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Im Streit um eine nachhaltige Entwicklung geht es auch um die Frage, wie verbindliche Entscheidungen, die ein gutes Leben in Gegenwart und Zukunft sicherstellen, getroffen werden sollen. Diese Frage berührt unmittelbar die Ausdeutung oder gar Umgestaltung unserer Demokratie, womit ein immenses Konfliktpotenzial verbunden ist. Der Bezug auf Demokratietheorie kann helfen, hier Klärungen vorzunehmen und Prozesse der politischen Urteilsbildung zu unterstützen. Im Beitrag werden drei Beispiele, die sich dem Feld der nachhaltigkeitsbezogenen Aus- und Umgestaltung unserer Demokratie zurechnen lassen, vorgestellt und demokratietheoretisch reflektiert. Abschließend folgt die Entwicklung didaktischer Schlussfolgerungen für die Nachhaltigkeitsbildung speziell im Politikunterricht. Schlagwörter: Bildung für nachhaltige Entwicklung, Demokratietheorie, Urteilsbildung, Politikunterricht

(1) In an era where sustainable behavior is increasingly crucial, understanding the discrepancy between individuals' sustainability-oriented values and their actual behaviors, known as the inner-outer gap, is vital. This systematic literature review explores the potential of the Tripartite Structure of Sustainability (TSS) framework to address this gap within the context of sustainable education. By reviewing the literature from the APA, ERIC, and Web of Science databases, searched on 25 October 2020, the factors influencing sustainable actions were systematically examined. Articles had to be relevant to the topic (sustainability, morality in relation to sustainability, or morality in general) and report on empirically validated factors that have an impact on the inner-outer gap. (2) By employing a qualitative content analysis approach, 56 articles over a 15-year period were analyzed, identifying 83 factors that either bridged or reinforced the inner-outer gap. These factors were categorized within the TSS framework, which segments sustainability-oriented actions into individual, social, and self-transcendent domains, alongside their activation points: stable, situational, or automated. (3) The analysis revealed that self-focused factors often reinforce the gap, suggesting they are a hindrance to sustainable behavior. Conversely, self-transcendent factors consistently bridged the gap, promoting sustainability. Social factors showed variable impacts based on the ethical and sustainable context they were placed in, suggesting that the social environment's orientation significantly influences sustainable behavior. (4) This study concludes that the TSS framework offers a promising approach to advancing education for sustainable development (ESD) and contributes insights into how to promote the required paradigm shift towards holistic and interconnected perspectives.

This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of ‘cosmopolitan classroom glocalities’ for supporting learners’ 21st century skills is suggested. Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to ‘trans-foreign-languaging’ for facilitating multilingualism as a daily norm. Thereafter, the model’s effect on political judgments is investigated. This chapter concludes in proposing the genesis of a ‘perfect equilibrium of emotional and rational learning’ for promoting empathy, solidarity, and justice within a democratic and transnational civil society.

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, [the authors] have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. [The authors] conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful - the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD. (Orig.).

This article presents a learning module that was developed within the framework of an international Erasmus+ project and in cooperation with 20 prospective teachers. The learning module enables learners of school-based vocational education to intensively deal with the food system(s) of their region. The comprehensive learning materials and lesson plans are made freely available. (DIPF/Orig.) Im vorliegenden Beitrag wird ein Lernmodul vorgestellt, welches im Rahmen eines internationalen Erasmus+ Projekts und in Kooperation mit 20 angehenden Lehrpersonen entwickelt wurde. Das Lernmodul ermöglicht Lernenden der schulischen Berufsbildung eine intensive Auseinandersetzung mit dem/den Ernährungssystem(en) ihrer Region. Die umfangreichen Lernmaterialien und Unterrichtsplanungen werden frei zur Verfügung gestellt. (DIPF/Orig.)

Education for Sustainable Development (ESD) and Climate Change Education (CCE) aim at increasing (young) people's competencies and critical engagement. Their impact depends on innovative learning settings. In this study, [the authors] deliver scientific evidence of the success of ESD/CCE in schools when pupils do their own research and co-operate with experts. The COP21 Agreement 2015 sets very high targets, which cannot be reached by political agreements or technological progress alone. Within this context, Education for Sustainable Development (ESD), and particularly Climate Change Education (CCE), play an ever increasing role regarding a holistic societal transformation towards a sustainable world. Creating ESD/CCE learning settings and delivering scientific evidence for their success has turned into a vital challenge in order to meet the high expectations. In this longitudinal study, based on the research project k.i.d.Z.21 - Competent into the Future, [the authors] deliver scientific evidence of the success of CCE when based on transdisciplinary and/or moderate constructivist theories, and show that the impact is even higher when both approaches are combined. The data presented derive from scientific surveys and tests, involving 343 teenagers before and after intensive collaboration with a high number of experts, including renowned climate change scientists. (Orig.).

Die Förderung von Entscheidungskompetenzen kann zu einer Bildung für nachhaltige Entwicklung im Sachunterricht beitragen. In den Kompetenzmodellen der Bildung für nachhaltige Entwicklung werden Fähigkeiten des Entscheidens unterschiedlich beschrieben. Themen der Ernährungs- und Verbraucherbildung bieten eine Möglichkeit, ,Entscheidung' in Sachunterricht einzubinden und damit ein Lernen über, für und durch Entscheiden zu ermöglichen. (DIPF/Orig.) The promotion of decision-making skills can contribute to education for sustainable development in elementary school science and social education. In competency models of education for sustainable development, decision-making skills are described in different ways. Nutrition and consumer education offer a good opportunity to integrate 'decision' into science and social education and thus enable learning about, for and by decision-making. (DIPF/Orig.)

Der Artikel beschäftigt sich mit der Bewusstseinsbildung für eine nachhaltige Ernährungsweise im Volksschulalter. Durch zielgerichtete, didaktische Zugänge kann bereits bei den Jüngsten der Grundstein für eine nachhaltige Lebensführung gelegt werden, wie die Evaluation eines fächerübergreifenden Projektes darlegt. Das Forschungsdesign, das Interventionsprojekt und resultierende Ergebnisse, sowie ein Ausblick werden in diesem Beitrag vorgestellt. (DIPF/Orig.) This article deals with raising awareness for sustainable nutrition in elementary schools. The evaluation of an interdisciplinary project shows that targeted didactic approaches can provide the foundation for a sustainable lifestyle already among the youngest children. Research design, intervention project and results as well as an outlook are presented in this article. (DIPF/Orig.)

Der Beitrag diskutiert die konsequente Berücksichtigung einer Bildung für nachhaltige Entwicklung im Lernarrangement ,,Heute für morgen handeln\" des Regionalen Didaktischen Zentrums Gossau. Auf der Grundlage einer quantitativen Studie wird gezeigt, inwiefern die Integration von überfachlichen Strategien des entdeckend-forschenden Lernens stattfindet. Dabei wird diskutiert, inwiefern dies für den Erwerb relevanter Kompetenzen einer Bildung für (nachhaltige) Lebensführung dienen kann. (DIPF/Orig.) The article discusses the consistent consideration of education for sustainable development in the learning arrangement \"Acting today for tomorrow\" at the Regional Didactic Centre Gossau. Based on a quantitative study, it is shown to what extent the integration of general strategies of discovery-based learning takes place. The extent to which this can serve the acquisition of relevant competences for an education for (sustainable) conduct of life is discussed. (DIPF/Orig.)

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living. (DIPF/Orig.)