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Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students

Department of Applied Sciences, International Center for Sustainable Development, Hochschule Bonn-Rhein-Sieg, 53757 Sankt Augustin, Germany
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Academic Editor: Paul B. Tchounwou
Int. J. Environ. Res. Public Health 2022, 19(11), 6755; https://doi.org/10.3390/ijerph19116755
Received: 12 April 2022 / Revised: 23 May 2022 / Accepted: 26 May 2022 / Published: 31 May 2022
Education for Sustainable Development (ESD, SDG 4) and human well-being (SDG 3) are among the central subjects of the Sustainable Development Goals (SDGs). In this article, based on the Questionnaire for Eudaimonic Well-Being (QEWB), we investigate to what extent (a) there is a connection between EWB and practical commitment to the SDGs and whether (b) there is a deficit in EWB among young people in general. We also want to use the article to draw attention to the need for further research on the links between human well-being and commitment for sustainable development. A total of 114 students between the ages of 18 and 34, who are either engaged in (extra)curricular activities of sustainable development (28 students) or not (86 students), completed the QEWB. The students were interviewed twice: once regarding their current and their aspired EWB. Our results show that students who are actively engaged in activities for sustainable development report a higher EWB than non-active students. Furthermore, we show that students generally report deficits in EWB and wish for an improvement in their well-being. This especially applies to aspects of EWB related to self-discovery and the sense of meaning in life. Our study suggests that a practice-oriented ESD in particular can have a positive effect on the quality of life of young students and can support them in working on deficits in EWB. View Full-Text
Keywords: education for sustainable development; sustainable development goals; eudaimonic well-being; well-being; SDG 3; SDG 4 education for sustainable development; sustainable development goals; eudaimonic well-being; well-being; SDG 3; SDG 4
MDPI and ACS Style

Klement, J.; Terlau, W. Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students. Int. J. Environ. Res. Public Health 2022, 19, 6755. https://doi.org/10.3390/ijerph19116755

AMA Style

Klement J, Terlau W. Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students. International Journal of Environmental Research and Public Health. 2022; 19(11):6755. https://doi.org/10.3390/ijerph19116755

Chicago/Turabian Style

Klement, Johannes, and Wiltrud Terlau. 2022. "Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students" International Journal of Environmental Research and Public Health 19, no. 11: 6755. https://doi.org/10.3390/ijerph19116755

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