Advancing Education for Sustainable Development and Climate Change Education Through Empirical Research

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 15 May 2026 | Viewed by 16

Special Issue Editors


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Guest Editor
1. Institute for Biology and its Didactics, University of Education Freiburg, 79117 Freiburg, Germany
2. Research Center for Climate Change Education and Education for Sustainable Development (ReCCE), University of Education Freiburg, 79117 Freiburg, Germany
Interests: education for sustainable development; climate education; systemic thinking; experimental expertise; teacher education; professional knowledge; knowledge on and attitudes towards evolution and creation reports
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Guest Editor
Institute of Psychology, University of Education Freiburg, 79117 Freiburg, Germany
Interests: teacher training; pedagogy and education; interdisciplinary research

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Guest Editor
Research Center for Climate Change Education and Education for Sustainable Development (ReCCE), University of Education Freiburg, 79117 Freiburg, Germany
Interests: professional vision; instructional design; multimedia learning; climate change education

Special Issue Information

Dear Colleagues,

The 21st century poses unprecedented challenges for education, particularly in the domains of education for sustainable development (ESD) and climate change education (CCE). Yet, at the same time, these challenges offer opportunities to critically reflect on and shape educational practices that empower learners to engage with these issues. As educators and researchers, we are called upon to support and promote both educational concepts through empirical research; for example, by providing evidence regarding how ESD and CCE are currently implemented in schools, universities, and other educational settings. Specifically, research questions may address (1) the objectives of ESD and CCE and the content thereof; (2) the teaching methods and media used; and (3) the significance attributed to these concepts by educators, institutions, and policymakers.

Empirical research also plays a central role in understanding and improving the effectiveness of educational interventions aimed at promoting knowledge, attitudes, and behaviors that enable learners to shape sustainable development and contribute to climate change mitigation and adaptation. To this end, valid and reliable measurement instruments are needed to capture the impact of educational programs with respect to the desired objectives.

We are pleased to announce this Special Issue that will present empirical findings in the fields of ESD and CCE. The central aim of this Special Issue is to bring together the latest research findings examining how educational practices can be designed and implemented to achieve the desired outcomes in ESD and CCE. By sharing findings from qualitative and quantitative studies, we hope to contribute to the development of more effective and impactful educational strategies.

We welcome empirical studies that focus on, among others, the following topics:

  • Effective teaching methods and strategies for ESD and CCE in schools and higher education, which may include consideration of individual learning prerequisites and approaches fostering student participation and co-creation.
  • The impact of educational interventions on students' knowledge, attitudes, and behaviors related to sustainability and climate change.
  • Comparative studies on different educational approaches and their outcomes in ESD and CCE, including interdisciplinary perspectives.
  • The role played by technology, including artificial intelligence applications and digital tools, in enhancing ESD and CCE.
  • Promoting student and educator well-being as part of ESD and CCE.
  • The role of teacher professional development in advancing ESD and CCE
  • The influence of cultural, social, institutional, and economic factors on the effectiveness of ESD and CCE, including issues of equity and inclusion.
  • The development of instruments for measuring ESD and CCE outcomes.

We encourage submissions from researchers from different countries and across different cultural contexts to enrich the discourse with diverse perspectives.

We believe that this Special Issue will provide a valuable platform for researchers to share their insights and contribute to the global effort to promote sustainable development and climate action through education.

We look forward to receiving your contributions and engaging in a productive dialog on these critical issues.

Best regards,

Prof. Dr. Werner Rieß
Dr. Tobias Hoppe
Dr. Monika Martin
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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 1800 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)
  • climate change education (CCE)
  • educational strategies
  • effective teaching

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Published Papers

This special issue is now open for submission.
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