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  • 1.
    Ariza, Marta Romero
    et al.
    University of Jaén, Spain.
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Belgium; Karel de Grote University of Applied Sciences and Arts, Belgium .
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Van Petegem, Peter
    University of Antwerp, Belgium.
    Parra, Gema
    University of Jaén, Spain.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions2021In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 20, p. 1-20, article id 11420Article in journal (Refereed)
    Abstract [en]

    Policy documents across the globe call for citizen engagement to fight climate change emergencies and build more sustainable societies. They also recognize the key role of formal and non-formal education in preparing citizens to address those challenges. However, there is a need to identify appropriate instruments to evaluate the impact of educational interventions on people's knowledge, attitudes, and behaviors, which are essential components of the action competence required to become environmental citizens and agents of change. The aim of this paper is to investigate the potential of the Sustainability Consciousness Questionnaire (SCQ) to evaluate different educational interventions aimed at increasing environmental citizenship. It presents three sub-studies from Spain, Belgium, and Sweden using the SCQ with varying contexts, duration, and target groups yet sharing common pedagogical features in the interventions. Pre-intervention scores indicate a common pattern of high sustainability knowingness, moderate sustainability attitudes, and lower sustainability behaviors in the three dimensions (environmental, social and economic) of sustainability consciousness, and a positive impact on sustainability behavior after the intervention. These findings are especially significant when compared to previous studies. We therefore conclude that the SCQ is useful for detecting the effects of learning interventions of varying designs and contexts that address environmental citizenship. The results are discussed in terms of key pedagogical features of the educational interventions, and the appropriateness and sensitivity of the instrument in detecting changes in the intended direction. It concludes with implications for research and practice and suggestions for future lines of work.

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  • 2.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, BEL.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Chang, Tzuchau
    National Taiwan Normal University, TWN.
    A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden2019In: Environment, Development and Sustainability, ISSN 1387-585X, E-ISSN 1573-2975, Vol. 22, no 7, p. 6287-6313Article in journal (Refereed)
    Abstract [en]

    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 that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18–19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three sub-constructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

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    Berglund_et_al_A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
  • 3.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    ESD-facilitators’ conditions and functions as sustainability change agents2023Conference paper (Refereed)
    Abstract [en]

    Proposal information 

    This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices:        

    • What kinds of sustainability change agent roles can be identified?
    • What contextual factors are experienced as successful and/or hindering?

    Methodology or Methods

    After the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.

    Findings and conclusions 

    The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive manner

    References

    Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

    Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.

    Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.

    Grootenboer, P.,  Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985

    Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.

    Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.

    Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.

    Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).

  • 4.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Sustainability change agents in whole school approaches to education for sustainable development (ESD).2023Conference paper (Refereed)
    Abstract [en]

    This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.). 

  • 5.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Questionnaire 12th grade short version2019Other (Other academic)
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    fulltext
  • 6.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    Investigating the Effectiveness of Whole School approaches to ESD in Four Swedish Schools2017Conference paper (Refereed)
  • 7.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). 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 (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Effectiveness of Education for Sustainable Development2015In: Sustainability, 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.

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    fulltext
  • 8.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    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)
  • 9.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The effectiveness ofeducation for sustainable development2016Conference paper (Refereed)
  • 10.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University Utrecht, NLD.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development2022In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 6, p. 867-885Article in journal (Refereed)
    Abstract [en]

    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 the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

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    fulltext
  • 11.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University Utrecht, NLD.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Teachers' ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development2022Conference paper (Refereed)
    Abstract [en]

    This longitudinal quantitative study investigated teachers’ development of self-efficacy andteaching 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 locally discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Results show that the teachers’ self-efficacy was boosted early in the program, but it fell back to initial low levels after confrontation with practice. Through further experimentation in their own practices, the teachers’ self-efficacy for ESD increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting actual implementation of ESD practices as the program progressed, and the correlation between teachers’ self-efficacy for ESD and self-reported ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.

  • 12.
    Forssten Seiser, Anette
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Developing School Leading Guidelines: Facilitating a Whole School Approach to Education for Sustainable Development2023In: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools, 2023Conference paper (Refereed)
    Abstract [en]

    In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. 

  • 13.
    Forssten Seiser, Anette
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mogren, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Developing school leading guidelines facilitating a whole school approach to education for sustainable development2023In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 29, no 5, p. 783-805Article in journal (Refereed)
    Abstract [en]

    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 with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.

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  • 14.
    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.

    Download full text (pdf)
    The effect of ESD implementation in the Swedish school system on students’ sustainability consciousness
  • 15.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    Assessing The Effect Of Education For Sustainable Development In The Swedish School System2017Conference paper (Refereed)
  • 16.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    The effect of education for sustainable development in Swedish schools2017Conference paper (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. In the past it has been suggested that education through improved knowledge levels and/or changed values would change people’s behavior in a more environmental friendly way. These suggestions have been criticized since sustainable problems often are ‘wicked’, i.e. problems that are difficult or solve because of incomplete, contradictory, and changing requirements based on what perspectives you prioritize. Instead transformative perspectives on ESD has been propagated the last decades suggesting that education should foster ‘critical thinkers’ and ‘action competence’ so that the future generation can decided upon and take action in an insightful way to these wicked problems. However, empirical studies are a missing link in the discourse around transformative ESD approaches, 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.  

  • 17.
    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)
  • 18.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp, Faculty of Social Sciences, Antwerp, Belgium.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development2019In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 1, p. 35-49Article in journal (Refereed)
    Abstract [en]

    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 measure individuals' environmental, social and economic knowingness, attitudes and behaviour (nine valid and reliable subscales), in addition to the second order constructs of sustainability knowingness, sustainability attitudes and sustainability behaviour, as well as the third order construct, sustainability consciousness. For the short version (SCQ-S) 27 items were identified that can be used to measure the second and third order constructs. Both versions of the scale present excellent psychometric quality. Possible applications of the questionnaire instruments in the context of evaluation of sustainability policies, practices and stakeholder engagement are discussed.

  • 19.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    An Evaluation-study of the ESD-implementation in Sweden2015Conference paper (Refereed)
  • 20.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    An investigation of ESD-implementation in Swedish schools by assessing students’ Sustainability Consciousness2017Conference paper (Refereed)
  • 21.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Investigating the effect of ESD-implementation in the Swedish school system by assessingstudents’ sustainability consciousness2015Conference paper (Refereed)
  • 22.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Social and Life Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The effect of ESD-implementation in the Swedish school system on students’ sustainability consciousness2014Conference paper (Refereed)
  • 23.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Uitto, Anna
    Saloranta, Seppo
    Boeve-de Pauw, Jelle
    van Petegem, Peter
    Goldman, Daphe
    An investigation of ESD-implementation in Swedish schools by assessing students’ sustainability consciousness2015Conference paper (Refereed)
  • 24.
    Lampert, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Goulson, Dave
    University of Sussex, United Kingdom.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Piccolo, John
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sustaining insect biodiversity through Action Competence — An educational framework for transformational change2023In: Biological Conservation, ISSN 0006-3207, E-ISSN 1873-2917, Vol. 283, article id 110094Article in journal (Refereed)
    Abstract [en]

    Insect decline, i.e. the rapid loss of insect biodiversity and species abundance, is an imminent crisis that mirrors the global loss of biodiversity and biological annihilation. Conservation scientists have therefore called for effective public education on how to mitigate insect decline. In this paper, we develop the framework “Action Competence for Insect Conservation (ACIC)” as a tool for improving education and citizen action for insect biodiversity conservation. The ACIC is an educational framework to develop peoples' abilities to take actions that sustain insect biodiversity, connecting insect conservation science with social science. This framework is applicable in various contexts and settings in both formal (e.g. schools, universities) and informal (e.g. outreach) education. It can be used to design and improve educational approaches, develop social interventions for insect conservation more generally, and develop instruments to assess such interventions. ACIC builds on the educational concept of Action Competence that goes beyond traditional education, which has focused on theoretical knowledge. Instead, the ACIC aims to foster peoples' action-oriented knowledge, confidence in their actions and willingness to take action. This explicit focus on actions contributes to overcoming gaps between knowledge and action implementation. The ACIC covers not only actions in private greenspaces, but also highlights the importance of actions that address other people in the community along with relevant stakeholders. We believe that the ACIC framework can contribute to identifying and developing effective intervention approaches, which have the potential to support transformational change in sustaining insect biodiversity. 

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  • 25.
    Lampert, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Vienna, Austria.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC)2023In: International Journal of Science Education, Part B Communication and Public Engagement, ISSN 2154-8455, E-ISSN 2154-8463Article in journal (Refereed)
    Abstract [en]

    The loss of insect biodiversity is a major global sustainability issue that is highly relevant to science education. Science education can support and develop learners' competence to take actions to sustain insect biodiversity and empower learners to deal actively with this sustainability issue. However, we currently lack an instrument to assess these aspects of individual competence. This paper aims to fill this gap by introducing the Self-Perceived Action Competence for Insect Conservation scale (SPACIC). This scale allows for investigating learners' action competence by focusing on self-perceived knowledge, confidence, and willingness to take insect conservation actions. The scale is grounded in theory and face-validated by external experts. The piloting with 180 secondary school students showed a good quality of the instrument in terms of reliability and validity, as the reliability analyses and confirmatory factor analysis show. The SPACIC scale is applicable to various formal and informal educational settings. Applying the scale can yield information about the effects of educational approaches and inform learners, educators, and researchers about changes in self-perceived competence. In this way, the SPACIC scale can contribute to the evaluation and design of educational approaches and eventually boost learners' development into becoming active environmental citizens.

    Download full text (pdf)
    fulltext
  • 26.
    Lampert, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Action Competence for Insect Preservation (ACIP): A new framework and quantitative scale to take action for insects2022Conference paper (Refereed)
    Abstract [en]

    The decline of pollinators and other insects is a worldwide environmental issue with potential negative effects on ecosystems and our daily lives. Therefore, halting insect decline is a key aim of several international policies. Despite a growing awareness of the problem, the rates of decline are still growing, which indicates an implementation gap in many areas. Therefore,our educational design research project focuses on “Action Competence for Insect Preservation (ACIP)” to close citizens’ implementation gap. The project shall improve the theoretical understanding of citizens’ ACIP. This is achieved by developing the new ACIP-framework and a corresponding quantitative research instrument to measure citizens’ competences in this field. The ACIP-framework provides educators with a scientifically grounded frame for teaching about the topic of insect conservation in an action-oriented way. The two main categories of the framework are direct actions and indirect actions, which both 63contribute to mitigate insect declines. The new research scale enables the assessment of individuals self-perceived action competences and shows a broad spectrum of potential applications in educational contexts. At the ERIDOB conference, we will present details of the development and validation of the ACIP-framework and the quantitative scale. We will also outline how we use educational design research to connect these two components with the design of teaching interventions. Finally, we will discuss how the framework and the research instrument can help to overcome implementation gaps in insect preservation and contribute to achieve global diversity and sustainability goals.

  • 27.
    Mogren, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Leadership Actions in Education for Sustainable Development – Establishing Leadership Agency for Permanent Accommodation in Education2023Conference paper (Refereed)
    Abstract [en]

    This empirical study on leadership actions investigate Education for sustainable development (ESD) in Swedish schools. School leaders at five schools in one Swedish municipality are interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD.   

    Actions can be seen as the school leader individual response on a direct stimuli. The school leader take action. Agency on the other hand is the gathered experience of such stimuli and the alternative possibilities at hand for a school leader to act upon (Feldman & Pentland 2003). Leadership agency in this study is defined the sense making of ESD over time by school leaders acting by experience, or what  Hallenberg (2018) call expert agency, based in their own actions and related to other school leaders way of acting as a collective (Tourish 2014). The study adds knowledge to how individual leadership actions can contribute or counteract ESD implementation. Further aspects that drives and establishes ESD over time in schools; leadership agency on ESD is outlined.  

    A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD,  as a way to empower students to handle sustainable. Research onschool leadership to  raise quality in ESD active schools points out a lack of connection between inner school organizational routines that give support to ESD and the external organizational routines that connect education to the surrounding society (Mogren & Gericke, 2017), which in ESD is a guarantee of the relevance of education to the learner. Knowledge on school leadership and ESD as exemplified is based on case studies that point out important starting points for an effective ESD implementation, holistic ideas (Leo & Wickenberg 2013; Mogren, Gericke & Scherp, 2019) collegial approaches in the school organization (Gericke & Torbjörnsson, 2022) and  legitimizing functions (Mogren & Gericke, 2019). This study builds on the knowledge identified at the formulation arena of ESD and take it one step further,  studying the realization arena, what actually falls out in practice of ESD implementation over time, based on initial intentions. The formulation arena of a project, setting the scene is not a guarantee for successful implementation, instead schools often fail in their ambitions on ESD (Hargreaves, 2008) and certification programs on ESD with initial ambitions is not always successful (Olsson, Gericke & Chang Rundgren, 2016 ). 

    Sense making activities is a methodological approach in school improvement and used in this study to understand practice (Weick, 2001). Sense making deals with challenges in the daily work patterns for school leaders, when ordinary frames of reference are disrupted and new understandings needs to be incorporated (Weick, Sutcliffe & Obstefeld, 2005).  How school leaders make sense of ESD; couple the formulated visions  to the practical outcomes of ESD is understood in this study by the  framework of coupling mechanism (Liljenberg & Nordholm 2018). The framework of coupling mechanism seeks to understand more than if organizational routines  on ESD are in place, but also their outcome and how they are used in practice.  The coupling mechanisms is categorized according to either accommodation mechanisms leading to permanent changes of structures and routines in the organization for ESD. Mechanisms can also be assessed as assimilation, then leading to superficial changes, or decoupling mechanisms that shows no positive effects of implementation of ESD or  even hinder changes in education. 

    Research questions 

    A, What leadership actions are identified for reaching accommodation in an ESD school improvement process?

    B, How is leadership agency in ESD formed and characterized in practical ESD implementation? 

    Methods section  

    This study is conducted within  a school improvement project, studied by researchers in  several different studies over time . The project was introduced to five schools in one municipality  starting with a pre-study in year 2016 and followed by research until year 2021. The respondent nine school leaders  from five schools all take part in the continues school improvement project on ESD. The aim of the practical improvement  work for schools is to steer their processes towards an ESD whole school approach (Henderson & Tilbury, 2004) that establishes  ESD in the school organization.            

    The theoretical framework of coupling mechanisms, assessing actions as accommodative, assimilative or decoupling (Liljenberg & Nordholm 2018) link the formulation arena of ESD and the realization arena with outcomes in practice. School leaders actions  on three specific organizational routines of ESD  are studied  over time (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD). Accommodation actions  are searched as they intend to transform and change pre-defined understanding of education, causing real changes that are permanent. Leadership agency on ESD is analyzed by thematization (White, 2009) of collective action by responding school leaders over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school  leaders steering their actions  and the identified themes of importance for the whole group in leading towards ESD. Interview data was coded, transcribed and narratives was constructed. nd characterized in practical ESD implementation?

    We make use of the analyzation of narratives to answer research question 1, RQ1, What leadership actions are identified for reaching accommodation in an ESD school improvement process? In the second step, thematization of narratives (from RQ1) for each mechanism of ESD (accommodation, assimilation and decoupling) are analyzed to search for characteristics of leadership agency in ESD, answering RQ2, How is leadership agency in ESD formed and characterized in practical ESD implementation?

    Conclusions

    Results on identified leadership actions for reaching accommodation of ESD confirm the importance of  leadership actions to establish a guiding  holistic idea on ESD in the school organization, as well as acting on communication and feed-back systems where collegial long reaching work can develop over time.  

    Results further shows that a realization on ESD towards a permanent implementation is a pathway of  distancing reliance on individual responsibilities of ESD  to instead build structural support in the organization. Accommodating agency, as searched in the study consist of  school leaders that involve collegial with other school leader to find moral support in decision-making  as the same time as they increase their own understanding of the improvement of ESD. Five characteristic expressions for advancement in leadership agency of ESD towards a permanent implementation is identified;

    1, changes in the infrastructure of education to establish interdisciplinary teacher teams.

    2, the use of a distributed leadership approach  to collaborate collegial on ESD.

    3, the active use of steering documents to support and legitimize ESD implementation and as a response to critical voices.

    4, the development of  supportive and structural routines as well as continuously keeping school improvement on ESD alive.

    5, establishing a terminology about ESD that is used at the local school and that need specific introduction to new staff .  

    Over all the pathway towards a permanent accommodation of ESD and the characteristic of accommodation mechanisms state that leadership agency of ESD is a question of nesting ESD to the robust foundations within education to establish structures and processes that prevents ESD implementation  to fade or fail.  In this study robust foundations are identified as ESD common goals in the organization, collegial work, communication, and leadership ambitions.   

    References  

    Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118.  

    Gericke, N. & Torbjörnsson, T. (2022). Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust, The Journal of Environmental Education, 53(4), 231-249.  

    Hallgren, E. (2018).  Clues to aesthetic engagement in process drama: Role interaction in a fictional business Doctoral dissertation, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.

    Hargreaves, L. G. (2008). The whole-school approach to eduation for sustainable development: From pilot   projects to systemic change. Policy & Practice-A Development Education Review, (6).

    Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability:Australian Government                       

    Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422.  

    Liljenberg, M., & Nordholm, D. (2018). Organizational routines for school improvement: exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690-704.

    Mogaji, I. M., & Newton, P. (2020). School Leadership for Sustainable Development: A Scoping Review. Journal of Sustainable Development, 13(5).

    Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 2 investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014.

    Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development—Anchoring the transformative perspective. Sustainability, 11(12), 3343.

    Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental education research, 25(4), 508-531.

    Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2016). The effect of implementation of education for      sustainable development in Swedish compulsory schools–assessing pupils’ sustainability    consciousness. Environmental Education Research, 22(2), 176-202.

    Tourish, D. (2014). Leadership, more or less? A processual, communication perspective on the role of agency in leadership theory. Leadership, 10(1), 79-98.

    Weick, K. Making sense of organization. Oxford:Blackwell, 2001. Weick, K. E., Sutcliffe, K. M., & Obstfield, D. (2005). Organizing and the process of sensemaking.               Organization Science, 16, 409–421. White, J. (2009). Thematization and collective positioning in everyday political talk. British Journal ofPolitical Science, 39(4), 699-709.    

  • 28.
    Mogren, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Leadership Agency in Education for Sustainable Development2023Conference paper (Refereed)
    Abstract [en]

    This is an empirical study on leadership actions that promote Education for sustainable development and facilitate teachers abilities to realize ESD in Swedish schools. A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD as a way to empower students to handle sustainable. The aim of this study is to identify the leadership actions that enable and constrains a permanent implementation of ESD. School leaders at five schools in a Swedish municipality is interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD. A theoretical framework; coupling mechanisms (Liljenberg & Nordholm 2018), is used to study how school leaders act on three organizational routines of ESD (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD) over time. Accommodation mechanisms are searched as they intend to transform and change predefined understanding of education, causing real changes that are permanent. Leadership agency on ESD is demonstrated by thematization of collective acting by the whole group of respondents over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school leaders and identified themes of importance for the whole group in leading towards ESD. 

  • 29.
    Mogren, Anna
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    The Change Agent Guide to Lead Education in Sustainable Development2023In: Abstrakts til papersessions: session 1B, Aarhus Universitetsforlag, 2023Conference paper (Refereed)
  • 30.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Student Sustainability Consciousness: Investigating Effects of Education for Sustainable Development in Sweden and Beyond2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Environmental and sustainability education has been an important part of education worldwide for many years, aiming to foster pro-environmental behavior among young people. Education for sustainable development (ESD) and its teaching components holism (the approach to the content) and pluralism (the approach to teaching) has been launched as the educational approach to support this aim by empowering young people with action competence for a sustainable future. Environmental and sustainability certifications are commonly used by schools as support in their ESD-implementation efforts. To date, scholarly attention to, and critical reflection on the effects of such certification on students’ perceptions of sustainability have been limited.

    This doctoral thesis focuses on this gap in ESD research through five large-scale studies, four of which were conducted in Sweden and one in Taiwan. Questionnaire instruments measuring students’ sustainability consciousness (SC) and their experiences of ESD were developed for the project.  In total, 2 413 students in Sweden and 1 741 students in Taiwan (grades six, nine and twelve) participated by filling in the SC questionnaire. The Swedish students also filled in questionnaires about their experiences of ESD at their schools in terms of holistic approach to content and pluralistic approach to teaching.

    The results question the impact of schools’ environmental and sustainability certification on students’ SC. The results also show the importance of holism and pluralism in ESD for students’ SC, regardless of whether schools were certified or not. Moreover, the findings reveal an adolescent dip in students’ SC as well as a gender gap, both of which were reinforced among students in the certified schools.

    Given the findings, this thesis can give more generalizable guidance for schools and certifying organizations to further reorient ESD towards teaching and learning approaches that have an effect on student SC.

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    Forskningspodden med Daniel Olsson
  • 31.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sustainability Consciousness Questionnaire - categorization of items2017Data set
    Download full text (pdf)
    dataset
  • 32.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sustainability Consciousness Questionnaire - grade six version2017Data set
    Download full text (pdf)
    dataset
  • 33.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sustainability Consciousness Questionnaire - grade twelve version2017Data set
    Download full text (pdf)
    dataset
  • 34.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sustainability Consciousness Questionnaire (SCQ), Chinese version: Grade 6-7 and High School2017Data set
    Download full text (pdf)
    SCQ Chinese version
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    SCQ Chinese version highschool
  • 35.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Sutstainability Consciousness Questionnaire - grade nine version2017Data set
    Download full text (pdf)
    dataset
  • 36.
    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.

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  • 37.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). University of Antwerp.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Self-perceived action competence: Validation of an instrument in a whole school ESD development process in Sweden2018Conference paper (Refereed)
  • 38.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    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.

  • 39.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Cross validation of a new scale covering student self-perceived action competence2019Conference paper (Refereed)
    Abstract [en]

    This contribution aims to describe the development, cross validation and operationalization of a new scale developed to measure student self-perceived action competence. The underlying idea of education for sustainable development (ESD) is to empower young people to be sustainability action competent and thus, in the long run, contribute to transform the world into a more sustainable place (Lotz-Sitiska, Wals, Kronlid, & McGarry, 2015; Mogensen & Schnack, 2010, UNESCO, 2014). To be able to tune in and develop ESD processes and implementation strategies it is important to evaluate outcomes of ESD at the student level (Scott, 2013). Therefore, we set out to construct a reliable and valid instrument that covers action competence based on its definition in relation to sustainable development. The self-perceived action competence (SPAC) item battery was developed based on the definition of action competence by Danish researchers (Jensen & Schnack, 1997; Breiting & Mogensen, 1999). We built a higher order SEM model to validate the SPAC through confirmatory factor analysis. In our model, the student SPAC consists of three main parts (latent constructs): (KAP) knowledge of action possibilities, (COI) confidence in one’s own influence, and (WTA) a wish to act. The latent constructs KAP, COI and WTA are covered by four items respectively. 608 students aged 13-19 years old responded on a five-point Likert-scale (strongly disagree to strongly agree) to each of the twelve items. To cross validate the SPAC, the students also gave their answers to the short version (27 items) of the sustainability consciousness questionnaire (SCQs) (Gericke et al., 2018). The two scales were respectively validated with good model-fit. Moreover, the SPAC was translated into Dutch and cross validated with a group of Flemish students (n=403). The Flemish SPAC model was validated with good model fit. At the ECER conference in Hamburg, we will present the full 12-item scale and the full validation of the SPAC, including reliability measures of the scales and correlations between the Swedish and Flemish cohorts as well as the cross validation between the SPAC and SCQs for the Swedish data. We will invite the audience to share their thoughts on the relation between student self-perceived action competence and the action competence concept as an educational ideal. Feedback on strengths and shortcomings of our SPAC questionnaire will also be welcomed.

  • 40.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Eco-Schools in Sweden and the Effects on Students’ Sustainability Consciousness2016Conference paper (Refereed)
  • 41.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gender and students’ sustainability consciousness2016Conference paper (Refereed)
  • 42.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Investigating the dip in the adolescents’ sustainability consciousness2015Conference paper (Refereed)
  • 43.
    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.

  • 44.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Effectiveness of Education for Sustainable Development in Promoting Students’ Action Competence for Sustainability2022Conference paper (Refereed)
    Abstract [en]

    This study revisits the seminal question of the effectiveness of education for sustainable development (ESD). 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 a three-wave longitudinal design, tapping into the development of 760 Swedish upper secondary science and technology students’ self-perceived action competence for sustainability as related to their experience of ESD teaching. We can conclude that ESD has effect on the students’ action competence for sustainability. Our longitudinal growth models show that it is possible to develop science and technology students’ action competence, which is affected by their experience of ESD teaching at their school. Our findings also reveal that such a development process for students takes time and the contribution of longitudinal research in the field of ESD is therefore important.

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  • 45.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    The Gender Gap in Environmental and Sustainability Education - A cross sectional study of Swedishstudents from grade six, nine and twelve2016Conference paper (Refereed)
  • 46.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 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).
    Sustainability Consciousness Questionnaire: Grade 6-version in Swedish2014Data set
    Download full text (pdf)
    SCQ Swedish grade 6
  • 47.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Utrecht University, The Netherlands.
    Students’ Action Competence for Sustainability and the Effectiveness of Sustainability Education2022In: Environmental Sciences Proceedings, E-ISSN 2673-4931, Vol. 14, no 1Article in journal (Refereed)
    Abstract [en]

    Scholarly attention has recently been increasingly focused on the concept of action competence for sustainability and its importance to promote environmental citizenship. Still, knowledge about the effects of sustainability education (SE) as an approach to teaching to foster students’ environmental citizenship in terms of action competence for sustainability, where SE could be defined by holism (the approach to the sustainability content) and pluralism (the approach to teaching). The aim of this study is therefore to contribute new knowledge of effects of SE on young people’s self-perceived action competence for sustainability (SPACS), through a longitudinal design. Our results show that SE as a teaching approach is effective in fostering environmental citizenship in terms of the important aspect of action competence for sustainability.

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    fulltext
  • 48.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Utrecht University, The Netherlands.
    Students’ Action Competence for Sustainability and the Effectiveness of Sustainability Education2022Conference paper (Refereed)
  • 49.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Utrecht University, NLD.
    The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability2022In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 3, p. 405-429Article in journal (Refereed)
    Abstract [en]

    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 a three-wave longitudinal design, tapping into the development of 760 Swedish upper secondary students’ self-perceived action competence for sustainability as related to their experience of ESD teaching at their school. We can conclude that ESD has effect on students’ action competence for sustainability. Our longitudinal growth models show that it is possible to develop students’ action competence, which is affected by their experience of ESD teaching at their school. However, the students did not significantly develop the action compe- tence component confidence under their own influence. Our findings reveal that developing students’ action competence by implementing ESD in formal education takes time, and they shed light on the need for longitudinal research studies in the field of ESD. 

    Download full text (pdf)
    fulltext
  • 50.
    Olsson, Daniel
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Boeve-de Pauw, Jelle
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Research Unit Edubron, Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Chang, Tzuchau
    National Taiwan Normal University, Taiwan.
    Green Schools in Taiwan: Effects on Student Sustainability Consciousness2019In: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, p. 184-194Article in journal (Refereed)
    Abstract [en]

    In recent decades, the Taiwanese government has worked actively to implement the concept of a sustainable Taiwan. As an important step in their strategy, the Ministry of Education has decided to promote the Green School Partnership Project in Taiwan (GPPT). However, academic research and critical reflection on the effects of this environmental and sustainability education initiative are lacking. Therefore, this study focuses on filling this gap by means of a nationwide generalizable effect study. The sampling allowed comparisons between the sixth, ninth, and twelfth grades in GPPT and non-GPPT schools and considered the geographic location (north, center, and south of Taiwan) as well as socio-economic area of the schools. A total of 1,741 students participated, answering a questionnaire that focused on student sustainability consciousness (SC) and its components (i.e., knowingness, attitudes, and behaviors in relation to sustainability). Data were analyzed through structural equation modeling. Our findings make an important empirical contribution, indicating that GPPT schools and non-GPPT schools have a similar effect on the SC of students, i.e. schools engaged in the GPPT do not enhance student SC. In addition, the gender gap regarding SC increased consistently with each increasing grade level, yielding higher mean values for the girls than for the boys. Furthermore, an adolescent dip occurred in the student SC, especially with regard to student sustainability behavior. Given these findings, implications for developing GPPT are discussed; this research could provide valuable informationabout the educational transformation process to enhance environmental and sustainability behavior among students in Taiwan.

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