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

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  • Julius Grund

    (Institut Futur, Freie Universität Berlin, 14195 Berlin, Germany)

  • Antje Brock

    (Institut Futur, Freie Universität Berlin, 14195 Berlin, Germany)

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.

Suggested Citation

  • Julius Grund & Antje Brock, 2020. "Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action," Sustainability, MDPI, vol. 12(7), pages 1-20, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2838-:d:340724
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    References listed on IDEAS

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    Cited by:

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    2. Michael Eichinger & Myriam Bechtoldt & Inga Thao My Bui & Julius Grund & Jan Keller & Ashley G. Lau & Shuyan Liu & Michael Neuber & Felix Peter & Carina Pohle & Gerhard Reese & Fabian Schäfer & Stepha, 2022. "Evaluating the Public Climate School—A School-Based Programme to Promote Climate Awareness and Action in Students: Protocol of a Cluster-Controlled Pilot Study," IJERPH, MDPI, vol. 19(13), pages 1-14, June.
    3. Violeta Orlovic Lovren & Milica Marusic Jablanovic, 2023. "Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education," Sustainability, MDPI, vol. 15(8), pages 1-12, April.
    4. Luís Carlos Matos & Ana Eulálio & Tiago Antunes & José Miguel Loureiro & Alexandre Ferreira & Adélio Mendes, 2020. "Project and Implementation of an Educational Large-Scale Water Distillation Unit with a Closed-Circuit Condenser," Sustainability, MDPI, vol. 12(8), pages 1-12, April.
    5. Novoradovskaya, Elizaveta & Mullan, Barbara & Hasking, Penelope, 2023. "Acceptability of a behaviour change intervention aimed at increasing the use of a reusable hot drink cup," Evaluation and Program Planning, Elsevier, vol. 97(C).

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