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IPN-Kolloquium am 30. September 2019: Education for sustainable development in Swedish green schools – success or failure?

25. September 2019

Am Montag, 30. September 2019, trägt im Rahmen des IPN-Kolloquiums Professor Niklas Gericke von der Universität Karlstad (Schweden) zum Thema "Education for sustainable development in Swedish green schools – success or failure?" vor.

Die Veranstaltung ist öffentlich.

Zeit: 13:00 s.t.

Ort: IPN-Hörsaal, Olshausenstr. 62, Erdgeschoss


Abstract:
Education for sustainable development (ESD) recognizes a need to address and resolve conflicts of socio-economic interests among stakeholders to counter increasing environmental problems. In the light of the UN Decade of Education for Sustainable Development and the Global Action Plan (GAP) the curriculum in Sweden has shifted focus from environmental education to ESD. In this talk I will present a large nationwide study examining the effects of ESD implementation efforts in Sweden by comparing students’ sustainability consciousness in grade six, nine and twelve (aged: 12-13; 15-16 and 18-19 years) at ESD-schools with students of comparable reference schools.

As proxy for ESD-schools, we selected the most active ESD-schools in Sweden within the green school programme, i.e. schools with Green Flag awards of the European eco-school movement or schools with National Sustainable School Awards of the Swedish National School Agency. Further, we investigated how school leaders implemented ESD in a selection of these schools.

The results from the cross-sectional study of 2413 students show only small positive effects on students’ sustainability consciousness in grade six and twelve, but negative effects for grade nine. Further, the students of grade six and nine of green schools did not experience ESD to higher extent than students in the reference schools, while the students in grade 12 did. The main conclusion of this study is that it is difficult to transform ESD from policy to teaching practice. The results also show that the effects of ESD differ depending on age and gender. Further, results from the school leader studies identifying success factors for ESD-implementation will also be presented. Conclusions and implications for formal schooling will be discussed.