Next Article in Journal
Mottainai!—A Practice Theoretical Analysis of Japanese Consumers’ Food Waste Reduction
Next Article in Special Issue
Socio-Problematization of Green Chemistry: Enriching Systems Thinking and Social Sustainability by Education
Previous Article in Journal
Factors Contributing to the Relationship between Driving Mileage and Crash Frequency of Older Drivers
Previous Article in Special Issue
Roles of Environmental System Knowledge in Promoting University Students’ Environmental Attitudes and Pro-Environmental Behaviors
Open AccessArticle

Getting Involved with Vaccination. Swiss Student Teachers’ Reactions to a Public Vaccination Debate

Department of Science; University of Teacher Education Lucerne, Pfistergasse 20, CH-6000 Lucerne 7, Switzerland
Sustainability 2019, 11(23), 6644;
Received: 6 October 2019 / Revised: 17 November 2019 / Accepted: 20 November 2019 / Published: 24 November 2019
(This article belongs to the Special Issue Teaching Sustainable Development Goals in Science Education)
Vaccination is an explicit topic of the United Nations’ 2030 Agenda for Sustainable Development. The present article explores a new way of involving student teachers into the vaccination debate. To this aim, 273 students at a Swiss university for teacher education were invited to read a debate between a vaccination proponent and a vaccination opponent that had been published in a free local newspaper. Then, they were asked to judge five of the main arguments of each discussant and to take a (hypothetical) general decision in favor or against vaccination. This decision, the judgements, and students’ comments were investigated with a mixed method approach in order to better understand the students’ needs and to refine the new approach. It was found that the students eagerly took part in the intervention, but that they were very ambivalent concerning the arguments. They could be classified into three groups. Two groups, called the acceptors and the rejectors, supported the proponent and the opponent, respectively, and decided accordingly in favor or against vaccination. However, there remained a considerably large group that was called the hesitators. They were particularly ambivalent towards both types of argumentation, but, as structural equation modelling revealed, they eventually were more influenced by the arguments in favor than by those against vaccination. In their comments, these students wanted to know more about the prevented diseases, and they often referred to their personal experience but not to the experts’ arguments. It was concluded that this group would benefit most from the new type of intervention. A shared-decision approach, as is today prominently discussed in medicine, could improve its impact, and ways should be found to more seriously and consistently include empathetic understanding in pedagogical settings—for example, by adapting the three-step model from medicine or the reflective equilibrium approach from applied ethics. View Full-Text
Keywords: vaccination; vaccination hesitancy; decision making; teacher education; education vaccination; vaccination hesitancy; decision making; teacher education; education
Show Figures

Figure 1

MDPI and ACS Style

Zeyer, A. Getting Involved with Vaccination. Swiss Student Teachers’ Reactions to a Public Vaccination Debate. Sustainability 2019, 11, 6644.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Back to TopTop