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How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

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  • Werner Riess

    (ReCCE (Research Center for Climate Change Education and Education for Sustainable Development), University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

  • Monika Martin

    (ReCCE (Research Center for Climate Change Education and Education for Sustainable Development), University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

  • Christoph Mischo

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

  • Hans-Georg Kotthoff

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

  • Eva-Maria Waltner

    (ReCCE (Research Center for Climate Change Education and Education for Sustainable Development), University of Education Freiburg, Kunzenweg 21, 79117 Freiburg, Germany)

Abstract

Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action.

Suggested Citation

  • Werner Riess & Monika Martin & Christoph Mischo & Hans-Georg Kotthoff & Eva-Maria Waltner, 2022. "How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goa," Sustainability, MDPI, vol. 14(7), pages 1-16, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:7:p:3708-:d:776371
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    References listed on IDEAS

    as
    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. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    3. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    4. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
    5. Roman Asshoff & Christiane Konnemann & Nadine Tramowsky & Werner Rieß, 2021. "Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers," Sustainability, MDPI, vol. 13(16), pages 1-26, August.
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