Photosynthesis education is often perceived as abstract and challenging. The Photosynthesis Literacy Framework was developed with the dual aim of mitigating students' learning difficulties, and increasing the topic's relevance by framing photosynthesis within societal and sustainability issues. This article presents an effect study in which a teaching design based on the framework was implemented and assessed compared with a control group that was taught in the traditional way. A mixed-method design was used, involving quantitative pre- and post-tests for both groups, and qualitative classroom observations and student interviews for the intervention (experimental) group. A thematic analysis was applied to the qualitative data to identify possible pedagogical features of the teaching design that supported students' development of photosynthesis literacy. The teaching design was found to be effective, with the experimental group showing significant improvements in photosynthesis literacy in most of its dimensions compared with the control group, especially regarding scientific understanding. Four key features of the teaching design that supported its effectiveness were: authentic experiences; active participation; wonder and fascination; and collaborative work. The teaching design is recommended for use in various contexts, to provide effective and meaningful learning in photosynthesis education.

In this study we transform a recently created photosynthesis literacy framework to enacted curriculum in an educational design research (EDR) study, with the ultimate aim of fostering photosynthesis literate citizens by providing a more relevant photosynthesis education, based on its importance for sustainability and relevance to other pressing societal issues. The study was conducted over a year in Sweden in seventh-grade secondary school classes and in collaboration with two biology teachers. The EDR was divided into three stages: (i) piloting, (ii) developing a new teaching design, and (iii) three rounds of evaluation and development to finesse a teaching design that builds on the aforementioned photosynthesis literacy framework and consists of four themes, which are detailed in 25 learning objectives. In the three developing and evaluation rounds the teaching design was enacted by the two teachers in their biology classes. In between the rounds, the teaching design was analysed, revised, and re-revised. The final teaching design settled on and presented herein consists of ten lessons. This teaching design can be used to reinvent photosynthesis education in a way that makes it more relevant for students. It also addresses many of the known misconceptions related to teaching and learning about photosynthesis.

The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework—a research-based curricular framework designed to promote a more relevant and engaging photosynthesis education that fosters scientific literacy. A Delphi study was conducted to determine pertinent content themes concerning photosynthesis and its essential role in life and human society. A panel of 29 experts, including 12 science educators, nine green scientists, and eight sustainability scientists, reached consensus after three iterative rounds. The study identified four overarching themes, comprising 25 content categories with aligned learning objectives, connected to the three visions of scientific literacy. These themes are: Photosynthesis as a natural science phenomenon; Photosynthesis as a driving force in biological and geological processes and cycles; Photosynthesis and its importance to sustainability; and Photosynthesis from a societal perspective. We propose that the Photosynthesis Literacy Framework be implemented in secondary science education to promote photosynthesis literacy, which plays a vital role in developing informed and responsible citizenship. 

The Anthropocene, characterized by human behavior acting as a formidable force of nature, casts the question what it means to be human in new light. Consequently, discussions on quality education need revisiting. Drawing from the literature on quality education for sustainability (EfS) and decolonization of education, we investigate consequences for teaching and learning. We then zoom in on teaching approaches aimed at equipping current and future generations with what they need to contribute to a sustainable world in an equitable manner that embraces perspectives from both the Global North and South. Although much has been written about EfS, a comprehensive teaching framework is lacking to date. With the development of the Quality Education for Sustainability Teaching (QUEST) Framework, we initiate the quest for answers to what quality education should entail in the Anthropocene. 

Environmental and Sustainability Education (ESE) has the potential to empower learners to become agents of democratic transformation toward sustainability. Part of this lies in ESE's potential to foster action competence (AC) among learners. To capture this potential, ESE should be informed by feedback from adequate assessment instruments. The most common type is self-assessment scales, enabling large-scale statistical analyses. Drawing on theories of social change and democracy, we argue that self-assessment scales should: (a) be grounded in, and capable of assessing, AC for both individually driven and systemically oriented actions for social change; (b) distinguish between individual and collective AC; and (c) be based on a solid theoretical foundation regarding what supports and hinders actions for social change. Through a systematic review we identify validated scales assessing AC for sustainability and environmentally friendly actions, pinpoint gaps in terms of the a, b, and c listed above, and discuss ways to reduce these gaps through avenues for further instrument development and research.

Biodiversity loss is a major environmental issue around the globe. Science education can play a transformational role by embedding the importance of sustaining biodiversity in society at large. For this, it is first necessary to develop and investigate effective teaching approaches focusing on biodiversity. Second, it is necessary to provide structures and collaborations that enable to upscale these approaches on a large scale and facilitate real world actions. Therefore, a first aim of this contribution is to present the results of a study on the effectiveness of a novel teaching approach to foster students’ action competence for taking biodiversity conservation actions. The approach focuses on insects specifically, since insects are crucial for most terrestrial ecosystems and provide key ecosystem services. This teaching approach has been implemented and investigated in a Swedish lower secondary school context in a mixed-methods pre- and post-study. Both quantitative and qualitative results show that the approach fostered students’ self-perceived action competence to take actions to sustain insect biodiversity, and led to real-world student actions. Building on these findings, a second aim of this contribution is to present the strategy for upscaling the teaching approach on biodiversity on a large scale and anchor them in society. For this, we will illustrate how we use collaborations with a wide range of different stakeholders (municipalities, national educational networks, university students in teacher education and conservation biology) to anchor action-oriented biodiversity education in the long-term and thereby contribute to transformative change.

This paper presents an empirical study on leadership actions related to education for sustainable development, i.e. education that embraces ecological and socio-economic perspectives to foster students’ awareness of the importance of long-term sustainable development. The aim is to identify leadership actions that enable or constrain permanent implementation of such educational perspectives. Empirically, the study is based on data acquired in a school improvement project on sustainability, involving five schools in a Swedish municipality during the years 2016 to 2021. Data were collected in two rounds, in 2018 and 2020, through interviews with school leaders. A theoretical framework including the coupling mechanisms concept and previously identified organizational routines is applied in analysis of the rich data acquired to explore the school leaders’ reported actions, associated routines and their outcomes. The results reveal leadership actions that enable, and others that constrain, long-term establishment of education for sustainable development. The study confirms the importance of early establishment of a holistic educational idea embracing education for sustainable development, and both communication and feedback systems for leaders on its compliance. The study also shows the value of collegial structures and transformational leadership actions that prevent the fading or failure of intended implementation.

Considering the problematic human-nature relationship caused complex sustainability problems, quality education should prepare students for facing the challenges ahead. Therefore, educational practitioners, policy makers, and researchers need monitoring tools. We posit that a comprehensive approach to teaching for sustainability adds quality to education for sustainability. The current study builds on earlier theoretical work on quality education for sustainability teaching (QUEST), aiming to (1) initiate development of a monitoring instrument from the perspective of those education aims to empower, i.e. the students, and (2) further theory development. The QUEST-framework was developed into a set of five scales, tapping into students' perspective on teaching and learning content (or what, i.e. relevant holistic knowledge and sustainability competencies), educational approach (or how, i.e. a pluralistic and action-oriented teaching approach), partners and locations (where and with whom). Together, the five scales provide a questionnaire instrument to monitor QUEST (QUEST-Q). Think aloud protocols and interviews with students and teachers support the scales' cognitive and content validity. Reliability and construct validity were confirmed. Results are discussed in light of advancing theory and providing avenues for future research. We offer practitioners, policy makers, and researchers the QUEST-Q to monitor students' experiences of quality education for a sustainable future.

Widespread loss of biodiversity is a major environmental issue around the globe. Science education can play a key role in educating about biodiversity loss and conservation, helping to embed the importance of sustaining biodiversity in society. It is critical to measure the effectiveness of teaching approaches focusing on biodiversity conservation to strengthen education in this field. Therefore, this study presents a novel teaching approach to foster students' action competence for taking real-world conservation actions and assesses its effectiveness. The study focuses on insect conservation specifically, since insects are indispensable for most terrestrial ecosystems and provide key ecosystem services. The teaching approach was implemented in a Swedish lower secondary school context with students from grade 7-8 (aged 12-15). The study assesses participants' action competence for insect conservation in a mixed-methods pre- and post-study. Both quantitative and qualitative results show that the approach fostered students' self-perceived action competence in the dimensions knowledge, confidence and willingness to take actions to sustain insect biodiversity. The novel approach presented here resulted in more diversified ideas on potential conservation actions and led to student actions, demonstrating that teaching approaches based on action competence can empower students to deal with biodiversity loss.

This study investigates the experiences of teachers in middle leading positions who worked as ESD facilitators during a three-year whole school approach project designed to implement education for sustainable development (ESD). Five schools in a Swedish municipality participated in the project to integrate ESD into their organisation and teaching practice. Project activities involved school leaders, teachers, and ESD facilitators, with the facilitators taking part in the design of the development process, workshop activities and content, and facilitating their school’s internal work. The aim of this study is to generate insight into their roles as facilitators of transformation in line with ESD, and how they can be supported to fulfil their roles. The analysis used a framework of sustainability change agents, identifying that approaches to change aligned with technician, mediator, convincer, and concerned explorer types. The findings highlight the importance of contextual factors–specifically, a shared vision, collaborative culture and organisational structures, and active school leadership in shaping ESD facilitators’ ability to fulfil their roles.