Status, trends and issues of education for sustainable development (ESD) in Sweden
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| Titel: | Status, trends and issues of education for sustainable development (ESD) in Sweden |
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| Autoren: | Hartell, Eva, 1973, Ampadu, Ernest, Lennholm, Helena, 1963, Buckley, Jeffrey |
| Quelle: | Status, Trends and Issues ofEducation for Sustainable Development (ESD)in Highly Competitive Countries. :367-414 |
| Schlagwörter: | education for sustainable development, sustainability competencies, curriculum integration, sustainability policy, student engagement, hållbar utveckling, undervisning för hållbar utveckling, ämnesintegrerad undervisning, undervisning, STEM, Teknikvetenskapens lärande och kommunikation, Education and Communication in the Technological Sciences, Teknik och lärande, Technology and Learning |
| Beschreibung: | Sweden has established itself as a global leader in Education for Sustainable Development (ESD), integrating sustainability principles across all levels of education. The national curriculum for compulsory and higher education emphasizes key ESD competencies, including systems thinking, critical evaluation, future-oriented decision-making, collaboration, ethical awareness, and sustainable action. Sustainability is embedded across subjects and is reflected in the general approach of schools and society, with the three dimensions of sustainable development—environment, economy, and society—woven into educational practices. This is achieved through interdisciplinary curriculum integration, active student participation in sustainability projects, global and local perspectives, and continuous teacher professional development. Swedish schools have autonomy in implementing ESD, allowing educators to integrate sustainability in diverse ways. However, while initiatives such as the Whole School Approach and the Eco-School model have helped foster sustainability competencies, challenges remain. Reports indicate that ESD implementation is inconsistent, with many schools not fully utilizing the extensive support materials provided by the Swedish National Agency for Education and other stakeholders. Additionally, some ESD approaches may inadvertently reinforce gender disparities, with boys demonstrating lower engagement in sustainability topics. Despite Sweden’s strong policy framework and student-led movements such as Fridays for Future, many young Swedes do not view sustainability as a viable career pathway. This disconnect highlights the need for stronger links between sustainability education and future professional opportunities, ensuring that sustainability is not only an academic priority but a long-term societal commitment. |
| Dateibeschreibung: | |
| Zugangs-URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-368568 https://www.researchgate.net/publication/394462834_Status_Trends_and_Issues_of_Education_for_Sustainable_Development_ESD_in_Highly_Competitive_Countries_Country_Reports_and_International_Comparison |
| Datenbank: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | Sweden has established itself as a global leader in Education for Sustainable Development (ESD), integrating sustainability principles across all levels of education. The national curriculum for compulsory and higher education emphasizes key ESD competencies, including systems thinking, critical evaluation, future-oriented decision-making, collaboration, ethical awareness, and sustainable action. Sustainability is embedded across subjects and is reflected in the general approach of schools and society, with the three dimensions of sustainable development—environment, economy, and society—woven into educational practices. This is achieved through interdisciplinary curriculum integration, active student participation in sustainability projects, global and local perspectives, and continuous teacher professional development. Swedish schools have autonomy in implementing ESD, allowing educators to integrate sustainability in diverse ways. However, while initiatives such as the Whole School Approach and the Eco-School model have helped foster sustainability competencies, challenges remain. Reports indicate that ESD implementation is inconsistent, with many schools not fully utilizing the extensive support materials provided by the Swedish National Agency for Education and other stakeholders. Additionally, some ESD approaches may inadvertently reinforce gender disparities, with boys demonstrating lower engagement in sustainability topics. Despite Sweden’s strong policy framework and student-led movements such as Fridays for Future, many young Swedes do not view sustainability as a viable career pathway. This disconnect highlights the need for stronger links between sustainability education and future professional opportunities, ensuring that sustainability is not only an academic priority but a long-term societal commitment. |
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