Educating for a greener future: An investigation into pedagogical approaches in primary classrooms in the field of Education for Sustainable Development (ESD)

Lisa MILBERT

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Summary

Amidst global challenges driven by climate change, social inequalities and economic system flaws, Education for Sustainable Development (ESD) emerges as a form of teaching to empower students with knowledge, values, skills and attitudes necessary to navigate these complex issues. This research aims to investigate pedagogical approaches in Luxembourgish primary classrooms in the field of ESD, with an eye on their potential impact on shaping students’ engagement towards a sustainable path of life. By conducting interviews with teachers actively engaged in ESD in Luxembourg, valuable insights into educational goals in ESD, their pedagogical choices, their perceived impact on students’ engagement towards sustainability, the challenges they faced and recommendations for improving ESD, were gained. The empirical results show that teachers prioritize action-oriented approaches through interdisciplinary projects, outdoor education and participatory learning as well as affective approaches to build emotional connections to sustainability concepts. However, they are facing challenges such as a lack of a structural integration of ESD in the Luxembourgish curriculum and a limited collaboration among educators. The research findings are beneficial for both teachers and educators as well as for policymakers in Luxembourg, offering rich insights for integrating ESD into educational practices and policies.

Keywords

Education for Sustainable Development (ESD), pedagogical approaches, action-oriented, affective approach, primary education