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What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class

Author

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  • Eva-Maria Waltner

    (Department of Biology and Pedagogy of Biology, University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

  • Katja Scharenberg

    (Department of Sociology, University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

  • Christian Hörsch

    (Department of Biology and Pedagogy of Biology, University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

  • Werner Rieß

    (Department of Biology and Pedagogy of Biology, University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

Abstract

After the end of the first Global Action Programme on Education for Sustainable Development , coinciding with ongoing international evaluation processes, questions about the implementation of the Education for Sustainable Development programs and assessments continue to be raised. The present study examined Education for Sustainable Development implementation at the local (teachers’) level, assessing what teachers think and know about Education for Sustainable Development and how they implement it in secondary school classes in Baden-Wuerttemberg, Germany. By providing novel data from a teacher survey in 2019, this study revealed that Education for Sustainable Development in some aspects still lacks concrete structural implementation in educational contexts. Using a longitudinal approach, we additionally compared data from an earlier representative assessment in 2007 to the data from 2019. In reference to the preceding evaluation report, the present study showed, for example, that teachers’ attitudes towards Sustainable Development Goals were significantly higher in 2019 compared to 2007. This study provides clarification of the needs and achievements of the Education for Sustainable Development implementation process. In sum, our analysis found that from the teachers’ perspective, more abstract policies are not needed, but instead teachers ask for very concrete support that is close to teaching and the schools’ objectives. The results of our study help, in a larger sense, to navigate society towards a more sustainable direction and towards achieving the Sustainable Development Goals by highlighting the remaining challenges of these broad objectives.

Suggested Citation

  • Eva-Maria Waltner & Katja Scharenberg & Christian Hörsch & Werner Rieß, 2020. "What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class," Sustainability, MDPI, vol. 12(4), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1690-:d:324601
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    References listed on IDEAS

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    1. Eva-Maria Waltner & Werner Rieß & Christoph Mischo, 2019. "Development and Validation of an Instrument for Measuring Student Sustainability Competencies," Sustainability, MDPI, vol. 11(6), pages 1-20, March.
    2. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
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    4. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    5. Hjern, Benny, 1982. "Implementation Research — The Link Gone Missing," Journal of Public Policy, Cambridge University Press, vol. 2(3), pages 301-308, August.
    6. Klas Andersson & Sverker C Jagers & Annika Lindskog & Johan Martinsson, 2013. "Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students," Sustainability, MDPI, vol. 5(12), pages 1-18, December.
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    2. Fahimul Hoque & Ruhizan M. Yasin & Kamaruzzaman Sopian, 2022. "Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
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    7. K. Kougias & E. Sardianou & A. Saiti, 2023. "Attitudes and Perceptions on Education for Sustainable Development," Circular Economy and Sustainability, Springer, vol. 3(1), pages 425-445, March.
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    10. Sevinç Gelmez Burakgazi & Michael J. Reiss, 2024. "Perceptions of Sustainability among Children and Teachers: Problems Revealed via the Lenses of Science Communication and Transformative Learning," Sustainability, MDPI, vol. 16(11), pages 1-21, June.
    11. Tobias Hoppe & Alexander Renkl & Tina Seidel & Stephanie Rettig & Werner Rieß, 2020. "Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter," Sustainability, MDPI, vol. 12(10), pages 1-15, May.
    12. Julia Stössel & Rebecca Baumann & Elisabeth Wegner, 2021. "Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education," Sustainability, MDPI, vol. 13(16), pages 1-25, August.
    13. Noor Hamwy & Jennifer Bruder & Abdellatif Sellami & Michael H. Romanowski, 2023. "Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar," Sustainability, MDPI, vol. 15(15), pages 1-19, July.
    14. Nargol Ghazian & C. J. Lortie, 2024. "Ten Simple Rules for Incorporating the UN Sustainable Development Goals (SDGs) into Environmental and Natural Science Courses," Sustainability, MDPI, vol. 16(21), pages 1-9, November.

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