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While science–policy interfaces (SPIs) are argued to be crucial in developing and implementing effective public policy programmes, what happens in a particular SPI policy-research relationship remains under-researched, particularly in relation to ‘success criteria’ for policy makers and researchers. In this article, we address this gap by examining the SPI created for monitoring the national implementation of UNESCO’s Global Action Programme for Education for Sustainable Development (ESD) policies in Germany. Our study used analytical autoethnography and intersubjective group discussions with the ESD-SPI researchers. Findings illustrate key considerations for fostering productive working relationships. These include: (i) dealing with different expectations and perspectives on measuring policy implementation; (ii) reflecting on the diverse ways an evidence base is used; and (iii) becoming more aware of and factoring in power dynamics, at the SPI. We conclude with a series of questions for further examining ‘critical detachment’ by researchers and ‘constructive involvement’ with policymakers in SPIs.
Mandy Singer-Brodowski; Antje Brock; Julius Grund; Gerhard de Haan. Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research 2020, 27, 554 -570.
AMA StyleMandy Singer-Brodowski, Antje Brock, Julius Grund, Gerhard de Haan. Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research. 2020; 27 (4):554-570.
Chicago/Turabian StyleMandy Singer-Brodowski; Antje Brock; Julius Grund; Gerhard de Haan. 2020. "Reflections on the science–policy interface within education for sustainable development in Germany." Environmental Education Research 27, no. 4: 554-570.
Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.
Julius Grund; Antje Brock. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability 2020, 12, 2838 .
AMA StyleJulius Grund, Antje Brock. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability. 2020; 12 (7):2838.
Chicago/Turabian StyleJulius Grund; Antje Brock. 2020. "Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action." Sustainability 12, no. 7: 2838.
(1) Hope and optimism are strongly connected to physical and psychological health and have been much researched in the field of positive psychology. Research has shown that hope is connected to pro-environmental behavior and plays an important role in ESD. (2) In order to operationalize hope and optimism, in a survey, 2564 young people and 525 teachers in Germany assessed the probability and desirability of predefined future scenarios. (3) Only every fourth respondent is optimistic regarding the global future. The biggest discrepancy between expectation and desirability exists with regard to climate change. Latent class analysis revealed four classes, whereby 50% of the participants are “sustainability-affine but disillusioned”. This half of the sample has great potential to promote a sustainable future: For them, a positive socio-ecological future has by far the highest value. They report the strongest emotions regarding SD and want to take the most responsibility for SD. Surprisingly, they do not disclose more sustainable behavior in comparison to the other classes. (4) The low expectation of positive socio-ecological developments might be a central factor in preventing half of the sample from behaving more sustainable and indicating a strong potential for hope. The implications for Education for Sustainable Development are discussed.
Julius Grund; Antje Brock. Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education. Sustainability 2019, 11, 893 .
AMA StyleJulius Grund, Antje Brock. Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education. Sustainability. 2019; 11 (3):893.
Chicago/Turabian StyleJulius Grund; Antje Brock. 2019. "Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education." Sustainability 11, no. 3: 893.