Attitudes towards sustainable development and perceived barriers to Education for Sustainable Development

A quasi-experimental study with pre‐service primary teachers in Germany

Bibliographic Data

ID19472155
AuthorsRebecca Baumann (0009-0006-9070-2111, Friedrich-Alexander-Universität Erlangen-Nürnberg), Simon Meyer (0000-0002-4403-4160, Friedrich-Alexander-Universität Erlangen-Nürnberg, corresponding author), Lotta Bärtlein (Chair of Primary School Research with a Focus on Inclusive Teaching and Learning, University of Augsburg), Sabine Martschinke (0000-0003-3492-6912, Friedrich-Alexander-Universität Erlangen-Nürnberg)
Year2026
Pages1-19
Publication date2026-05-31
Open AccessNo
TypeARTICLE
VenueEnvironmental Education Research (JOURNAL)
Journal identifiersISSN: 1350-4622 • E-ISSN: 1469-5871
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13504622.2026.2668559
OpenAlexW7162933574
LanguageEN
References cited42

Evidence suggests that teachers’ attitudes towards sustainable development and their perceptions of barriers to Education for Sustainable Development (ESD) shape whether and how ESD is enacted in classrooms. However, empirical research on these constructs among pre-service primary teachers remains limited, particularly in the German context. This study examined sustainability-related attitudes and perceived barriers to ESD and analysed the effects of participation in an ESD course. A quasi-experimental pre–post design with a control group was implemented. The intervention group (n = 159) attended a 12-week university course on ESD, while the control group (n = 47) participated in a comparable course without ESD content. Validated instruments measured attitudes towards sustainable development and perceived barriers, distinguishing between lack of resources and concerns about ESD content. At baseline, attitudes were high, perceived resource barriers moderate, and content-related concerns low. Following the course, the intervention group showed a small but significant increase in attitudes (d ≈ 0.2) and a marked reduction in perceived resource barriers (d ≈ 0.9), whereas concerns about ESD content remained low and unchanged (d ≈ 0.1). The control group exhibited a slight decline in attitudes and minimal changes in barriers. These findings indicate that targeted ESD training may reinforce favourable attitudes and reduce perceived resource constraints, though conceptual concerns appear more stable. Given the quasi-experimental design and reliance on self-reports, results should be interpreted cautiously. Further research should examine long-term effects and behavioural outcomes

Education for sustainable development · Environmental education · Qualitative research · Sustainability · Sustainable development · Environmental Education and Sustainability · Sustainability in Higher Education · Sustainable Development and Policies

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