Niklas Gericke
Biographic Data
| ID | 3059665 |
|---|---|
| NAME | Niklas Gericke |
| GIVEN NAMES | Niklas |
| FAMILY NAME | Gericke |
| SIGNATURE | GERICKE N |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0001-8735-2102 |
| VERIFIED | Yes |
| TOTAL WORKS | 48 |
| TOTAL CITATIONS | 196 |
| AUTHOR COUNT | 48 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
The Photosynthesis Literacy Framework – Updating Educational Perspectives on Photosynthesis Education
The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework —a research-based curricular framew…
Areas of tension in teaching climate change – conflicts between Swedish preservice science teachers’ beliefs
Introducing climate change education into the science curricula and the classroom requires science teacher education to prepare preservice science teachers to navigate political, ethical, and emotional dimensions. This study investigates Swedish preservice science teachers’ beliefs about teaching climate change, revealing tensions between traditional science teaching and climate change education. Using semi-structured interviews with six preservi…
Teaching infectious diseases during and in the aftermath of the Covid-19 pandemic – middle school teachers’ choice of content and instructional approaches
The COVID-19 pandemic impacted immensely in schools worldwide, emphasising the pivotal importance of infectious diseases. This study aims to delineate the teaching of diseases in middle schools, investigating how content and instruction was influenced in the aftermath of the pandemic. Semi-structured individual interviews were conducted with teachers. The analytical method involved thematic analysis. The first analysis concerned teaching content …
Introducing Epigenetics Into Secondary School Classrooms—An Educational Design Study
Although epigenetics represents an emerging field of biological research with a potentially large influence on society as well as conceptual implications on how genetics is understood, it is often not a part of the biology education provided at secondary schools. Therefore, this educational research design study describes the development of a teaching design about epigenetics, created in collaboration with researchers and practicing teachers, and…
Unpacking Climate Literacy in Science Education: What Explains Students' Willingness to Engage in Climate Action
Due to the far‐reaching and life‐threatening consequences of climate change, science education is becoming increasingly important for preparing students to become climate literate citizens. Climate literacy, which encompasses knowledge, skills, and attitudes related to climate change, can provide a strong foundation for informed climate action. While the influence of students' climate change‐related knowledge on their engagement in climate action…
Pre-service teachers and climate change education: A belief-intention gap yet to be bridged
Prior research suggests that pre-service teachers may avoid providing climate change education (CCE) due to believed controversies, lack of competences, or resource constraints. However, quantitative studies disentangling the interplay between a broad spectrum of such beliefs, possible influences on beliefs as well as their connection to teaching intention remain scarce. Building on the Theory of Planned Behaviour, we therefore conducted an Austr…
The effectiveness of the action competence teaching approach in biodiversity education – taking Actions for Insects
Widespread loss of biodiversity is a major environmental issue around the globe. Science education can play a key role in educating about biodiversity loss and conservation, helping to embed the importance of sustaining biodiversity in society. It is critical to measure the effectiveness of teaching approaches focusing on biodiversity conservation to strengthen education in this field. Therefore, this study presents a novel teaching approach to f…
Teaching Socioscientific Issues: A Systematic Review
To provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagog…
The Challenge of Changing a Genetics Deterministic Teaching Tradition – Teachers' Views on Including Epigenetics in the Genetics Curriculum
Teaching genetics courses is dominated by a tradition focusing on Mendelian genetics and the central dogma, which can be described as a selective teaching tradition. This theoretical framework refers to a teaching tradition that gives priority to specific content and teaching strategies based on earlier experiences accepted within the community of teachers. This approach is problematic because Mendelian genetics and the central dogma promote a ge…
A quality education for sustainability teaching (Quest) framework: Advancing action competence in sustainability education
The Anthropocene, characterized by human behavior acting as a formidable force of nature, casts the question what it means to be human in new light. Consequently, discussions on quality education need revisiting. Drawing from the literature on quality education for sustainability (EfS) and decolonization of education, we investigate consequences for teaching and learning. We then zoom in on teaching approaches aimed at equipping current and futur…
A framework for curricular analysis of powerful knowledge: Comparing school biology in England, Finland and Sweden
This study investigates and compares knowledge types in national curricula embedded in the curriculum tradition (England) and the didactic tradition (Finland and Sweden). In the study, we develop and operationalize a theoretical framework based on educational purposes (academic, citizenship and humanistic purposes) and knowledge categories (substantive, disciplinary, sociocultural applications, pedagogical considerations and student-psychological…
Powerful knowledge, school subjects and the curriculum: An international and comparative perspective
This introductory essay presents a special issue that foregrounds school subjects as purpose-built educational enterprises and reconsiders the role of powerful knowledge in national curricula. Framed against the marginalization of knowledge in both global policy reforms and contemporary curriculum theory, it argues for renewed attention to the educational purpose, content, and construction of school subjects by engaging with questions such as: Wh…
Reconceptualizing open schooling: Towards a multidimensional model of school openness
‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presen…
The Problems with Genetic Essentialism, Determinism, and Reductionism
In this article, we address misunderstandings about genetic essentialism, genetic determinism, and genetic reductionism. There are good reasons to carefully consider the meanings and relationships that characterize genetic essentialism, genetic determinism, and genetic reductionism; these are different (if related) concepts, despite their superficial resemblances. Although a recent Nature Reviews Genetics article addressed these issues, problems …
The role of ESD facilitators in bringing about change in schools
This study investigates the experiences of teachers in middle leading positions who worked as ESD facilitators during a three-year whole school approach project designed to implement education for sustainable development (ESD). Five schools in a Swedish municipality participated in the project to integrate ESD into their organisation and teaching practice. Project activities involved school leaders, teachers, and ESD facilitators, with the facili…
Student perspectives on quality education at their school: Toward a valid and reliable questionnaire to monitor quality education for sustainability teaching (Quest-Q)
Considering the problematic human-nature relationship caused complex sustainability problems, quality education should prepare students for facing the challenges ahead. Therefore, educational practitioners, policy makers, and researchers need monitoring tools. We posit that a comprehensive approach to teaching for sustainability adds quality to education for sustainability. The current study builds on earlier theoretical work on quality education…
A systematic review of self-assessment scales on action competence in environmental and sustainability education: Current limitations and development opportunities
Environmental and Sustainability Education (ESE) has the potential to empower learners to become agents of democratic transformation toward sustainability. Part of this lies in ESE's potential to foster action competence (AC) among learners. To capture this potential, ESE should be informed by feedback from adequate assessment instruments. The most common type is self-assessment scales, enabling large-scale statistical analyses. Drawing on theori…
Principals’ views and reported actions on sustainability from a whole school approach perspective: A comparative study of eco- and non-eco-certified preschools in Sweden
Although preschool principals are important for integrating sustainability,studies on this topic are scarce. Using an embedded mixed methodsapproach, this study explored and compared 50 principals’ views andactions relating to sustainability in the operations of 25 eco- and 25non-eco-certified randomly sampled preschools from 25 municipalities(of a total 290) in Sweden. Using a semi-structured questionnaire, datawas collected from the principals …
Teachers' descriptions of education for sustainability at eco-certified and non-eco-certified preschools: A comparative study
Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation
The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual…
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum
The aim of this study is to define epigenetic literacy and describe how it can be included in school biology. Epigenetics is a new field of research in biology with abundant societal consequences and conceptual implications on how genetics is understood. Epigenetics explains how genes are regulated, thereby clarifying cell differentiation, and providing an understanding of how the environment interacts with genes. Students are bound to encounter …
Trajectories of powerful knowledge and epistemic quality: Analysing the transformations from disciplines across school subjects
This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of …
Conceptualising transformative language teaching for sustainability and why it is needed
This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We…
Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust
This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a themat…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Whole school approaches to education for sustainable development: A model that links to school improvement
This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of …
Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness
During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development
The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic g…
Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Green schools in Taiwan – Effects on student sustainability consciousness
ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools
Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who we…
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching c…
ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sw…
Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development
This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holist…
Identifying capital for school improvement: Recommendations for a whole school approach to ESD implementation
The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman’s four forms of capital for capacity building were used as a framework for the data analysis. The impact …
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions
This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was …
Principals’ views and reported actions on sustainability from a whole school approach perspective: A comparative study of eco- and non-eco-certified preschools in Sweden
Although preschool principals are important for integrating sustainability,studies on this topic are scarce. Using an embedded mixed methodsapproach, this study explored and compared 50 principals’ views andactions relating to sustainability in the operations of 25 eco- and 25non-eco-certified randomly sampled preschools from 25 municipalities(of a total 290) in Sweden. Using a semi-structured questionnaire, datawas collected from the principals …
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Sceletium—A review update
The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions
Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to im…
Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development
This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum, all teachers in all subjects should integrate a holist…
The Effectiveness of Education for Sustainable Development
Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope wi…
Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development
The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic g…
The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness
During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect
The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development
Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This was done by surveying 2,413 Swedish students in the sixth, ninth and twelfth grades using an age-ada…
ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sw…
ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools
Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who we…
Whole school approaches to education for sustainable development: A model that links to school improvement
This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of …
The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
Green schools in Taiwan – Effects on student sustainability consciousness
Redefining action competence: The case of sustainable development
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching c…
Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools
The aim of the article is to deepen the knowledge of progressivism and how it was manifested in practice in Swedish secondary schools from a teacher perspective before it was prescribed in policy during the reforms of the 1950s. In the current educational debate, progressivism is blamed by some for being the root of a permissive style of education in decline that no longer provides any knowledge to students, and regarded by others as the starting…
Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions
This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was …
Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust
This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a themat…
Developing school leading guidelines facilitating a whole school approach to education for sustainable development
This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination w…
Identifying capital for school improvement: Recommendations for a whole school approach to ESD implementation
The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman’s four forms of capital for capacity building were used as a framework for the data analysis. The impact …
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Between Democratic Ideals and Local Conditions: Elementary School Teachers’ Narratives of Progressive Teaching in Sweden in the 1940s
Teachers’ implementation of and attitudes to school reforms and overriding pedagogical ideals have long been a topic of debate and research. In this article, we centre on teachers’ descriptions of how progressive teaching was conducted as well as on the teachers’ reasons for implementing such teaching in the 1940s. This study is based on written material consisting of 360 elementary school teachers’ accounts of their teaching collected in 1946. T…
Psychology (38 works) · Pedagogy (35 works) · Sociology (33 works) · Environmental Education and Sustainability (30 works) · Mathematics education (25 works) · Political science (22 works) · Environmental education (20 works) · Sustainability in Higher Education (20 works) · Education for sustainable development (18 works) · Sustainable development (18 works)