One Transformation Path Does Not Fit All—Insights into the Diffusion Processes of Education for Sustainable Development in Different Educational Areas in Germany

Abstract

While Education for Sustainable Development (ESD) is increasingly being implemented in educational systems, monitoring projects which capture the status and diffusion processes of ESD are also gaining relevance. The article presents part of the national monitoring of ESD in Germany—a qualitative expert interview study—which aims to analyze the diffusion process of ESD in different educational areas (early childhood education, school education, vocational education and training, higher education, non-formal learning organizations, and local authorities). Its goal is to gain a systematic understanding of the diffusion process of ESD in the different areas of the German educational system. For the analysis of the 66 expert interviews, a qualitative content analysis was used. The overarching result of the study is that there is no single transformation path of ESD diffusion that fits all educational areas. Instead, characteristics of ESD as well as prevailing structural conditions, systemic goals, and the understanding of education within the respective educational area have an impact on the diffusion of ESD. The diffusion process of ESD evolves within this circular interplay of innovation and innovation system. A deeper understanding of it therefore has great potential for practitioners’ (self-) reflections and for further research projects.

Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany

“…This strategy fits well with overall insights about successful educational innovations that enhance reform ownership [24]. While the process of transferring the social innovation of ESD usually takes place differently not only in each country or region but also within different educational areas [25], setting up appropriate strategies is a complex task in general. National governments tend to choose so-called "soft" instruments, such as consultations, networking structures, and guidelines, and even "take the role as mediators or coordinators of an ongoing dialogue and cooperation on promotion of ESD" [26] (p. 36) to reach collective ownership.…”

Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education

“…This could be one reason for an inadequate implementation of ESD in German school education cf. [73].…”

Interdependencies of Culture and Functions of Sustainability Governance at Higher Education Institutions

“…Relevance and scope of organizational change refers to an HEI's idea of where SD should be implemented. Viewing the HEI as a single system whose subsystems such as teaching, research, operations and outreach are given equal footing as fields of activity for SD (whole-institution approach) is deemed crucial [22,23]. As with the conception of sustainability, this dimension deals with the question of comprehensiveness.…”