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Whole-school sustainability at the core of quality education:Wished for by principals but requiring collective and structural action

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Název: Whole-school sustainability at the core of quality education:Wished for by principals but requiring collective and structural action
Autoři: Holst, Jorrit, Brock, Antje, Grund, Julius, Schlieszus, Ann Kathrin, Singer-Brodowski, Mandy
Zdroj: Holst , J , Brock , A , Grund , J , Schlieszus , A K & Singer-Brodowski , M 2025 , ' Whole-school sustainability at the core of quality education : Wished for by principals but requiring collective and structural action ' , Journal of Cleaner Production , vol. 519 , 145897 . https://doi.org/10.1016/j.jclepro.2025.145897
Rok vydání: 2025
Sbírka: Leuphana University of Lüneburg: Forschungsindex FOX
Témata: Leadership, Quality education, School development, Sustainability education, Whole institution approach, Whole school approach, /dk/atira/pure/core/keywords/558306934, name=Educational science, /dk/atira/pure/core/keywords/56033141X, name=Sustainability sciences, Communication, /dk/atira/pure/core/keywords/sustainability_governance, name=Sustainability Governance, /dk/atira/pure/core/keywords/environmental_governance, name=Environmental Governance, /dk/atira/pure/sustainabledevelopmentgoals/affordable_and_clean_energy, name=SDG 7 - Affordable and Clean Energy, /dk/atira/pure/subjectarea/asjc/2100/2105, name=Renewable Energy, Sustainability and the Environment, /dk/atira/pure/subjectarea/asjc/2300/2300, name=General Environmental Science, /dk/atira/pure/subjectarea/asjc/1400/1408, name=Strategy and Management, /dk/atira/pure/subjectarea/asjc/2200/2209, name=Industrial and Manufacturing Engineering, /dk/atira/pure/subjectarea/asjc/2300, name=Environmental Science(all)
Popis: In the face of global challenges, sustainability has become a defining concern of the 21st century and hence a critical pillar of quality education. Principals, as pivotal actors in school development, can provide important perspectives on the current state and future developments of whole-school sustainability. However, while their role in promoting sustainability is widely recognized, systematic, national-scale insights concerning their views on sustainability in schools and the school system remain scarce. Drawing on qualitative content analysis of 80 semi-structured interviews and a representative survey (n = 1310) with principals in Germany, the article provides an in-depth and large-scale assessment of leaders’ perspectives on the current and wished-for status, challenges, and drivers of sustainability at schools. We find that 80 % of principals wish for sustainability to be a core element of school education, yet 62 % describe the current status quo as non-existent, isolated or an occasional add-on. Perceived challenges include a lack of resources, structural integration, as well as prevailing rule-systems and mindsets that hinder sustainability (e.g., normality of unsustainability, strong performance- and grade-orientation, systemic inertia). To overcome current challenges, the principals point to a need for considerably higher prioritization of sustainability by decision-makers at all levels. Overall, the findings indicate that sustainability in school education is currently limited by a system in which sustainability is an additive, not a default, and where responsibility for sustainability is often individualized, fragmented and diffused. In light of the findings, we discuss the relevance of more collective, structure-oriented and political sustainability learning, which is prioritized as a core feature of quality education.
Druh dokumentu: article in journal/newspaper
Jazyk: English
DOI: 10.1016/j.jclepro.2025.145897
Dostupnost: http://fox.leuphana.de/portal/de/publications/wholeschool-sustainability-at-the-core-of-quality-education(0fe72160-f57d-4fe5-8290-c05867fb818e).html
https://doi.org/10.1016/j.jclepro.2025.145897
http://www.scopus.com/inward/record.url?scp=105008146785&partnerID=8YFLogxK
Rights: info:eu-repo/semantics/openAccess
Přístupové číslo: edsbas.BFFA2DE3
Databáze: BASE
Popis
Abstrakt:In the face of global challenges, sustainability has become a defining concern of the 21st century and hence a critical pillar of quality education. Principals, as pivotal actors in school development, can provide important perspectives on the current state and future developments of whole-school sustainability. However, while their role in promoting sustainability is widely recognized, systematic, national-scale insights concerning their views on sustainability in schools and the school system remain scarce. Drawing on qualitative content analysis of 80 semi-structured interviews and a representative survey (n = 1310) with principals in Germany, the article provides an in-depth and large-scale assessment of leaders’ perspectives on the current and wished-for status, challenges, and drivers of sustainability at schools. We find that 80 % of principals wish for sustainability to be a core element of school education, yet 62 % describe the current status quo as non-existent, isolated or an occasional add-on. Perceived challenges include a lack of resources, structural integration, as well as prevailing rule-systems and mindsets that hinder sustainability (e.g., normality of unsustainability, strong performance- and grade-orientation, systemic inertia). To overcome current challenges, the principals point to a need for considerably higher prioritization of sustainability by decision-makers at all levels. Overall, the findings indicate that sustainability in school education is currently limited by a system in which sustainability is an additive, not a default, and where responsibility for sustainability is often individualized, fragmented and diffused. In light of the findings, we discuss the relevance of more collective, structure-oriented and political sustainability learning, which is prioritized as a core feature of quality education.
DOI:10.1016/j.jclepro.2025.145897