran, Banister, Bishop, & McCulloch, 2012). To this end,we have developed an agent-based model of consumer perceptions and decisions related to innovation adoption in sustainable transport.While focused on EVs as a technological innovation, our model also helps to answer questions about broader social innovations; i.e., changes in habits and behavioral patterns related to transport. In particular, increasing the use of public transport, bicycles, and car sharing is considered by some as the more important challenge when it comes to organizing the societal transition to more sustainable transport (e.g., Graham-Rowe, Skippon, Gardner, & Abraham, 2011;Kemp & J., 2004;Köhler et al., 2009;Nykvist & Whitmarsh, 2008). Even more than technology adoption, large-scale changes in behavioral patterns depend on the decisions of individual consumers. Numerous studies in psychology have ...

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Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are required for a comprehensive structural implementation of ESD in Germany. Although the results of the study focus on the status and progress of ESD within the German education system, the methodological framework may also serve as groundwork for other independent, comprehensive, and supportive monitoring programs.