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

Abstract

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.

Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development

“…They examined which key competencies could be considered fundamental; their data show that interdisciplinary cooperation, in particular, appears to be central. The benefits from this holistic approach support previous research highlighting a positive effect on sustainability knowledge in ESD [41,42].…”

“…They explained their results by pointing to the effectiveness of environmental sustainability education itself, as well as a higher intrinsic motivation of committed students who voluntarily participate in environmental education. Previous research on holistic approaches to ESD content-addressing interconnectivity among economic, social, and environmental problems-indicates a positive effect on sustainability knowledge in ESD [41][42][43].…”

From Publications to Public Actions: The Role of Universities in Facilitating Academic Advocacy and Activism in the Climate and Ecological Emergency

“…(1) promoting solutions-focused research (Schneidewind et al, 2016;Vogt and Weber, 2020), (2) institutionalising "education for sustainable development" (Grund and Brock, 2020;Kopnina, 2020), and (3) reducing their own institutional footprints (e.g., Fissi et al, 2021). Universities can also contribute to the sustainability transition in a fourth way, through engaging with the public and other audiences outside the sector (McCowan, 2020), although such efforts are less well-documented in the literature.…”

Kompetence učiteljev za implementacijo trajnostnega razvoja v okviru izobraževanja odraslih

“…Quiroz-Niño and Murga-Menoyo (2017) emphasize the fact that adult education programs, aligned with SD principles and values, are essential in achieving the 2030 Agenda goals. However, it is apparent that the vast majority of education programs do not reflect the principles, purposes, and goals of SD (Klapan et al, 2008;Sterling, 2016), and that SD integration in adult education is still slow and insufficient (Orlović-Lovren, 2015).…”