Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Browser

Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives

Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 July 2022) | Viewed by 41243

Share This Special Issue

Special Issue Editors

Prof. Dr. Werner Rieß

E-Mail Website
Guest Editor

Institute of Biology and Biology Education, University of Education Freiburg, 79117 Freiburg, Germany
Interests: education for sustainable development (ESD); empirical research in ESD; competencies for ESD; systems thinking; system competencies; ecology; ecological literacy; science education; biological education

Prof. Dr. Christoph Mischo

E-Mail Website
Guest Editor

Institute of Biology and Biology Education, University of Education Freiburg, 79117 Freiburg, Germany
Interests: teaching and Learning, education for sustainable development ESD, professionalization

Prof. Dr. Katja Scharenberg

E-Mail Website
Guest Editor

Institute of Sociology, University of Education Freiburg, 79117 Freiburg, Germany
Interests: educational effectiveness research, inclusive education

Special Issue Information

Dear Colleagues,

Education for Sustainable Development (ESD) has been a topic in educational policy and education for almost 30 years. In a very broad sense, ESD can be understood as the total of all actions by which actors (e.g., educators, teachers, lectures) seek to promote learners’ sustainability competencies, enabling them to shape a sustainable development. Since its beginning, an almost unmanageable number of ideas and concepts for the realization of ESD's goals within the framework of formal education have been developed and published. ESD is now anchored in many educational plans, curricula, and study regulations. Educators in kindergartens, teachers in schools, and university teachers have since then striven to realize the goals of ESD in many different areas. In addition, extensive research on ESD has developed, taking school and extracurricular contexts into focus. This research has led to numerous findings. Studies in this field have shown a wide range of theoretical and methodological positions. We think that it is now time to examine and discuss about empirically proven and evidence-based ESD not only regarding the achievement of the desired goals, but also concerning the forms of practice of ESD in general. This refers to empirical data concerning variables affecting teaching and learning in ESD (e.g., characteristics of the stakeholders, teachers, pupils, learning methods, content, learning opportunities, learning materials, educational plans).

This Special Issue focuses on all aspects of ESD and the effectiveness of the chosen measures to achieve its goals from an empirical perspective, comprising different formal educational settings from preschool to higher education. Suggested topics include:

- Empirical findings on the recommended and/or pursued learning goals of ESD in kindergartens, primary or secondary schools, and Higher Education (e.g., universities, vocational schools)

- Empirical studies about competence-related characteristics (e.g., knowledge, attitudes, motivation, abilities) of stakeholders of ESD (e.g., teachers, pupils)

- Empirical findings on the state of ESD implementation in educational plans, curricula, and study regulations

- Empirical findings on the state of ESD-related teacher education and teacher training at universities and professional development centers

- Empirical findings on the variety, distribution, and effectiveness of ESD-related teaching methods (e.g. ,teaching procedures, learning opportunities, contents)

- Empirical findings on the variety and effectiveness of ESD-related teaching and learning materials and media (e.g., textbooks, digital media, internet, films)

- Empirical findings on the variety and effectiveness of teaching ESD-related contents in different school and study subjects

Prof. Dr. Werner Rieß
Prof. Dr. Christoph Mischo
Prof. Dr. Katja Scharenberg
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

education for sustainable development (ESD)
effectiveness
teaching and learning
sustainability competencies
learning goal of ESD
educational technology
kindergarten
primary education
secondary education
higher education
teacher education

Published Papers (11 papers)

Download All Papers

Research

Jump to: Other

18 pages, 3567 KiB

Open AccessArticle

Designing a Board Game about the United Nations’ Sustainable Development Goals

by Fong-Han Chen and Shin-Jia Ho

Sustainability 2022, 14(18), 11197; https://0-doi-org.brum.beds.ac.uk/10.3390/su141811197 - 07 Sep 2022

Cited by 4 | Viewed by 2555

Abstract

Game-based learning has been regarded as one of the best ways to raise public awareness of important issues. It is also a feasible strategy. The promotion of sustainable development education is not limited to schools as the issue of sustainability is related to everyone. The learning of sustainable development goals through games can extend to public sectors, companies, and private units so that more people understand the sustainable development concepts and the content of sustainable development goals. This study aimed to develop and design a board game aiming to acquaint learners with the Sustainable Development Goals (SDGs) of the United Nations and to add fun to the serious issue and make it closer to life while maintaining knowledge. The result indicates that the “SDGs Board Game” designed by this study has an inspiring effect on learning the meaning and goals of sustainable development. When used in class, it can enhance learners’ knowledge and reflection on sustainable development goals. When used out of class, according to the feedback, learners can establish the basic concepts of the Sustainable Development Goals after playing the game. The experts suggest that in the future, slight improvements of the SDGs game mechanism should be carried out. By working with art editors and manufacturers, it can be commodified and promoted to be used in different units as an important tool to promote sustainable development education in Taiwan. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

13 pages, 536 KiB

Open AccessArticle

Childhood Injuries and Their Sustainable Prevention from the Perspective of Parents and Grandparents

by Barbora Loudová Stralczynská, Kateřina Chroustová, Petr Skřehot, Vlastimil Chytrý, Martin Bílek and Eva Marádová

Sustainability 2022, 14(17), 10592; https://0-doi-org.brum.beds.ac.uk/10.3390/su141710592 - 25 Aug 2022

Cited by 1 | Viewed by 1564

Abstract

Higher injury rates among children is a significant post-COVID-19 phenomenon. This paper focuses on injury frequency in pre-school, as well as in younger school-age children, and maps the approaches used by families to prevent injuries and ensure child safety in the Czech Republic. The aim of the survey was to determine what types of serious injuries prevail among children, how parents or grandparents evaluate the awareness of children toward dangerous situations, and what opinions and preferences they have regarding educating their children about health and safety. The questionnaire survey among parents and grandparents (N = 278) of children from birth to the age of 12 was conducted at educational events for the wider public in 2017–2019. The survey showed that head injuries (27%) are prevalent among pre-school children; however, in children older than 5 years, injuries are due to increased outdoor activity and tend to be more associated with sports and leisure activities (fractures 31%, burns 23%). Most respondents considered their children to be more likely to recognize life-threatening risks, which is worrying in the context of the rising number of injuries in the Czech Republic in recent years. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

19 pages, 920 KiB

Open AccessArticle

Effectiveness of Social Participation Courses Applied in the Disaster Prevention for Taiwanese K-12 Education

by Wen-Jye Shyr, Wei-Sho Ho, Jie-Ru Chen, Li-Ya Chang and I-Min Chen

Sustainability 2022, 14(13), 8221; https://0-doi-org.brum.beds.ac.uk/10.3390/su14138221 - 05 Jul 2022

Cited by 2 | Viewed by 1813

Abstract

The development of disaster prevention literacy is not listed as a compulsory course in the K-12 education system in Taiwan, and there are very few academic departments that focus mainly on disaster prevention education in the domestic higher education system. For Taiwan, where disasters are relatively frequent, it is indispensable for every citizen to have the proper disaster prevention knowledge and response skills. In recent years, education courses related to disaster prevention have been gradually set up in general education courses in universities and colleges in response to the trend. This study took students of the elective courses on disaster prevention education in the general education courses of universities as the experimental subjects. Supplemented by the social participation course operation model, the cooperation of team members during the course can bring students a different experiential value to further achieve the teaching goal of improving learning achievement and feedback. It was found from the research results that: (1) the appropriate disaster prevention course arrangement can bring positive and significant effects on the dimensions of perceived experience and team interaction; (2) the learning mode of the university disaster prevention education course, combined with the social participation course operation model, was helpful to the improvement of experiential value and learning achievement; (3) the mediation regression analysis showed the cooperation mode of group team members’ interaction did have a partial mediation effect in terms of experiential value, as well as learning achievement and feedback compared with the traditional pure classroom teaching model. The research results indicated that the teaching effectiveness of the disaster prevention education course for college students with the social participation course operation model was good. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

32 pages, 2932 KiB

Open AccessArticle

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

by Kevin Handtke, Lisa Richter-Beuschel and Susanne Bögeholz

Sustainability 2022, 14(11), 6477; https://0-doi-org.brum.beds.ac.uk/10.3390/su14116477 - 25 May 2022

Cited by 7 | Viewed by 2151

Abstract

Self-efficacy beliefs are important for teachers to conduct Education for Sustainable Development (ESD). Self-efficacy instruments for teaching ESD mainly focus on primary education, and theory-driven instruments are lacking. Thus, we developed an instrument for secondary education reflecting eight subcategories of a science teaching pedagogical content knowledge (PCK) model, transferred to teaching ESD. We conducted an exploratory factor analysis (n₁ = 162) and a confirmatory factor analysis (n₂ = 236) with mainly pre-service biology, politics, and geography teachers for secondary education. We identified seven self-efficacy beliefs of teaching ESD factors. Six of these factors showed an expected low or middle correlation with self-rated content knowledge of SD-relevant issues (divergent validity). Pre-service teachers’ ESD teaching self-efficacy beliefs were rather positive, missing clear differences due to studying biology, politics, and geography. Bachelor students had higher self-efficacy beliefs than Master of Education students regarding four factors. Only 32 of 113 Bachelor students completed any ESD course at that time. They could have overestimated their own skills or underestimated teaching ESD. Current participation in at least one ESD course positively influenced three self-efficacy factors. Since barely any pre-service teacher currently participated in or completed more than three ESD courses at the time of the study, there is room for a stronger focus on ESD in German teacher education. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

30 pages, 7289 KiB

Open AccessArticle

An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education

by Caroline Green, Owen Molloy and Jim Duggan

Sustainability 2022, 14(1), 394; https://0-doi-org.brum.beds.ac.uk/10.3390/su14010394 - 30 Dec 2021

Cited by 8 | Viewed by 3485

Abstract

Education for sustainable development (ESD) is considered vital to the success of the United Nations’ sustainable development goals. Systems thinking has been identified as a core competency that must be included in ESD. However, systems thinking-orientated ESD learning tools, established methods of the assessment of sustainability skills, and formal trials to demonstrate the effectiveness of such learning tools are all lacking. This research presents a randomised controlled trial (n = 106) to investigate whether an innovative online sustainability learning tool that incorporates two factors, systems thinking and system dynamics simulation, increases the understanding of a specific sustainability problem. A further aim was to investigate whether these factors also support the transfer of knowledge to a second problem with a similar systemic structure. The effects of the two factors were tested separately and in combination using a two-by-two factorial study design. ANOVA and related inferential statistical techniques were used to analyse the effect of the factors on sustainability understanding. Cohen’s d effect sizes were also calculated. Simulation alone was found to increase ESD learning outcomes significantly, and also to support the transfer of skills, although less significantly. Qualitative feedback was also gathered from participants, most of whom reported finding systems thinking and simulation very helpful. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

22 pages, 862 KiB

Open AccessArticle

Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?

by Katja Scharenberg, Eva-Maria Waltner, Christoph Mischo and Werner Rieß

Sustainability 2021, 13(22), 12594; https://0-doi-org.brum.beds.ac.uk/10.3390/su132212594 - 15 Nov 2021

Cited by 7 | Viewed by 3287

Abstract

Sustainability competence is an important goal of Education for Sustainable Development (ESD) in school. It is therefore anchored in the education plans of almost all school tracks in Germany. However, empirical findings regarding ESD in schools are scarce. The present study thus examined how sustainability competencies of secondary-school students develop within the course of a school year. Based on a proposed framework model of sustainability competencies, we assessed (a) students’ sustainability-related knowledge, (b) their affective-motivational beliefs and attitudes towards sustainability, as well as (c) their self-reported sustainability-related behavioral intentions. Our sample comprised n = 1318 students in 79 classrooms at different secondary school tracks (Grades 5–8) in Baden-Wuerttemberg (Germany). Measurements were taken at the beginning and at the end of the school year after the introduction of ESD as a guiding perspective for the new education plan. We observed an increase in students’ sustainability-related knowledge but a decline in their affective-motivational beliefs and attitudes towards sustainability over the course of one school year. Multilevel analyses showed that, at the individual level, prior learning requirements as well as ESD-related characteristics (students’ activities and general knowledge of sustainability) proved to be the strongest predictors of their development. In addition, grade- and track-specific differences were observed. At the classroom level, teachers’ attitudes towards ESD as well as their professional knowledge were found to be significant predictors of students’ development. The higher the commonly shared value of ESD at school and the higher teachers’ self-efficacy towards ESD, the higher was the students’ development of sustainability-related knowledge and self-reported sustainability-related behavioral intentions, respectively. The significance of the findings for ESD in schools is discussed. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

16 pages, 8046 KiB

Open AccessArticle

Implementing ESD in Schools: Perspectives of Principals in Germany, Macau, and the USA

by Ulrich Müller, Dawson R. Hancock, Tobias Stricker and Chuang Wang

Sustainability 2021, 13(17), 9823; https://0-doi-org.brum.beds.ac.uk/10.3390/su13179823 - 01 Sep 2021

Cited by 11 | Viewed by 5558

Abstract

To successfully cope with global challenges such as climate change or loss of biodiversity, it will require a substantial change in the ways societies make use of the natural resources of our planet. Education for Sustainable Development (ESD) is expected to support the transformation of societies towards more sustainable ways of thinking, working, and living. Although there is a broad range of literature on ESD, little is known about the role of school leadership in ESD. However, leadership is crucial for the implementation of ESD in schools. This article gives a short overview of the status of ESD within Germany, Macau, and the United States and a literature review on leadership for ESD in schools. It reports on a study that seeks to investigate what principals do in Germany, Macau, and the United States; specifically, what management strategies they use and which competences they need to successfully establish ESD in their schools. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

26 pages, 1910 KiB

Open AccessArticle

Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers

by Roman Asshoff, Christiane Konnemann, Nadine Tramowsky and Werner Rieß

Sustainability 2021, 13(16), 9208; https://0-doi-org.brum.beds.ac.uk/10.3390/su13169208 - 17 Aug 2021

Cited by 4 | Viewed by 2644

Abstract

This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

25 pages, 2995 KiB

Open AccessArticle

Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education

by Julia Stössel, Rebecca Baumann and Elisabeth Wegner

Sustainability 2021, 13(16), 9027; https://doi.org/10.3390/su13169027 - 12 Aug 2021

Cited by 8 | Viewed by 3000

Abstract

Recently, the German state of Baden-Württemberg included ESD as a guiding perspective for all school curricula. Consequently, teacher education needs to empower and motivate student teachers to implement ESD in schools. In previous ESD research, however, the motivational dimension rarely has been investigated. Psychological theories stress the importance of developing an intention for the actual realization of a behavior. Therefore, we investigated, in an online survey (N = 366), which factors influence student teachers’ ESD implementation intention. Furthermore, we investigated how student teachers understand the guiding perspectives and what influences the actual ESD implementation from the respondents’ point of view. Via structural equation modelling, we found direct effects of subjective task value, expectation of success and ESD knowledge, as well as indirect effects of SD attitudes and ESD implementation beliefs on ESD implementation intention, but no effects for subjective norm and perceived costs. Analyses of open answers revealed complex understandings of ESD, but also misinterpretations mainly in terms of ESD as equivalent to environmental education. Furthermore, student teachers expected barriers (e.g., lack of time) and formulated support needs (e.g., teaching material) for implementing ESD in schools. Our findings stress the importance of advancing ESD implementation in teacher education. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

17 pages, 2362 KiB

Open AccessArticle

Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study

by Stefan Streiling, Christian Hörsch and Werner Rieß

Sustainability 2021, 13(14), 7631; https://0-doi-org.brum.beds.ac.uk/10.3390/su13147631 - 08 Jul 2021

Cited by 5 | Viewed by 2459

Abstract

Systems thinking provides many advantages in solving complex scientific, economic and sociocultural problems in the field of education for sustainable development. Various studies have shown that systems thinking can be promoted in students at all levels of school education. Previous studies have mainly focused on how to directly develop and support systems thinking in students. The present study focused on biology teachers by investigating the extent that their content knowledge (CK) and pedagogical content knowledge (PCK) augments systems thinking in students attending biology classes. On the basis of the finding that content knowledge (CK) and pedagogical content knowledge (PCK) are an essential aspect of any type of training, we investigated in a teacher training program the effects of varying amounts of CK and PCK to the ability of biology teachers to foster systems thinking in students. Therefore, a quasi-experimental intervention study was implemented in a pre- and posttest control group design. The results revealed that biology teacher training can sufficiently improve systems thinking in biology students and that PCK plays an at least equally important role as CK in promoting systems thinking. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures

Figure 1

Other

Jump to: Research

20 pages, 1071 KiB

Open AccessSystematic Review

Can Holistic Education Solve the World’s Problems: A Systematic Literature Review

by Brigita Miseliunaite, Irina Kliziene and Gintautas Cibulskas

Sustainability 2022, 14(15), 9737; https://0-doi-org.brum.beds.ac.uk/10.3390/su14159737 - 08 Aug 2022

Cited by 10 | Viewed by 10163

Abstract

UNESCO argues that having a holistic approach to education is essential to address global development challenges. However, what empirical evidence do we have about holistic education practices? This study aims to review empirical research on holistic education. The methodological design is a systematic review study following the PRISMA guidelines based on a search of the Scopus and Semantic Scholar databases carried out in December 2021. The selected studies were analysed through a qualitative three-stage screening process based on 218 subjects, 9 of which were included in the final sample. The following inclusion criteria were used: empirical studies or research in English; free access via the internet; and categories limited to “holistic/education/curriculum/pedagogy”. The qualitative analysis of the articles based on the interpretative paradigm and the open coding method was implemented in MAXQDA. The study shows a lack of large-scale quantitative and comparative research showing the benefits of holistic education, its impact on personal and social transformation, and the preparation of teachers to become holistic educators. There is a lack of research analysing the effect of holistic education on environmental awareness compared with traditional education. Full article

(This article belongs to the Special Issue Effectiveness of Education for Sustainable Development (ESD) in Kindergarten, School and University: Empirical Educational Research Perspectives)

► Show Figures