Die 18. Shell Jugendstudie – Eine Generation meldet sich zu Wort

Albert, Mathias; Hurrelmann, Klaus; Quenzel, Gudrun; Schneekloth, Ulrich

doi:10.3224/diskurs.v14i4.06

Cited by 90 publications

(47 citation statements)

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“…That the desired levels of both holistic and pluralistic dimensions of ESD significantly exceed the currently implemented extent adds an important legitimation basis for the advancement of ESD. While there is also evidence for the general consensus on and interest towards aiming for sustainability among young people in Germany [71][72][73][74], this research provides empirical evidence for the clear nationwide wish for ESD. This complements the political support for ESD from both sides of the educational process (including learners and educators, except for universities, where only students were surveyed).…”

Section: Current and Desired Esd Implementationmentioning

confidence: 87%

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Grund

Brock

2020

Sustainability

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Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.

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Section: Current and Desired Esd Implementationmentioning

confidence: 87%

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Grund

Brock

2020

Sustainability

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“…As part of its youth survey, participants were asked about their attitudes toward environmental protection and consumption. The results indicate that young people consider environmental protection important, which is also evident in other youth studies [8,9] but, at the same time, have little confidence that this task can actually be accomplished [7]. They are especially uncertain about their own contribution to a more sustainable world.…”

Section: Introductionmentioning

confidence: 69%

Collective Public Commitment: Young People on the Path to a More Sustainable Lifestyle

2021

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Society’s development toward more sustainable lifestyles can only succeed if changes are also performed at the individual level. We, therefore investigated whether the participation of teenagers (14–19 years old) in a collective public commitment and accompanying workshop on plastic consumption strengthened their willingness and ability to take action. Previous projects such as the EcoTeam Program served as workshop templates. Over a period of five weeks, the teenagers met once a week for the workshop, an exchange of ideas, and the establishment of weekly goals for their commitment. Semi-structured interviews were carried out to investigate the outcomes directly after the project and three years later. Participants developed a more conscious environmental perception, which led to behavioral changes and the willingness to maintain or improve those changes. Beyond this outcome, most participants functioned as multipliers and ambassadors for a more sustainable lifestyle in their social environment. Even three years after the commitment project, all former participants had maintained their behavioral changes. Collective public commitment could thus be a suitable method for ESD, and a vehicle to support young people on their path to a more sustainable lifestyle.

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“…das "Mindset" von Schüler*innen am Beispiel Nordrhein-Westfalens (Abs & Hahn-Laudenberg, 2017) oder den lehrkräft ebezogenen Einfl uss auf die Demokratiebildung an Schulen (Schneider & Gerold, 2018). Darüber hinaus existieren Jugendstudien mit Blick auf politische Einstellungen wie Interesse, Vertrauen in Demokratie, Institutionen, Grundrechte sowie Partizipation(sbereitschaft ) (Abs & Hahn-Laudenberg, 2017;Albert et al, 2019;Gaiser et al, 2016;Lange & Onken, 2013). Forschungsarbeiten, die sowohl das bestehende schulische Angebot als auch politische Kompetenz und Einstellungen annähernd bundesweit gleichermaßen in den Blick nehmen, gibt es bislang nicht.…”

Section: Zielsetzung Und Theoretische Rahmung Der Studieunclassified

Ungleicher Zugang zur politischen Bildung: „Wer hat, dem wird gegeben“

Achour¹,

Wagner²

2020

DDS

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Gesellschaft liche Herausforderungen im Kontext von Rechtsextremismus und autoritären Einstellungen auch unter Jugendlichen haben der politischen Bildung und Demokratiebildung verstärkte bildungspolitische Aufmerksamkeit zukommen lassen. Im Rahmen einer bundesweiten Studie wurden Input und Outcome dieses Feldes an verschiedenen Schulformen und Klassenstufen untersucht. Die Ergebnisse weisen auf einen ungleichen Zugang entlang der Schulformen hin. Vor diesem Hintergrund lassen sich zentrale Handlungsempfehlungen formulieren.

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Die 18. Shell Jugendstudie – Eine Generation meldet sich zu Wort

Cited by 90 publications

References 0 publications

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Collective Public Commitment: Young People on the Path to a More Sustainable Lifestyle

Ungleicher Zugang zur politischen Bildung: „Wer hat, dem wird gegeben“

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