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Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency

Author

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  • Susan Hanisch

    (Faculty of Education, University of Leipzig, 04109 Leipzig, Germany
    Research Group for Biology Education, Friedrich Schiller University Jena, 07743 Jena, Germany
    Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany)

  • Dustin Eirdosh

    (Research Group for Biology Education, Friedrich Schiller University Jena, 07743 Jena, Germany
    Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany)

Abstract

Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD.

Suggested Citation

  • Susan Hanisch & Dustin Eirdosh, 2023. "Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency," Sustainability, MDPI, vol. 15(9), pages 1-30, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7413-:d:1136917
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    References listed on IDEAS

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