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.