The purpose of this study is to investigate a few primary school teachers approach to their education work in sustainable development. The teachers work in Green Flag schools, which is a network that offers teachers teaching material for the education in sustainable development. Research has shown that teachers lack of knowledge in how the education in sustainable development should be designed.   This study proceeds from these following questions: How does the interviwed teachers motivate their goals and didactic choices in the education of sustainable development? The investigation is based on a method triangulation. With qualitative interviews of six primary schools teachers and a text analysis of the teaching material the teachers use I am going to answer the questions of this study. Previous research has shown that there is three teaching traditions teachers can approach and in this study the aim of the teachers will be analyzed by the three traditions. The research shows that a normative teaching tradition is the most occurring teaching tradition with the education for sustainable development. The research also shows that teachers prefer to work  practical so that the students can experience the contents of sustainable development.

I denna undersökning har sju lärare som undervisar i teknik- och fysikämnena i årskurs 7-9 intervjuats i syfte att undersöka deras syn på lärande för hållbar utveckling inom sina ämnen. Frågorna som ställts i uppsatsen har haft för avsikt att ge insikt om vilka faktorer som påverkar hur hållbar utveckling implementeras i skolämnen. Studien visar att läraren strävar efter att eleverna inte bara ska ta emot information, utan också agera själva utifrån grundläggande demokratiska värderingar. Däremot har det visat sig vara svårt för lärare att involvera hållbar utveckling i deras undervisning när det gäller ämnet fysik eller teknik. I studien har lärarens syn på hur hållbar utveckling ska involveras i ämnen analyserats utifrån de tre traditionerna; faktabaserad, normativ- och pluralistisk vilka genomsyrar undervisningen för hållbar utveckling. Studien visar att lärarnas undervisning har intentionen att utveckla olika förmågor och kunskaper hos eleverna. Till exempel framhåller lärarna vikten av att samla in och utvärdera information självständigt, kunna diskutera och samarbeta, lösa problem och använda kritiskt tänkande samt planera för långsiktiga mål. Ett viktigt perspektiv i lärarnas undervisning är att eleverna ska förstå helheten och sambandet mellan olika vardagliga områden. Dessutom visar studien att skolledningen spelar en viktig roll genom att ge tydligt stöd i de olika skolsaktiviteter som kopplas till hållbar utveckling. Det gör undervisningen för hållbar utveckling mer meningsfull och effektiv. / In this review, seven teachers who teach technology and physics subjects in grades 7-9 have been interviewed in order to investigate their views on learning for sustainable development in their subjects. The questions asked in the study were intended to provide insight into which factors influence how sustainable development is implemented in school subjects. The study shows that the teacher strives for the students not only to receive information, but also to act themselves based on basic democratic values. However, it has proven difficult for teachers to involve sustainable development in their teaching when it comes to the subject of physics or technology. In the study, the teacher's view of how sustainable development should be involved in subjects has been analyzed based on the three traditions; fact-based, normative and pluralistic which permeate the teaching for sustainable development. The study shows that the teachers' teaching has the intention of developing different abilities and knowledge in the students. For example, the teachers emphasize the importance of collecting and evaluating information independently, being able to discuss and collaborate, solve problems and use critical thinking, and plan for long-term goals. An important perspective in the teachers' teaching is that the students should understand the bigger picture and the connection between different everyday areas. In addition, the study shows that school management plays an important role by providing clear support in the various school activities linked to sustainable development. It makes teaching for sustainable development more meaningful and effective.

This thesis investigates how teachers from different disciplines understand and implement education for sustainable development in their teaching. A nationwide questionnaire study was conducted with 3229 upper secondary school teachers representing 224 schools in Sweden. The concept of sustainable development is complex and research has shown that teachers exhibit uncertainties in their understanding of it, and that the way they conceptualize sustainable development can have consequences for how they incorporate it into their teaching. Previous research has emphasized that Education for Sustainable Development (ESD) should promote interdisciplinary and holistic learning rather than traditional subject-based learning. This is in accordance with the Swedish curriculum, which emphasizes that all teachers in all subjects should integrate education for sustainable development. The teachers in the study were grouped into four disciplines; science-, social science-, language-, and vocational/esthetical-practical teachers.  The results showed that there were many subject-bound barriers to successful implementation of  ESD. Teachers were influenced by their subject tradition in: 1) how they understand sustainable development, 2) which teaching methods they use, 3) which barriers they experience, and 4) which teaching tradition they work within. Because of these differences it is important to adjust any further training of teachers according to their discipline. This study highlights the need for improved teacher education and further training of in-service teachers; more than 70% of the teachers stated that they need such training. It also highlights the issue how strong subject-bound traditions make it difficult to implement general goals of the curricula such as sustainable development.

Klimatförändringar och miljöproblem har alltmer blivit synliga på kontinenter och hav, men även i samhällsdebatter och media. Därav har media haft en påtaglig roll för rådande miljöskildring och miljösyn. Samtidigt har dagens ungdomar en dyster syn på framtiden med avseende på miljöförändringarna och betraktar sig själva som ansvariga för miljöproblemens vidareutveckling. Trots att skolans roll i att vara utgångspunkt för en hållbar utveckling är tydlig och att miljöperspektivet ska genomsyra all undervisning är det få skolor som avsätter resurser till det. Eleverna erbjuds då inte undervisning som ska utbilda aktiva och kompetenta individer och medborgare som ska besitta de kunskaper som utgör den gemensamma referens som samtliga samhällsmedborgare behöver. Teknikämnet inkluderar till sin omfattning och innehåll väsentliga delar som ska utveckla elevernas kunskaper och förmågor för att kunna delta i samhället, där en av dessa delar är miljöfrågan. Med bakgrund i detta är syftet med denna undersökning att analysera tekniklärobokens förhållningssätt och skildring av beskrivningar relaterade till miljö. Detta för att uppmärksamma vilket bidrag en lärobok i teknik kan ha vid förmedling av miljösyn i dagens undervisning. Undersökningen baseras utifrån ett ramverk som kategoriserar miljöaspekter utifrån existerande miljötraditioner där följande frågeställning besvaras: Vilken eller vilka miljöundervisningstraditioner får en mer framträdande roll i teknikboken med avseende på de fyra aspekterna; perspektiv på miljöproblematiken, miljöproblemens grund, syn på viktiga agenter samt miljöåtgärdersmål? För att möjliggöra undersökningen och besvara frågeställningen utfördes en innehållsanalys av en tekniklärobok för högstadiet utifrån Sandells, Öhmans och Östmans beskrivningar av fyra miljöaspekter med avseende på tre miljötraditioner: den faktabaserade, den normerande och undervisning om hållbar utveckling. Resultatet visar att boken har huvudsakligen ett faktabaserat miljöperspektiv men att samtliga tre miljötraditioner förekommer i boken parallellt. Inom miljöaspekterna syn på viktiga agenter samt miljöåtgärdersmål är det undervisning om hållbar utveckling som är dominerande, även om det antalet är förhållandevis litet i jämförelse med de två andra miljöaspekterna. Dessutom visar resultatet på en hög närvaro av teknikoptimism i boken samt en koherens mellan kursplan i teknik och den analyserade teknikläroboken med avseende på miljö- och hållbarhetsperspektiv. / Climate changes and environmental problems have become more visible on the continents and across the oceans as well as in the social debates and media. Hence, the media have had an evident part for creating the current environment depiction and approach. Concurrently the young people of today have a dismal view about the future considering the environmental changes and regard themselves as accountable for the continuance of environmental problems. Despite the school's clear role of being the outset for sustainable development and that the environmental perspective should permeate all school education, still few schools allocates resources for that. The students are therefore not being offered an education that should educate active and competent people and citizens who should have the competence that constitutes the common reference that all citizens need. The subject technology includes due to its extent and content essential parts that will develop the students' knowledge and abilities for enabling participation in the society and one of those parts is the environmental issue. Based on the aforementioned, the aim of this study is to examine the technology textbook's approach and depiction of descriptions related to the environment issues. Hence, the purpose is also to observe the contribution a textbook in technology may have in generating views of environmental issues in today's teaching. The study is based on a framework that categorizes environmental aspects based on existing traditions within environmental education from which following question is answered: Which teaching tradition(s) within environmental education has or have a more prominent role in the technology textbook regarding the four aspects: perspective on environmental problems, the cause of environmental problems, assessment of specialists and the goal of environmental measures? To enable the study and answer the question, a content analysis was performed of a technology textbook for the upper secondary school. The content analysis was based on Sandell's, Öhman's and Östman's descriptions of four environmental aspects regarding three traditions in environmental education: the fact-based, the normative and education for sustainable development. Although the result shows that all three environmental education traditions can be found in the textbook, there exist a predominant fact-based environmental perspective in the textbook. Education for sustainable development as a tradition in environmental education is mainly found within the aspects assessment of specialists and the goal of environmental measures, although that number is relatively small compared to the other two environmental aspects. In addition, the result shows a high presence of technology optimism in the book as well as a coherence between the syllabus in technology and the analyzed textbook regarding environmental and sustainable development perspectives.