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  • 1.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. Univ Antwerp, Fac Social Sci, Res Unit Edubron, Dept Training & Educ Sci, Prinsstr 13, B-2000 Antwerp, Belgium..
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The Effectiveness of Education for Sustainable Development2015In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 7, no 11, p. 15693-15717Article in journal (Refereed)
    Abstract [en]

    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 with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.

  • 2.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice2016Conference paper (Refereed)
  • 3.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effectiveness ofeducation for sustainable development2016Conference paper (Refereed)
  • 4.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effect of ESD implementation in the Swedish school system on students’ sustainability consciousness2014Conference paper (Other academic)
    Abstract [en]

    he UN Decade of Education for Sustainable Development (DESD) draws to an end. During this decade, numerous schools in Sweden have implemented Education for Sustainable Development(ESD) as an explicit guiding approach in teaching. In this study, we investigate what impact this teaching approach has had on pupils’ holistic viewpoint of sustainability in comparison with pupils ́ taught in regularschools. In order to accomplish theinvestigation we introduce the concept of sustainability consciousnessto represent the holistic viewpoint of sustainability.

  • 5.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Rundgren, Shu-Nu Chang
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden2014Conference paper (Refereed)
  • 6.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Sustainability Consciousness Questionnaire - categorization of items2017Data set
  • 7.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Sustainability Consciousness Questionnaire - grade six version2017Data set
  • 8.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Sustainability Consciousness Questionnaire - grade twelve version2017Data set
  • 9.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Sustainability Consciousness Questionnaire (SCQ), Chinese version: Grade 6-7 and High School2017Data set
  • 10.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Sutstainability Consciousness Questionnaire - grade nine version2017Data set
  • 11.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Young People's "Sustainability Consciousness": Effects of ESD Implementation in Swedish Schools2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The UN Decade of Education for Sustainable Development is approaching its end and it is important to investigate the effects of the efforts to implement education for sustainable development (ESD) nationally, before decisions on forthcoming efforts are made. There are few investigations of the effect of ESD implementation that take a broad approach. In order to measure the educational effects of ESD implementation broadly and inclusively, I introduce the concept of sustainability consciousness (SC), which will be operationalized into the research through a Likert scale questionnaire. This licentiate thesis contributes new knowledge on the implementation of ESD in the Swedish school system as reflected in young people’s SC. Two studies have been conducted. In the first study, I investigated the effects of ESD implementation by a comparison of SC between students in schools with an explicit ESD approach and control schools without an explicit approach. In the second study, I investigated whether the perceptual dip among adolescents found in the field of environmental education was also present in the economic and social dimensions of their SC in addition to the environmental one. The total sample included 2 413 students in 6th, 9th and 12th grades of the Swedish schools system. Results of the two studies indicate that the implementation of ESD in the Swedish compulsory school system does not seem to have been particularly successful as there are only small positive effects of an explicit ESD approach in 6th grade and even a small negative effect of an explicit ESD approach in the 9th grade. Furthermore, the dip in adolescent 9th graders’ SC is confirmed. This indicates that different age groups tackle the effects of the prevailing traditional sustainability teaching in different ways, which suggests that ESD in schools need to be adapted to different levels.

  • 12.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Adolescents and the dip in sustainability consciousness2015Conference paper (Refereed)
    Abstract [en]

    Previous research has shown that interest in and concern about environmental issues tends to decline in adolescence, in this paper referred to as a “dip”. However, less is known whether adolescents’ interests and concerns for sustainable development (SD), i.e. a more inclusive concept including economic and social issues, also dip in adolescence. Education for sustainable development (ESD) could be regarded as a teaching approach that in a good way meets the educational needs of adolescents. Therefore before promoting widespread adoption of such an approach it is important to rigorously test the hypothesis whether adolescents’ broader consciousness of SD really dip.  A research group in Sweden has recently developed an instrument for surveying students’ sustainability consciousness (SC), a broad concept integrating affective and cognitive aspects of the three dimensions of SD. Thus, this study aims to investigate students’ SC in the transition to adolescence. This was done by surveying 2413 Swedish students in the 6th, 9th and 12th grade using an age-adapted questionnaire. The results unambiguously show that Swedish students’ SC dips in adolescence, strongly indicating a need to modify the sustainability education of adolescents. Education for Sustainable Development is recommended as an approach to meet that need. However, further research is needed to evaluate the potential utility of ESD as a teaching approach for tackling the adolescent dip in students’ SC.

  • 13.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Investigating the dip in the adolescents’ sustainability consciousness2015Conference paper (Refereed)
  • 14.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The adolescent dip in students' sustainability consciousness: Implications for education for sustainable development2016In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, no 1, p. 35-51Article in journal (Refereed)
    Abstract [en]

    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-adapted questionnaire. The results unambiguously show that Swedish students' sustainability consciousness dips in adolescence, strongly indicating a need to modify the sustainability education for adolescents. Education for sustainable development is recommended as an approach to meet that need.

  • 15.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Susytanability Consciusness Questtionnaire: Grade 6-version in Swedish2014Data set
  • 16.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Young people and their integrated understanding of sustainable development2013Conference paper (Refereed)
    Abstract [en]

    This study aims to investigate young peoples’ knowledge, attitudes and behaviors as well as their integrated understanding of sustainable development (SD). Comparisons will be made between two groups of Swedish primary (6th graders) and secondary (9th graders) pupils. A common description of SD often includes the interrelationship between the environmental, economic and social dimensions. Education for Sustainable Development (ESD) is described as a framework in teaching that will incorporate all three of these dimensions. To integrate the different dimensions in everyday-life and decision making for a sustainable future requires new ways of thinking, valuing and acting. Hence, the integrated understanding of SD in terms of knowledge, also have to be reflected in pupils’ attitudes and behavior, which is investigated in this study. The research design is based on a quantitative approach using a survey instrument consisting of items with Likert-type scales. The survey instrument is developed by considering the dimensions of SD as they are described by UNESCO. During spring 2013, data will be gathered from pupils in the 6th-grade level (n=1000) and 9th-grade level (n=1000). Half of the pupils in each grade are from schools having supporting structures that help them in the ESD approach and the other half are from regular schools without an explicit ESD approach. At the time of ESERA conference the data analyzes will be completed and preliminary results can be presented. For analysis one way ANOVA and T-test will be used.  We will highlight whether there are differences between primary and secondary pupils’ knowledge, attitudes and behavior in the dimensions of SD or not, and secondly whether there are differences between primary and secondary school pupils’ recognition of the three dimensions as part of SD. Implications for the implementation of ESD will be discussed.

  • 17.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas M.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Effect of Gender on Students’ Sustainability Consciousness: A Nationwide Swedish Study2017In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 48, no 5, p. 357-370Article in journal (Refereed)
    Abstract [en]

    This study extends previous environmental education research on gender differences by investigating the gender gap between boys’ and girls’ sustainability consciousness. The issue of whether the gender gap in environmental education can be identified also in sustainability education is addressed. It has been suggested that Education for Sustainable Development (ESD) is a teaching approach that could play a key role in diminishing the gender gap. However, the possible gender-specific effect of an ESD-oriented teaching approach is empirically untested. A survey instrument was used to detect the hypothesized gender gap in students’ sustainability consciousness on a sample of 2,413 Swedish students aged 12–19. Findings reveal a gender gap in students’ sustainability consciousness. The gender gap increases throughout the age span and is amplified in ESD oriented schools.

    The full text will be freely available from 2018-10-19 08:18
  • 18.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Shu-Nu, Chang-Rundgren
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating young peoples’ integrated understanding of sustainable development2013Conference paper (Refereed)
    Abstract [en]

    A usual description of sustainable development (SD) often comprehends the interrelationship between the environmental, economic and social dimensions. According to international guidelines, such as UNESCO, a holistic perspective of the concept of SD should be used in education integrating environmental, economic and social dimensions. Within research there is a broad agreement to view cognitive and affective domains as equally important to successfully implement education for sustainable development (ESD). This study aims to investigate young peoples´ integrated understanding of the environmental, economic and social dimensions of SD in terms of knowledge, attitudes and behavior. Two comparisons will be done. Firstly there is a cross level comparison between pupils in 6th and 9th grade and secondly a comparison between two groups of pupils, where one group is taught according to an ESD approach in their schools and the other group is not (e.g. green-flag certified Eco schools or regular schools). The research design is based on a quantitative approach using a questionnaire consisting of items with Likert-type scales. The questionnaire is developed by considering the dimensions of SD and the aspects of knowledge attitudes and behavior. A pilot study was conducted in December 2012 to test the validity of the questionnaire. During spring 2013 the questionnaire will be distributed to pupils at 6th-grade level (n=1000) and 9th-grade level (n=1000). Half of the pupils in the sample are from ESD certificated schools and the other half from regular schools. During the NOFA-conference we hope to present some preliminary results related to the research aims and to discuss the implications these might have to ESD in Sweden.

  • 19.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Shu-Nu, Chang-Rundgren
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    The effect of implementation of education for sustainable development in Swedish compulsory schools: Assesing pupils' sustainability consciousness2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 2, p. 176-202Article in journal (Refereed)
    Abstract [en]

    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 of this approach in comparison with that of pupils taught in ordinary schools. Accordingly, we introduce the concept of sustainability consciousness to represent the holistic view of sustainability. Within the concept of sustainability consciousness, we combine and investigate the environmental, economic, and social dimensions of sustainable development in terms of sustainability knowingness, attitudes, and behavior. A Likert-scale questionnaire with 50 items was developed to evaluate pupils’ sustainability consciousness through a nationwide study in Sweden. A total of 1773 pupils from the 6th and 9th grades participated. The results indicated that the ESD profile schools had a small positive effect on the pupils’ sustainability consciousness, while in grade 9 the effect was negative. The implications for further ESD implementation are discussed.

1 - 19 of 19
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