In 1987 the Brundtland rapport was released which defines sustainable development as a development that satisfies todays needs without jeopardizing future generations. Sustainable development is very much a current topic, discussed in international settings and within countries. It is also very much a current issue in education. The aim of this study is to explore how sustainable development is portrayed in Swedish geography education in secondary and upper secondary school. It also takes interest in spatial perspectives of how sustainable development is described by applying keyword as scale, place and room. Sustainable development is examined through a qualitative method that interpret and analyses sustainable development with the help of two theoretical premisses, one categorizing sustainable development into different steps and one applying a spatial perspective. The studied material consists of curriculums and textbooks for both secondary and upper secondary school from 1970 to 2011. The analysis shows sustainable development takes up more room in curriculums and textbooks the closer to present time it is published. The spatial perspective is above all global and ecological factors take up most of the descriptions and discussions.

This study examines how modern language teachers in secondary schools in Sweden reflect on their capacities and motivation to implement Education for Sustainable Development [ESD] (lärande för hållbar utveckling [LHU]) in their lessons. Based on the theoretical framework of teachers´ beliefs, a postal survey was prepared, combining a Likert scale with open questions. As for now, the teachers in German in this study are seemingly unaware of the connection between ESD and their subject´s main purpose, which is to prepare the students to initiate and participate in authentic, communicative situations in the target language, and the requirement to foster intercultural dialogs within Europe. Neither are they aware of how the neuropsychological processes involved in foreign language learning are linked to the global sustainable goals SDG 4.7, SDG 16, and SDG 17 within Agenda 2030. Instead, the study confirms how the historical development of the term sustainability and ESD (LHU) has left a trail of confusion behind itself. As a result, six attitude types could be defined, each with different challenges based on the teachers' understanding of ESD and their underlying philosophical, ideological, and professional convictions. Besides the difficulties of placing their own subject within ESD, most teachers are convinced about the importance of sustainable development for mankind, which creates a dilemma of intrinsic incoherence and therefore less engagement. To increase their sense of capacity, they are unified falling back on former, contra-productive practices and turning to texts- and workbooks for help. The study concludes that there is a risk, that when language teachers are not given access to relevant knowledge and professional learning communities, in which they can explore the connection between their subject, ESD, and Agenda 2030, the Swedish society and schools will further lose the subject´s values and its unique neuropsychological related potential. This potential includes the ability and motivation to initiate and participate in peace-building intercultural dialogues within and outside Sweden, even if one´s language standards are still inadequate, as well as an individual prerequisite for empathy and compassion.

The Master's in Strategic Leadership towards Sustainability (MSLS) offers a transformative learning experience, yet its alumni encounter difficulties in the professional arena that have not been fully explored. This thesis illuminates the difficulties MSLS alumni face in integrating transformative learning outcomes of the program into their professional lives, their coping strategies, and what could support them. The research involved a mixed-methods approach with 34 survey responses and 13 follow-up interviews. The analysis, based on the typology of transformative learning outcomes, revealed that alumni particularly struggle integrating sustainability leadership practices, tools and concepts. Moreover, they have difficulty sustaining their new ways of being and attributes such as enthusiasm, trust and hopefulness. The main impediments to integration are the absence of a shared mental model or language with others and a working culture that inhibits the exploration of new approaches. MSLS alumni tend to address these challenges by surrounding themselves with like-minded people, developing communication strategies, and cultivating personal practices. The findings indicate a need for transition preparation as part of the MSLS program and self-organized support structures that assist alumni in transitioning into the professional world, integrating transformative learning outcomes, and assuming their role as agents for systemic change towards sustainability.

This thesis investigates how transformative learning experiences are fostered within sustainable development-centered university programs, with a focus on the Swedish academic landscape. The study aims to contribute to the knowledge of effective educational strategies in sustainability education. The central research question is: How do sustainable development-centered university degree programs foster transformative learning? The theoretical framework integrates Jack Mezirow’s Transformative Learning Theory and Meyer and Land’s Threshold Concepts, providing a comprehensive understanding of how transformative learning can lead to profound shifts in students’ perspectives and behaviors. Methodologically, the study employs a qualitative multi-method approach, including a comparative analysis of syllabi from sustainable development-centered programs and thematic analysis of semi-structured interviews with educators and students. The empirical data reveals key themes such as critical reflection, interdisciplinary learning, ethical decision-making, and the role of disorienting dilemmas in fostering transformative learning. Key findings indicate that sustainable development-centered programs in Sweden effectively integrate transformative learning principles through diverse pedagogical approaches. These programs emphasize the importance of creating supportive learning environments, facilitating critical engagement with sustainability issues, and encouraging reflective practice. The study highlights that transformative learning is essential for developing agents of change to address complex sustainability challenges. The implications of this research are significant for higher education institutions aiming to enhance their sustainability curricula. The findings suggest that incorporating transformative learning frameworks into program design can significantly impact students’ ability to contribute to sustainable development. The study concludes with recommendations for future research, focusing on the need for ongoing support to maintain transformative changes in graduates’ perspectives and behaviors.

There is an urgent need to have leaders who are able to strategically transition society towards sustainability. Evidence shows that challenges are mounting up and become increasingly complex. Education for Sustainable Development (ESD) aims to educate leaders to become competent to lead within the sustainability challenge we are facing. This thesis explores how leadership education can prepare teachers to become leaders to enable Strategic Sustainable Development (SSD). Based on interviews with ESD experts, the research team identified eight key competencies for leaders to enable Strategic Sustainable Development and eight pedagogical approaches to train such competencies. In addition to that, the research team analyzed how the case study organization Teach for Austria (TFA) integrates the identified key competencies and pedagogical approaches. Recommendations are provided indicating TFA’s opportunities regarding a more thorough integration of the key competencies and pedagogical approaches into their leadership education. These recommendations were then made relevant to the broader leadership education context to prepare teachers to lead. The main outcomes of this thesis intend to serve as a guidance to enable leadership the world needs.

O presente trabalho tem como objetivo analisar a efetividade da pedagogia da sustentabilidade utilizada como guia na criação, implantação e desenvolvimento do Projeto Educação para a Sustentabilidade (EpS), a qual foi avaliada por meio da análise dos principais produtos gerados no espaço escolar, e dos efeitos e dos impactos sobre os estudantes participantes, professores tutores e gestão escolar. O EpS (2010 a 2016) foi de um projeto extracurricular optativo desenvolvido no contraturno e destinado a alunos dos 1os e 2os anos do Ensino Médio de uma escola privada tradicional da cidade de São Paulo. O objetivo principal do Projeto EpS foi o de colocar estudantes como protagonistas da criação e execução de intervenções no espaço escolar, a fim de torná-la mais sustentável. Neste processo, optou-se pelo uso de metodologias ativas de aprendizagem, dos preceitos da aprendizagem social, norteados pelas premissas da Educação Ambiental Crítica. As principais intervenções realizadas pelos estudantes no espaço escolar foram avaliadas criticamente com relação aos produtos gerados, bem como efeitos e impactos desse processo sobre os estudantes participantes no tocante aos parâmetros conhecimentos, atitudes, comportamentos declarados, valores e habilidades. Nesta análise, utilizou-se questionários pré e pós-testagem explorados por análise qualitativa de conteúdo e, posteriormente, quantificados e apresentados por meio de estatística descritiva. Os efeitos sobre o grupo de estudantes participantes (grupo experimental) foram comparados com grupo de estudantes não-participantes (grupo controle). O grupo experimental apresentou marcadas mudanças em todos os parâmetros (conhecimentos, atitudes e comportamentos declarados) considerando os pré e pós-testes. O grupo controle não apresentou mudanças tão significativas, indicando e reforçando a influência da participação no Projeto EpS. A análise das habilidades e valores declarados pelo grupo experimental apontam para a valorização da importância da análise complexa dos desafios socioambientais, do trabalho em equipe, da comunicação entre os pares, da criação de redes de cooperação, do respeito e da empatia, entre outros. A análise de impacto foi realizada com ex-participantes 4, 5 e 7 anos após a passagem pelo projeto e revelou importante influência nas escolhas acadêmicas, profissionais e do dia a dia. Os professores tutores e gestão escolar foram analisados por questionários e entrevistas, respectivamente. Os efeitos da participação no projeto sobre esses atores são menos significativos que para os estudantes. Conclui-se que os efeitos e impactos sobre o grupo experimental possuem relação direta com as experiências vividas no projeto, o que reforça a efetividade da pedagogia da sustentabilidade. Entre os fatores decisivos para o sucesso das transformações no espaço e nas pessoas estão a construção de uma rede de parcerias internas e externas, bem como a permanência do projeto por sete anos na escola, fato raro na maior parte das instituições de ensino que se dedicam a práticas relacionadas à Educação Ambiental ou Educação para o Desenvolvimento Sustentável. / This thesis aims to analyze the effectiveness of the \"pedagogy of sustainability\" used as a guide in the creation, implementation and development of the Education for Sustainability Project (EpS), which was evaluated considering the main products created in the school space, and the effects and impacts over the participating students, teachers and school management. The EpS (2010 to 2016) was an optional extracurricular activity for high school students (1st and 2nd grades) developed at the counter-shift of a traditional private school of the city of São Paulo. The main goal of the EpS project was to place students as protagonists of the creation and execution of interventions in the school, in order to make it more sustainable. In this process, active learning techniques and the precepts of social learning were used, guided by critical environmental education premises. The main interventions carried out by the students were critically analyzed regarding the products generated as well as the effects and impacts related on the participating students considering parameters as knowledge, attitudes, declared behaviors, values and abilities. For that, pre and posttest questionnaires were used and explored by qualitative content analysis techniques and subsequently quantified and presented by descriptive statistics. The effects over the participating students (experimental group) were compared to groups of non-participating students (control group). The experimental group presented conspicuous changes in all parameters (knowledge, attitudes and declared behaviors) considering pre and post-tests. The control group, on the other hand, did not present such significant changes, indicating and reinforcing the importance and influence of the participation in the EpS Project. The analysis of declared abilities and values of the experimental group indicate the valorization of the complex analysis of socio-environmental challenges, teamwork, peer communication, networking, respect and empathy, among others. The impact analysis was carried out with ex-participants after 4, 5 and 7 years their participation and showed important influence in the academic, professional and everyday choices. Tutors and school management were analyzed by questionnaires and interviews, respectively. The effects on both stakeholders regarding their participation in the project seem less significant than for the students. It is possible to conclude that the effects and impacts on the experimental group directly reflect the experiences lived in the project, and, therefore, reinforce the effectiveness of the \"pedagogy of sustainability\". Among the decisive factors for the success of the transformations in space and people are the construction of an internal and external partnerships network, as well as the continuity and permanence of the project for seven years in the school, a rare fact in most educational institutions that dedicate themselves to Environmental Education or Education for Development Sustainable related practices.

Studien syftar till att undersöka förekomsten av hållbar utveckling i Lpo94, då vi utifrån våra erfarenheter inom skolan inte har sett någon undervisning för hållbar utveckling bedrivas. Ytterligare en anledning till att undersöka förekomsten är då Sverige ingår i flera internationella överenskommelser där det framkommer att undervisning för hållbar utveckling ska vara prioriterat. Då en ny läroplan, Lgr11, träder i kraft 1juli 2011 undersöktes även förekomsten av hållbar utveckling däri, då studien syftar till att undersöka huruvida det skett förändringar till fördel för undervisning för hållbar utveckling i Lgr11 i förhållande till Lpo94. Vid analysen av läroplanerna användes en metodtriangulering, i form av innehållsanalyser, textanalyser samt komparativa analyser. Inför analyserna fastställdes några kriterier som utgick från innebörden av hållbar utveckling, vilka hela studien sedan kom att bygga på. I resultatet framkom att hållbar utveckling förekommer i både Lpo94 samt i Lgr11 och att en mindre innehållslig utveckling har skett. I diskussionen belyses att alla delar, det vill säga de kriterier som studien utgick från, förekom, dock framkommer inte vikten av att undervisa för en hållbar utveckling utifrån ett helhetsperspektiv. Vidare förs en diskussion kring de förändringar gällande hållbar utveckling som skett i Lgr11 i förhållande till Lpo94 samt vilka orsaker som kan finnas till att vissa lärare inte bedriver en undervisning för hållbar utveckling. / The aim of this study is to research what levels of teaching sustainable development issues are to be found within Lpo94. Based on our own experience within school, it appears that sustainable development is barely apparent. This is despite the fact that Sweden is party to international agreements where it is specifically laid down that education for sustainable development has to be prioritised witch is a second major reason for undertaking this study. Another reason for the study into how far sustainable development actually occurs within Lpo94 arises from the fact that a new curriculum, Lgr11, is due to come into force on 1 July 2011. The study therefore in addition aims to ascertain whether in the Lgr11 curriculum the issue of sustainable development has been sufficiently and effectively taken forward from Lpo94. A method triangle was used as a tool when analysing the curricula, in a form of content analysis, text analysis and comparative analysis. Certain criteria were determined before the commencement of further studies based on our definition of sustainable development, on which the whole study would later build. The results showed, out of the criteria that the study took as its starting point, that sustainable development does appear in both curricula and that a small degree of progress has been made in Lgr11, however the importance of teaching sustainable development taken in its entirety is not shown to have been established. The actual developments of the teaching of sustainable development issues from the first to the new curriculum is not effectively apparent, nor are the wider reasons and underlying causes as to why some teachers do not include sustainable development as part of the education.

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The research in this study focuses on the role of environmental education activities in the clarification of environmental values in Grade 6 learners. The much discussed environmental crisis arose as a result of man's negative environmental behaviour. Human behaviour is a matter of choices based on environmental values. Environmental value clarification aims to raise learners' awareness of their own values and to increase their effect on the environment. It helps learners to explore their own values, to consider advantages and disadvantages, to accept that others' beliefs may vary from their own, and to align their own actions and behaviours with their personal beliefs. Using environmental education activities the researcher aims to help learners clarify their environmental values as environmental education activities can not only be interesting and fun, but can also have a powerful impact on students' interest in and awareness of environmental problems. As the clarification of environmental values contains a highly subjective component, use is made of a combined method research strategy. The quantitative research component takes place through a pre- and post-test test with an experimental and a control group. During the pre- and post-test a standardised questionnaire is used whilst the interventions take the form of an environmental education activity. A qualitative, collective case study design forms the qualitative part of the combined method, through observation during the activity and focus group interviews thereafter. Three schools that are part of the project "Education for sustainable living", where schools pay attention to the environment through the implementation of environmental management principles, were selected for participation. The findings indicate that learners that were exposed to the activity are confronted with their own environmental values and attitudes whilst being forced to seriously, honestly andcritically reflect on his / her own values regarding specific environmental issues in the activity. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

The research in this study focuses on the role of environmental education activities in the clarification of environmental values in Grade 6 learners. The much discussed environmental crisis arose as a result of man's negative environmental behaviour. Human behaviour is a matter of choices based on environmental values. Environmental value clarification aims to raise learners' awareness of their own values and to increase their effect on the environment. It helps learners to explore their own values, to consider advantages and disadvantages, to accept that others' beliefs may vary from their own, and to align their own actions and behaviours with their personal beliefs. Using environmental education activities the researcher aims to help learners clarify their environmental values as environmental education activities can not only be interesting and fun, but can also have a powerful impact on students' interest in and awareness of environmental problems. As the clarification of environmental values contains a highly subjective component, use is made of a combined method research strategy. The quantitative research component takes place through a pre- and post-test test with an experimental and a control group. During the pre- and post-test a standardised questionnaire is used whilst the interventions take the form of an environmental education activity. A qualitative, collective case study design forms the qualitative part of the combined method, through observation during the activity and focus group interviews thereafter. Three schools that are part of the project "Education for sustainable living", where schools pay attention to the environment through the implementation of environmental management principles, were selected for participation. The findings indicate that learners that were exposed to the activity are confronted with their own environmental values and attitudes whilst being forced to seriously, honestly andcritically reflect on his / her own values regarding specific environmental issues in the activity. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.