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

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,

Dr. Tobias Hoppe
Dr. Monika Martin
Prof. Dr. Werner Rieß
Guest Editors

Manuscript Submission Information

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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.

• education for sustainable development (ESD)
• climate change education (CCE)
• educational strategies
• effective teaching