Faculty of Economics and Business Administration

A Systematic Review of Education for Sustainable Development

Julia Breßler

Susann Kappler

Chemnitz Economic Papers, No. 007, May 2017

Chemnitz University of Technology

Faculty of Economics and Business Administration

Thüringer Weg 7

09107 Chemnitz, Germany

Phone +49 (0)371 531 26000

Fax +49 (0371) 531 26019

https://www.tu-chemnitz.de/wirtschaft/index.php.en

wirtschaft@tu-chemnitz.de

 

ASystematicReviewofEducationforSustainableDevelopment

[ShortVersion1]

JuliaBreßler2&SusannKappler

Thisversion:May2017

Abstract

Economicquestionsandprocedureshavebeenevaluatedwithsustainablecriteriaforsometime.

Thussustainabilityisnotonlyaninfluenceonoureconomicpractices,butalsoanimportantfactor

intheeducationofeconomicplayers.Sustainabilityasaneducationaltaskencompassesawide

rangeofobjectivesandissues,whichareoutlinedintheagendaforsustainabledevelopment.The

centralconcernofthisworkingpaperistheinvestigationoflearningconcepts,whichwanttoin‐

fluencecurrentbehaviorinthefuturedirection.Withthehelpofasystematicreview,learning

conceptsaretestedduetotherequirementsoftheagenda.Discrepancies,congruenceanddeficits

havebecomeclearthroughfrequencyandcorrelationanalysis.Inparticular,thereisaresearch

gapintheempiricalstudyofsuchlearningconcepts.

Keywords:Educationforsustainabledevelopment,systematicreview,didactics,learningobjec‐

tives,learningcontent

                                                            1 Based on Breßler, J.; Kappler, S. (2017): Bildung für nachhaltige Entwicklung – eine Metaanalyse unter didaktischen Ge‐

sichtspunkten. Version 10‐1. Working Papers of the Chair for Innovation Research and Technology Management (BWL IX), TU Chemnitz 2 Corresponding Author: Julia Breßler; TU Chemnitz – Professorship for Innovation Research and Technology Management; 

Chemnitz (Germany) Email: julia.bressler@wirtschaft.tu‐chemnitz.de Copyright © 2017 by Julia Breßler & Susann Kappler (TU Chemnitz, Prof. for Innovation Research and Technology Manage‐ment  

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OutlineListofFiguresandTables ..................................................................................................................... 2 

1  Introduction ................................................................................................................................... 3 

1.1  Motivation .............................................................................................................................. 3 

1.2  ConceptualFramework:ESD ................................................................................................ 3 

1.3  AnalyticalFramework:Didactic ........................................................................................... 4 

2  ResearchProcessandResults ....................................................................................................... 5 

2.1  ResultsthroughGenerallyCriteria ....................................................................................... 5 

2.2  ResearchResultsthroughSpecificDidacticalCriteria ........................................................ 6 

3  Resümee:ImplicationsforBNE .................................................................................................. 12 

Reference .............................................................................................................................................. 14 

ListofFiguresandTables

Figure1:ResearchStrategies........................................................................................................................................6

Figure2:Keywords...........................................................................................................................................................6

Figure3:AnalysisofthediversityoftheESD........................................................................................................7

Figure4:AudienceofESDConcepts..........................................................................................................................8

Figure5:KnowledgeandCognitiveProcessDimensionofESD‐Concepts.............................................10

Table1:ExaminationQuestion ............................................................................................................. 5 Table2:Summaryofresults ............................................................................................................... 12 

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1 Introduction

1.1 Motivation

CorporateSocialResponsibility,SustainabilityManagementSystem,SustainableEntrepreneur‐

ship,CorporateVolunteeringarepracticesthatembedsustainableissuesattheeconomic,strate‐

gicleveloforganizations.Forthispurpose,SustainabilityRoadmaps,EcoEfficiencyAnalysis,Eco‐

systemServiceValuation,EnvironmentalFootprintAnalysisetc.arealsoavailable.However,com‐

petencesofindividualsareneededtousetheinstruments,aswellastoconducttheevaluation

andinterpretationoftheresults.Thebasisfortheseskillsiseducationforsustainabledevelop‐

ment.Additionally,thisisnomoreandnolessaninvitationanddemandofthestatecommunity.

Twoincomprehensibleandpartlyinherentphenomenaareconnected:Sustainabilitydefinesasa

regenerativeandgenerativeuseofmaterialandimmaterialresources,integratingsocial,ecolog‐

icalandeconomicobjectives.Educationdefinesasa subjective, individualprocessofdevelop‐

ment.Thislinkandalsoproblem‐solvingisconstructedundertheconceptofeducationforsus‐

tainabledevelopment[ESD].Within these,amongothers, the"CapacityBuildingandTraining"

and"ResearchandInnovation"strategieswerelaunched.Inthisworkingpaperwefollowboth

strategiesandputthecontentstogether.Therefore,westudytheeducationandtrainingconcepts

oftheESDintheformofdidacticanalyzes.Theresultsarecorrespondinglybacktotherequire‐

mentsoftheESD.Thus,wearepursuingapragmaticaswellasemancipatoryinterest:thefurther

developmentofdidacticESDconceptsandtheirimplementation.

WeapproachthisobjectivethroughashortterminologicalviewoftheESDaswellasthediscus‐

sionofananalyticalframework.InChapter2,wepresentourresearchprocessandresearchre‐

sults.Thedataisevaluatedseparatelyingeneralandspecificcriteria.Weconsidertherequire‐

mentsoftheESDanditsimplementationintheconcepts.

1.2 ConceptualFramework:ESD

ForGoldstein(2012,p.3),sustainabledevelopmentrepresentsanongoingprocesswithsystemic

approaches that require creativity, flexibility and critical reflection. De Haan and Harenberg

(1999,p.16)definesustainabledevelopmentas"acollectionofpositivelyevaluatedconditions

andtrendsacrossawiderangeofenvironmental,economicandsocialsectors".Underpermanent

development,Hauff(1987)describesagrowththatallowstorespectthelimitsofenvironmental

resources,preservethegeneticdiversityandmakeoptimumuseofenergyandrawmaterials.In

summary,sustainabledevelopmentstandsforasocialmodelwiththeaimofimprovingtheeco‐

nomicandsociallivingconditionsofindividualswithoutdestroyingthenaturalbasisoflife(De

Haan/Herrenberg1999,p.16).Educationandeducationalprocessesplayacentralroleinthis

future‐orienteddevelopment(Seitz2002,p.1).

„Education,includingformaleducation,publicawareness‐raisingandtraining,is

seenasaprocessbywhichpeopleandsocietiescanrealizetheir fullpotential.

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Educationisanindispensableprerequisiteforthepromotionofsustainablede‐

velopmentandthebetterempowermentofpeopletodealwithenvironmentaland

developmentissues.“(Agenda211992,p.329)3

AccordingtoMüller(2000,p.3)the individual inhisdevelopment is the focusof thisprocess.

Educationstandsforencouragementandaccompaniment.Scheunpflug(2006,p.45)takesanin‐

dividuallookatthefunctionalitiesofthelearningabilityandmakesclearthat"thelearningability

[...]isobviouslylessofaservicefortheimprovementofsocietythanone'sownpossibilitiesof

life."ThisstatementimpliesthatESDisprimarilylookingforconnectionstoone'sownhabitat

anditseffects.

Inaddition,educationisakeycomponentofsustainabledevelopment.Duetothelargescaleof

thisprocess,Agenda21(1996,p.329)recommends"reorientingthe"EducationforSustainable

Development.Thus,ESDdealswitheconomicandsocialconditionsandconsiderstheseinitsin‐

terrelationshipwithenvironmentalquestions.Itensuresthat"futuregenerationscandealwith

theprocessesofglobalization,caninterveneinacontrollingwayandcanpreventfaultydevelop‐

mentsordisasters"(Rost2002,p.9).

1.3 AnalyticalFramework:Didactic

Werefertothedefinitionofdidacticsinwhichitiscalled"scienceofteachingandlearninginall

formsandatalllevels"(Kalfki1974,p.60).Thiscontains"systematicaswellasoccasionalteach‐

ingandlearning,consciouslearningandunconsciouslearning,the"what",thatis,thecontentof

teachingandlearning,aswellas"methods,organizationalformsandtools"(Klafki1974,p.64f.).

JongebloedandTwardy(1982)characterizethesubjectmatterofdifferentdidacticandcurricu‐

lumconcepts.Theypointoutthefourfieldsofinstruction:topics,method,andcontrol,whichde‐

finetheareaofthesubject.Thethemerefersto"whatistobetaughtorlearned"(Breßler2015,

p.12).Thus,theyrepresentthelearningcontent.Methodscontainproceduresthatcanbeusedto

intentionallyinfluencethelearningofothers,thewayhowtobetaughtandlearned(Schröder

1995,p.24).Themonitoringandevaluationofthelearningoutcomehasadiagnosticfunctionand

servestorevealandevaluatetheset‐pointdifferences(Nauck1992,p.216).Teachingintention

is understood as the expression‐pedagogical intent,which gives every concept of education a

meaningandpurpose(Breßler2015,p.18)."Theintentionsthatareconnectedwithatopiccan

beformulatedaslearningobjectives"(Gudjons1993,p.149).JongebloedandTwardy(1982)do

notexplicitlypointoutlearningobjectivesasthesubjectareaofdidactics.Atthispoint,theyare

showninadditiontotherelevanceforfurtherwork.Learninggoalsconsistofabehavioralpart

andacontentpart.

                                                            3 TheUnitedNationsConferenceonEnvironmentandDevelopmentinRiodeJaneirodrewupAgenda21in1992.Article36oftheAgendaexplicitlymentionstheimportanceofeducation. 

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2 ResearchProcessandResults

Furthermore,weanalyzethestudiesandconceptsofdifferentauthorsonthesubjectofESD.The

dataisevaluatedbymeansofadidacticanalysis.Inaddition,thetargetgroupsandthelearning

goaloftherespectiveconceptsaredetermined.Thisleadstoexaminationquestions,whichareto

beinvestigatedbytheempiricalanalysis(seeTable1).Weexamineseveralprimarystudiesand

aggregatethefindingsinordertomakegeneralstatements(Holzmann2015,p.154).Withinthe

subsequentevaluation,theselecteddatawereassignedtothecorrespondingresearchcategory

orexaminationquestions.Inthisalreadycategorizedform,thedatawereevaluatedinthethird

step.Weusedfrequencyanalyzes,correlationandregressionconsiderations.Thesubsequentre‐

flectionoftheresultsbyinterpretingtheanalysisdatagatheredandcategorizedinatableserved

toproblematizetheresearchobjectandtoidentifyresearchgaps.

Table1:ExaminationQuestion

ExaminationQuestion DidacticalFrame

Whichactors/groupsofactorsareaddressedinthe

concepts?Audience

Whichintentionsareaddressed? Intention

Whatspecificandgeneralcontentsaretaughtin

learningsituationsoftherespectiveESD?Theme

Whichmethodsandformsoflearningaretoconvey

thesecontents?Methodic

Isthereareanevaluationofthelearningprocess? Control

AretheapproachestoESDaconceptualizationinthe

senseofacurriculum?Conceptualization

Thestartingpointofthecollectionofdatawasanonlinedatabasesearch.Itshouldbeemphasized

thata time limitationwasmade for theyears2012 to2016. It shouldalsobementioned that

sourcesshouldbedisplayedallovertheworld.Theresultwasastudysampleof39relevantcon‐

tributionsfromwhichtherespectivedidacticfieldswereextracted,forthelaterdataevaluation.

However,thecollectedconceptsarefirstexaminedwithregardtotheirresearchmethodology.

2.1 ResultsthroughGenerallyCriteria

TheresearchmethodologyintheinvestigatedconceptsisshowninFigure1.Thefewestconcepts

arebasedonaquantitativeempiricalinvestigation.Thefollowingauthorsinclude:Resnik(2012);

Ali/Sinha (2016); Mbah (2014); Smith/Fitzugh (2013); Hellberg‐Rode/Schrüfer (2016); Ve‐

lasco/Harder(2014);Agut(2013)andRamzy/Wahieb(2012)

.

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Figure1:ResearchStrategies

Wealso investigatedthekeywordsof theexaminedpublications(seeFigure2).Ofcourse, the

mostcommonlyusedtermistheterm"Educationforsustainabledevelopment"(189hits)itself.

Alsofrequentlymentionedtermsare:EnvironmentalSciences(51),Geography/Anthropology/

Restoration (33), Sustainability (27), Geosciences (16),HigherEducation (38), Social Sciences

(18)andCurriculum(24).

Figure2:Keywords

SoweconcludethatESDallowsformanywaysofviewing,andthusbringsmanypossibilitiesfor

interpretation.

2.2 ResearchResultsthroughSpecificDidacticalCriteria

First,weare concernedwith thedidactic criterionof the thematic.Consequently,weexamine

whatcontentshouldbe imparted in theESDconcepts.Thecomplexityof thecore ideaofESD

theoretical56%qualitative

27%

quantitative17%

Education for SustainableDevelopmentEnvironmental Science

Geography.Anthropology.RecreationEducation

Environmental Education

Sustainability

Earth and EnvironmentalScienceHigher Education

Social Sciences

Curriculum

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suggestsagreatdiversityoftopicsintheexaminedconcepts.Here,wefindsupportiveevidence

(seeFigure3).ESDfocusesonconceptssuchaseconomics,society,languageeducation,sustaina‐

bleconsumption,fairtradeandculturalorigin.Inmostcases,however,thefocusisonenviron‐

mentalandscientificaspectsofsustainability,suchasenvironmentaleducation,agriculturalis‐

sues,energyproblemsorenvironmentalpollution.Lesscommon,butstillworthmentioning,are

topicsofparticipation,networkingandmulti‐dimensionality.Thetopicscoveredarearound25%

oftheecological,20%thesocialand14.5%theeconomicpillarofsustainability.

 

Figure3:AnalysisofthediversityoftheESD

0 2 4 6 8 10 12

ThemesofBNEBiodieselFairTrade

FinanceManagementRawMaterialExtraction

EthicofEngineersAgriculture

HumanRightsPoliticsandInstitution

LanguageTourism

TransportCorporateGovernance

EconomicalDevelopmentLocalAreaThemes

WaterPoverty/Inequality/QualityofLife

NaturalResourcesClimaticChange/GlobalWarming

ConsumerBehaviorBiosphere/LivingEnvironment/…

SustainabilityParticipation/Generation

Production/OperationsManagementRecycling

NotSpecifiedEnergy

Ecologie/Environment/BiodiversityOpen

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Inthissection,wepresentthetargetgroups.ThepolicyrequirementsforESNtargetgroupspro‐

vide for the consideration of the entire education sector. A total of eight different addressee

groupscanbeassigned(seeFigure4).

Figure4:AudienceofESDConcepts

Someconceptsaddressseveralgroups.Forexample,Zenelaj(2013,p.229)callsfor"education

fromprimaryschoolcurricula".TheeducationalunderstandingofZygmunt(2016,p.112)asa

“concernof administrators, researchersandeducators“ is alsoaimedat several targetgroups.

Threeauthorsonlymakeinaccurateorunclearstatementsforwhomtheirconceptisdesigned.

Studentscanprimarilybeidentifiedasanaddresseegroup.Theauthorslocalizeallageclasses

andschoolforms.4Inthecaseofuniversityeducation,itshouldbenotedthatalmosthalfofthe

targetgroupconsistsofstudentsofthelectureship.5Thetargetgroupofchildreninthepreschool

age (early childhood education), trainees, adults and researchers are severely neglected. We

foundnoevidenceforadulteducation.Inaddition,weconductedcorrelationanalysestoestablish

alinkbetweenthetargetgroupandthesubjectmatterandtheresearchmethodology.Thecorre‐

lationcoefficientforthelinkbetweenthetopicandthetargetgroupwas0.10andbetweenthe

researchmethodologyandthetargetgroupwas0.00.

Inthefollowingsection,weexaminetheintentionsandlearningobjectiveswithESD.Firstly,the

intentionsofthestudiededucationconceptsarecompared.Then,anevaluationofthelearning

objectivesiscarriedoutbyaclassificationintothetaxonomyaccordingtoAndersonetal.(2001).

Inprinciple,thereisaconsensusthattheconceptsshouldbringaboutachangeinthesustainable

sense(Zenelaj2013,p.229;Sewilametal.2014,p.203;Zygmunt2016,p.116).Inaddition,the

acquisitionofcompetencesplaysacentralrole.Differencesintheconceptsusuallyresultfromthe

                                                            4 seeResnik(2012),p.65;Babaci‐Wilhite(2013),p.1994andSinger‐Bodorowskietal.(2014),p.3.5seeHellberg‐Rode/Schrüfer(2016),p.1;Kromp(2016),p.64;Lindau/Hottenroth/Lindner(2016),p.138;Kroftaetal.(2014),p.495andAnderssonetal.(2013),p.5146. 

0 5 10 15 20 25

Trainees

Children(earlychildeducation)

Teacher

Researcher

Adults(furthertraining)

NoInformation

Lectures

Students

Pupils

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national,regionalorlocalreference.Forexample,Bakhati(2015,p.25)intendtoidentify"local

environmentalissues"andalsoSinger‐Bodorowskietal.(2014,p.2)wanttopromote"localsus‐

tainabilitymanagementandactiveparticipationofcitizensinlocaltransformationprocesses".We

alsofoundexplanationsforthefundamentaldifferencesbetweentheintentionsoftheconcepts

forindustrializedcountriesandfordevelopingcountries,whichWulf(2007)alreadysuggested.

CentralintentionsinthesenseofESDfortheindustriesareforexample:

thepromotionof"skillsintheareasofmethodological,socialandpersonnelcompetence"

(Fischer/Freund2013,p.15);

"tocreateresourcesthatenablecollectivedecision‐making"(Lausselet2013,p.20)or

takinga respectful attitude towardsothers,overcomingprejudices,andalsoapositive

attitudetowardsheterogeneity(Rauch/Steiner2013,p.19).

Theintentionsoftheconceptsforemerginganddevelopingcountries,suchasIndiaorNigeria,

contrastthis.TheirGNIconceptsfocusontheprotectionofhumanrights,thefightagainstpoverty,

ontheadvanceof industrializationandeconomicgrowth(Oko‐li/Obiajulu/Ella2013,p.160ff.;

Babaci‐Wilhite2013,p.2009;2014,p.27).Thefollowingintentionsareaddressedintheconcepts:

„produce skilledhuman resourcesneeded for transformation intonationalprosperity“

(Okoli/Obiajulu/Ella2013,p.160)

„poverty alleviation, increase in productivity and rapid economic growth“

(Okoli/Obiajulu/Ella2013,p.163)

„ensurehumanrightsthroughlocalizingeducationinlocallanguageandcontext"(Babaci‐

Wilhite2013,p.2009)

„reduceunemploymentandhence,poverty"(Modebelu2014,p.27)

BasedontherequirementofAgenda21forchangesinknowledgeandbehavior,wearrangedthe

learningtargetsaccordingtoatwo‐dimensionaltaxonomytablebyAndersonetal.(2001).6Ac‐

cordingly,wecarriedoutfrequencyanalyzes.Inthiscontext,wefoundthatprimarilyprocedural

andmetacognitiveknowledgeisimparted(seeFigure5).Thenumberofconceptsincreaseswith

the complexity of cognitive processes. Thus, only two authors, Nwona (2013) and Modebelu

(2014),aretargetingthebehavioraldimensionofmemory.Incomparisontothis,tenconcepts

areintendedtoevaluatetheability.Accordingly,individualsaretobetaughttomakejudgments

basedoncriteriaandstandards(Baumgartner2011,p.46).ThisisconfirmedbyAgenda21'sde‐

mandfortheanalysisandassessmentofsustainabledevelopmentprocesses.Inaddition,thede‐

signcompetenceswerestimulatedinsomeconcepts.However,wewereunabletomakeanyas‐

sumptionsaboutvalues.Thisisdue,interalia,tothealignmentofouranalysis.Accordingly,in‐

sightsgainedinthecontextofsustainabilityawareness,attitudesandskills,andthus,ultimately,

                                                            6 Theclassificationprovedtobedifficultinsomeplacesbecausenineconceptsdonotspecifylearningob‐jectives.Thefollowingfiveconceptshavedifferentobjectives:Zenelaj(2013),Holzbaur(2012);Kroftaetal.(2014),Rauch/Steiner(2013),andDür(2016).Accordingly,thesewereclassifiedinseveralways. 

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sustainablebehaviorinthesenseofBreßler(2016)couldnotbedrawn.Furthermore,weexam‐

inedthecorrelationbetweenthelearningobjectivesandthetargetgroup.Wewereabletodeter‐

mineacorrelationcoefficientof0.12.Accordingly,wedonotassumeamutualinfluence.

Figure5:KnowledgeandCognitiveProcessDimensionofESD‐Concepts

Inthefollowing,weexaminetheimpartingmethods.Wewereabletoinvestigateproceduressuch

astheselectionofmethodsortheorganizationofactionandsocialforms.Theconceptsarebased

onabasiccanonwhichcallsfor"practicaltraining"insteadof"theoreticalandconceptualanaly‐

sis"(Zenelaj2013,p.323).Furthermore,therearealsoinnovativeteachingmethodswhichare

intendedtochangethetraditionalteaching‐learningprocess(Sewilametal.2014;p.201;Oko‐

li/Obiajulu/Ella2013,p.164).Theconceptofself‐organizedandproject‐orientedlearningalso

emergesintheconcepts(Michelsen/Rieckmann2013,p.120;Fischer2013,p.4;Singer‐Bodor‐

owskietal2014,p.2).Especiallygroupwork,whichallowsthelearnerstoworkandproblem‐

orientedwork,isafrequentlymentionedmethodintheconcepts.7Intheconceptforvocational

educationandtrainingdevelopedbyHeinen/Frenz/Schlick(2014,p.67),theapplicationofmeth‐

odsalsotakesplace.Theyproposetorecreateconcreteactionsituationsinwhichtheinterestsof

allstakeholdershavetobeworkedoutunderecological,economicandsocialaspects.Another

action‐orientededucationalofferwasconceivedfortheuniversityteachertrainingofLindau/Hof‐

fenroth/Lindner(2016).Heretheparticipantsofawildernesscampreflecttherelationshipbe‐

tweenmanandnaturethroughthelinkageofecologicaleducationandthenaturalexperience.The

differenteducationalconceptsareintendedtoconveycompetences,skillsorknowledgetoaspe‐

cifictargetgroup.DuetothedemandwithintheAgenda21forformalandnon‐formalmethods,it

wastobeexpectedthatthelearningmethodsshouldbelocatedintheinstitutionalandsituational

areas.Inexaminingthedifferentconceptsaccordingtotheirmethodology,thisassumptionwas

supported.Insummary,weobservedalargerepertoireofmethodstopromotethedevelopment

of the competencies of the target audience. Through the deliberate design of these concepts,

                                                            7 see.Bahr(2013),p.76;Fischer/Nemnich(2012),p.23;Resnik(2012),p.70;Pustovalova/Avgusmanova(2016),p.1;Holzbaur(2012),p.17:Rauch/Steiner(2013),p.1;Dür(2016),p.80andAgut(2013),p.10. 

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whetherwithinoroutsideaneducationprogram,institutionalandsituationallearningsituations

arise.

Wecheckatthispointwhetherthereisalearningcontrolintheconcepts.Controlasadidactic

fieldprovidesinformationonthesuccessfulimplementationofdidacticdecisions.Containsacon‐

cept,inadditiontothedidacticfieldsoftheintention,topicandmethodalsothecomponentcon‐

trol,canbederivedfromacompletecurriculumconception.Of39analyzedconcepts,only13in‐

dicatedhowlearningcontrolcouldbedesigned.Thisnumberisproblematicforus,asitispossible

toimprovenotonlytheperformanceoflearners,butalsofuturedecision‐making.Thefollowing

authorsproposealearningcontrolandthereforeofferacompleteeducationalconceptforsus‐

tainabledevelopment:Sewilametal.(2016),Fischer/Nemnich(2012),Resnik(2012),Pustovalo‐

va/Avgusmanova(2016),Ali/Sinha(2016),Holzbaur(2012),Rauch/Steiner(2013),Hellberg‐Ro‐

der/Schrüfer 2016), Heinen/Frenz/Schlick (2014), Kromp (2016), Dür (2016), Krofta et al.

(2014)andFischer/Freund(2013).Here,wepresenttwoselectedconceptsoftheESD,represent‐

ingthetargetgroupsofpupilsandstudents.Theseaddresseesrepresentthemajorityofthecon‐

cepts.

Dür(2016,pp.80‐82)addressedpupilsinhisconcept.Heproposes"moderatelyconstructivisti‐

callydesignedlearningsessions"(Dür2016,p.80),whichareintendedtoencouragetheexchange

oftwoschoolsfromdifferentcountriesviasocialmediaintheformofprojectwork.Theapproach

tothetopicofsustainabilityisbasedontheconceptofqualityoflife.Withinthescopeofaresearch

project,thepupilswereactiveasresearchersandthusdesignedtheirlearningprocessinthesense

ofself‐organizedlearning.ThecommunicationplatformFacebookhasallowedpeer‐to‐peerco‐

operationacrossnationalboundaries.Potentialquestionsandproblemscouldbeviewedfrom"a

multi‐perspectiveview"(Dür2016,p.89)by"theparticipatoryco‐operationoftheyoungpeople".

However,thisconceptwasnotonlyaimedatchangingperspectives,theparticipatingpupilsalso

developedcompetencesinthethreecategories:"Interactiveuseofmediaandtools,interviewing

inheterogeneousgroups,and independentaction"(Dür2016,p.87). In theprojectphase, the

youngpeopledealtwiththeirownideasofqualityoflifeintheformof"freewriting".Theycreate

videosandquestionnairesonthetopicofqualityof life insmallergroups.Bydealingwiththe

perceptionofone'sownenvironmentincomparisontoothers,thepupilsappliedcomplexmeta‐

cognitiveknowledgeandprocessdimensioning. "AdiscussionviaFacebookabout theresults"

(Dür2016,p.88)reflectedtheprojectwork.Bycreatingdiagramsandinterpretationsonthepart

of thepupils, learning control tookplace.The teachers coulduse the interpretations to check

whetherthesubjectmatterwasinternalized.

ThetargetgroupofthedidacticconceptofHolzbaur(2012)waslimitedtostudents.Hereferred

tothetopicsofquality,sustainability,energyandtheenvironmentinconnectionwiththemethod

ofprojectwork.Inaddition,studentsshouldacquirebasicknowledgeofresearch,experimenta‐

tionandstatisticalevaluationofscienceprojects.Specificlearningobjectivesweretoanalyzeand

carryoutsurveystodevelopconcepts.ForthemethodicalapproachHolzbaur(2012)suggested

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thecooperationwithexternalpartnersofthepraxis.Theyshouldencouragethestudentstoac‐

tivelyparticipateintheproject.Inaddition,thisco‐operationtrainedtheirabilitytodefinegoals

withcustomersandprojectparticipants.Thecontrolofthelearningprocesswasprecededbya

supervisor,whoevaluatedtheprojectandgavegrades.Theresultsoftheprojectwork,intheform

ofpresentations,werealsopartofthegrading.

3 Resümee:ImplicationsforBNE

Accordingtooursystematicreview,acompletecurriculumconceptisrarelyavailableforESD.

Mostapproacheslackcontrolmechanisms.Rather,ESDseemstobeanintentionand/oralearning

goal(seeTable2).

Table2:Summaryofresults

SubjectArea Proposition Finding

ConceptofaCurriculum Presentation of a comprehensive conceptual‐

ization with the didactic fields topic, target

group, intention, learning objectives, evalua‐

tion

partly

Audience/targetgroup overall

Intention Involvementoflocal,regional,nationalactors

Diversityintheconceptsforindustrializations

anddevelopingcountries

Learningobjective Changeofbehaviorandknowledge

Analysis/evaluationanddesignofsustainable

contextsprimarly

Changeofvalues outstanding

Methodic Formalandnon‐formal

WithintheframeworkoftheESD'sdemandforapplicationandimplicationinallareasofeduca‐

tion,wewereabletoidentifydeficitsintheareasofpre‐school,vocationaltraining,vocational

educationandadulteducation.Mostconceptsrefertopupilandstudents.Thus,educationalpro‐

posalsarelackinginprofessionaladulteducationaswellasinearlychildhoodeducation.Moreo‐

ver, the intentionsof theESDconceptshave local,regionalandnational links,asrequestedby

Agenda21.Nevertheless,theactorsattheselevelsarenotnecessarilyinvolved.Itseemsasifthis

isthesoleresponsibilityoftheeducationalorganizations.Furthermore,wehavefounddifferences

intheconceptsforindustrializationsanddevelopmentalgroups,aswasalreadypredictedatWulf

(2007). In the area of learning objectives, we were able to identify the desired changes in

knowledgeandbehavior,asrequestedbyAgenda21.Thebehavioraldimensionscorresponded

inmostconceptsofexpectationtoanalysis,evaluationanddesign.Ourinvestigationdidnotreveal

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anyresultsfortheimpartingofvalues.Themosteffectivemethodsofformalandnon‐formalna‐

ture,accordingtoAgenda21,werealsolocalizedintheconcepts.

AsummaryofthepreviousstatementssuggeststhatESDasaimaginationandasacoreideahas

ainstructingcharacter.Consequently,itcannotbefullyrealized(Wulf2007,p.187).However,the

breadthofpossibleaddresseesandsubjectareasofferslinkstothefurtherdevelopmentofteach‐

ingandlearningopportunities.ESDisrepresentednotonlyinschooleducationbutalsoinmany

areas.Thisisshownbythe39investigatedexamples.However,themanifestationandintentions

oftheconcreteconceptionsvary.Tobeproblematizedisthecommitmentintheeducationprac‐

ticeofvocationaleducationandtraining.Theinvestigatedproposalsshowedaresearchgapin

thisarea.AdidacticdeterminationofESDisdifficult,butsomeofthetopicsandlearningobjec‐

tivesareknown.Theseincludequestionsofsocial,economicandsocialjusticeandculturaldiver‐

sity.Localandregionalaspectssuchasurbandevelopmentareparticularlysignificant.Interesting

forfurtherresearchwouldbethereviewoftheapplicationofoneofthepresentedconceptsas

wellastheanalysisofpracticalESDprogramsofdifferenttargetgroups.

Theeducationaltaskofsustainabilityis,inadditiontoacallfromthecommunityofstates,also

anintentionforawiderangeofeducationaloffers.Thereby,thedidacticcompositionsarere‐

sponsiblefortheregulatoryandnormative‐functionalcharacterofsustainability(Rennetal.

2007).

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