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Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany
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Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Institut Futur, Freie Universität Berlin, 14195 Berlin, Germany
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Sustainability 2020, 12(7), 2838; https://doi.org/10.3390/su12072838
Received: 29 February 2020 / Revised: 27 March 2020 / Accepted: 31 March 2020 / Published: 2 April 2020
(This article belongs to the Special Issue Education and Sustainable Development)
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. View Full-Text
Keywords: education for sustainable development (ESD); environmental education (EE); sustainable behavior; pro-environmental behavior; connectedness with nature; emotions; teaching controversial issues education for sustainable development (ESD); environmental education (EE); sustainable behavior; pro-environmental behavior; connectedness with nature; emotions; teaching controversial issues
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MDPI and ACS Style

Grund, J.; Brock, A. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability 2020, 12, 2838. https://doi.org/10.3390/su12072838

AMA Style

Grund J, Brock A. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability. 2020; 12(7):2838. https://doi.org/10.3390/su12072838

Chicago/Turabian Style

Grund, Julius; Brock, Antje. 2020. "Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action" Sustainability 12, no. 7: 2838. https://doi.org/10.3390/su12072838

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