Leading from the middle: the role of communication in implementing education for sustainable development
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| Název: | Leading from the middle: the role of communication in implementing education for sustainable development |
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| Autoři: | Forssten Seiser, Anette, 1965, Mogren, Anna, 1973, Berglund, Teresa, 1976 |
| Zdroj: | Professional Development in Education. :1-20 |
| Témata: | communication, middle leading, education for sustainable development, whole-school approach, Pedagogiskt arbete, Educational Work |
| Popis: | This study examines how communication is formalised and enacted in two Swedish schools that have succeeded in their ESD implementation processes. Although schools are widely recognised as key drivers of sustainability, integrating Education for Sustainable Development (ESD) into school practices remains challenging. Previous research has addressed leadership and whole-school approaches, but the communicative dimensions of ESD implementation are still underexplored, particularly from the perspective of middle leading. Drawing on secondary analysis of three empirical studies conducted between 2023 and 2025, this research is conducted from a middle leading perspective, studying teachers in their roles as ESD facilitators. The analysis focuses on both the organisation of communication and the communicative qualities that support ESD practices. The findings show that a successful ESD implementation process is closely linked to formalised communication at multiple levels and in various formats. Broader inclusive conversations help establish shared understanding across the school, while smaller recurring communication sites provide spaces for deeper engagement and teaching transformations. This study underscores the critical role of communication in enabling ESD. It contributes to research on professional learning by showing how teachers in middle leading positions can drive sustainable change through intentional and structured communicative practices. |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-107267 https://doi.org/10.1080/19415257.2025.2574067 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | This study examines how communication is formalised and enacted in two Swedish schools that have succeeded in their ESD implementation processes. Although schools are widely recognised as key drivers of sustainability, integrating Education for Sustainable Development (ESD) into school practices remains challenging. Previous research has addressed leadership and whole-school approaches, but the communicative dimensions of ESD implementation are still underexplored, particularly from the perspective of middle leading. Drawing on secondary analysis of three empirical studies conducted between 2023 and 2025, this research is conducted from a middle leading perspective, studying teachers in their roles as ESD facilitators. The analysis focuses on both the organisation of communication and the communicative qualities that support ESD practices. The findings show that a successful ESD implementation process is closely linked to formalised communication at multiple levels and in various formats. Broader inclusive conversations help establish shared understanding across the school, while smaller recurring communication sites provide spaces for deeper engagement and teaching transformations. This study underscores the critical role of communication in enabling ESD. It contributes to research on professional learning by showing how teachers in middle leading positions can drive sustainable change through intentional and structured communicative practices. |
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| ISSN: | 19415257 19415265 |
| DOI: | 10.1080/19415257.2025.2574067 |