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A quality education for sustainability teaching (QUEST) framework: Advancing action competence in sustainability education

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Title: A quality education for sustainability teaching (QUEST) framework: Advancing action competence in sustainability education
Authors: Sass, Wanda, Boeve-de Pauw, Jelle N.A., Olsson, Daniel, 1970, Rieckmann, Marco, Gericke, Niklas, 1970
Source: The Journal of Environmental Education. :1-18
Subject Terms: action competence, Critical, education for sustainability, educational theory, postcolonial, Biology, Biologi, Subject-specific education, Ämnesdidaktik
Description: 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.
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Access URL: https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-106827
https://doi.org/10.1080/00958964.2025.2542937
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  Data: A quality education for sustainability teaching (QUEST) framework: Advancing action competence in sustainability education
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  Data: <searchLink fieldCode="AR" term="%22Sass%2C+Wanda%22">Sass, Wanda</searchLink><br /><searchLink fieldCode="AR" term="%22Boeve-de+Pauw%2C+Jelle+N%2EA%2E%22">Boeve-de Pauw, Jelle N.A.</searchLink><br /><searchLink fieldCode="AR" term="%22Olsson%2C+Daniel%22">Olsson, Daniel</searchLink>, 1970<br /><searchLink fieldCode="AR" term="%22Rieckmann%2C+Marco%22">Rieckmann, Marco</searchLink><br /><searchLink fieldCode="AR" term="%22Gericke%2C+Niklas%22">Gericke, Niklas</searchLink>, 1970
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  Data: <i>The Journal of Environmental Education</i>. :1-18
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  Data: <searchLink fieldCode="DE" term="%22action+competence%22">action competence</searchLink><br /><searchLink fieldCode="DE" term="%22Critical%22">Critical</searchLink><br /><searchLink fieldCode="DE" term="%22education+for+sustainability%22">education for sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22educational+theory%22">educational theory</searchLink><br /><searchLink fieldCode="DE" term="%22postcolonial%22">postcolonial</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Biologi%22">Biologi</searchLink><br /><searchLink fieldCode="DE" term="%22Subject-specific+education%22">Subject-specific education</searchLink><br /><searchLink fieldCode="DE" term="%22Ämnesdidaktik%22">Ämnesdidaktik</searchLink>
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  Data: 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.
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