09. Oktober 2024 in Zadar, Kroatien, bei der „International Scientific Conference “IADERA” (Innovation, Artificial Intelligence, Digitalization, Economics, and Sustainability Research Association“ (https://iadera.eu/iadera-conference/#) wurde ein Paper zum Thema “ Sustainability Education in Elementary Schools - An Explorative Empirical Study of Chances and Challenges Based on a Teacher Survey in Germany” vorgestellt und präsentiert von Prof. Dr. Wanja Wellbrock.
Zusammenfassung:
The topic of sustainability has become increasingly important in recent decades and has become a key concept in various areas of society. The early integration of sustainability principles into education is of crucial importance, as the elementary school years represent a decisive phase in children's development. During this phase, fundamental values, attitudes, and behaviours are formed that will have a significant impact on their later lives and their relationship with the environment. Elementary school offer a unique opportunity to reach people from different social backgrounds and thus impart a common basic knowledge that can serve as a basis for shaping a sustainable society. Elementary school are therefore an ideal place to introduce children to the principles of sustainability and sensitize them to the challenges of the 21st century. The challenge lies in crafting an effective sustainability education program for children, along with ensuring that teachers are equipped with the requisite knowledge.
The aim of the study was to explore the current state of sustainability education in elementary school. It took a closer look at whether elementary school children are old enough to be confronted with sustainability, what methods already exist and what the challenges are in implementing sustainability education.
In summary, the research findings provide valuable insights into the current state of sustainability education in elementary schools in Baden-Wurttemberg, Germany. The survey revealed that sustainability is not consistently integrated into the curriculum, with a significant proportion of respondents indicating limited coverage. However, it is encouraging to see that some schools are actively promoting sustainability through various initiatives and projects. Furthermore, elementary school teachers recognize the importance of sustainability education and express a strong desire to sensitize children to this critical topic from a young age. This consensus among teachers suggests a potential opportunity for educational authorities to prioritize and support the integration of sustainability topics into the curriculum. Despite the willingness of many teachers to raise awareness of sustainability, there is a need for increased access to training and professional development in this area. A substantial portion of respondents reported limited or no opportunities for sustainability focused training, highlighting the need for more comprehensive teacher education in this regard. Challenges and barriers to sustainability education include budget constraints, a lack of appropriate teaching resources, and potential resistance from teachers and parents. These challenges underscore the importance of allocating resources, providing necessary materials, and fostering acceptance within the school community to facilitate the successful integration of sustainability into elementary school education. In conclusion, while there is room for improvement, the survey results suggest a growing awareness of the significance of sustainability education in elementary schools. The findings call for targeted efforts to enhance curriculum integration, teacher training, and resource provision to promote a more sustainable and environmentally conscious generation of students in Baden- Württemberg.
