Critical thinking (CT) is widely recognised as a key competency in education for sustainable development (ESD). However, international research shows that many teachers feel unprepared to teach CT, especially within the ESD context. Despite its importance, few studies have explored how CT is actually practiced in ESD, particularly in primary and secondary education. This article presents a systematic literature review of 43 qualitative studies published between 1990 and 2021, following the PRISMA guidelines. This review aimed to (1) synthesise research on teachers’ understanding of CT in ESD and (2) identify teaching practices where CT is integrated into ESD. The findings reveal that the concept of CT is frequently used but is not clearly understood in the context of ESD. Most studies focused on critical rationality (skills), with fewer addressing critical character (dispositions), critical actions, critical virtue, critical consciousness, or critical pedagogy. This review highlights a need for broader engagement with these dimensions in order to foster ethically aware and responsible citizens. We argue for teaching approaches that involve students in interdisciplinary, real-world problems requiring not only critical reasoning but also action, reflection, and ethical judgment.

Denne artikkelen presenterer utviklingen av ETOS-modellen for kildearbeid i samfunnsfag på ungdomstrinnet. Modellen tar utgangspunkt i mål som berører kritisk literacy i den norske læreplanen for samfunnsfag. I studien gjør vi først rede for modellutviklingen, før vi presenterer en pilotering der to fokuselever på 10. trinn arbeider med multiple tekster med støtte i modellen. Til slutt presenteres en videreutviklet versjon av ETOS-modellen. Det empiriske materialet består av en dokumentanalyse av læreplanen og transkriberte lydopptak av elevdialogen under kildearbeidet. Analysene av materialet gir innsikt i hvordan fokuselevene forstår ulike aspekter av kildene og ETOS-modellens fire kategorier; egnet, troverdig, oppdatert og samsvar. Dialogen avdekker at fokuselevene benytter hjelpespørsmålene i ETOS-modellen aktivt, men at de også har behov for mye lærerstøtte i prosessen. Elevene har noen strategier for å vurdere kilders egnethet og troverdighet, men selv med lærerstøtte har de utfordringer med å vurdere om kildene er oppdaterte eller samsvarer med hverandre. Dette stemmer overens med funn i studier som viser at også elever i videregående skole mangler strategier for å hente ut, sammenstille og vurdere informasjon i historiske kilder. Flere av hjelpespørsmålene i den første versjonen av ETOS-modellen kommer også til kort i å støtte elevene. Hjelpespørsmålene er revidert i den videreutviklede modellen. Den videreutviklede ETOS-modellen og studiens design kan antyde et startpunkt for systematiske læringsprosesser der elevene over tid utfordres til å arbeide med kilder. I tillegg kan modellen være et utgangspunkt for videre forskning i utvidede kontekster og med flere deltakere. Nøkkelord: samfunnsfag, ungdomstrinn, kildearbeid, multiple tekster, kildemodell, ETOS The ETOS model for source work in social science in secondary school Abstract This article presents the development process of the ETOS model for source work in Norwegian secondary school social studies. The model is based on criteria for critical literacy in the Norwegian social studies curriculum. In the study, we first account for the model development, before presenting a piloting in which two 10th level focus students use the model while working with multiple texts. Finally, a further developed version of the ETOS model is presented. The empirical material consists of a document analysis of the curriculum and transcribed audio recordings of the student dialogue during the source work. The analyzes of the material provide insight into how the focus students understand different aspects of the sources and the four categories of the ETOS model; egnet (suitable), troverdig (reliable), oppdatert (up to date) and samsvar (in accordance with other sources). The dialogue reveals that the focus students actively use the help questions in the ETOS model, but that they also need a lot of teacher support in the process. The students have some strategies for assessing the suitability and credibility of sources, but even with teacher support, they face challenges in assessing whether the sources are up to date or in accordance with each other. This is in line with findings in studies that show that high school students also lack strategies for extracting, compiling and assessing information in historical sources. Several of the help questions in the first version of the ETOS model also fall short in supporting students. The help questions have been revised in the new model. The revised ETOS model and the design of the study indicate a starting poing for systematic learning processes where students are challenged to work with sources over time. In addittion, the model can serve as a starting point for further research in extended contexts and with multiple participants. Keywords: social science, secondary school, source work model, multiple texts, ETOS