Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education

Ulrich Hobusch and Dominik Emanuel Froehlich
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Ulrich Hobusch: Department of Ecological Economics & RCE Vienna, Vienna University of Economics and Business, 1020 Vienna, Austria
Dominik Emanuel Froehlich: Department of Education and Centre for Teacher Education, University of Vienna, 1090 Vienna, Austria

Sustainability, 2021, vol. 13, issue 21, 1-14

Abstract: Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics.

Keywords: education for sustainable development; teacher education; teacher training programs; higher education; educational policy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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