Ryser, Sarah; Stettler, Andreas (2024). Lehrpersonen zwischen normativen BNE-Konzepten, den praktischen Bedingungen im Unterricht und dem gesellschaftlichen Nachhaltigkeitsdiskurs. In: Penning, Isabelle; Blinder, Martin; Friese, Marianne (eds.) Teilhabe an gesellschaftlicher Transformation stärken. Der Beitrag der Arbeitsbezogenen und der Technischen Bildung. Berufsbildung, Arbeit und Innovation: Vol. 79 (pp. 83-95). Bielefeld: wbv Publikation 10.3278/9783763976348

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The UNESCO Berlin Declaration on Education for Sustainable Development (2021) has once again emphasised the importance of Education for Sustainable Development (ESD). In Switzerland, ESD has been anchored as a normative concept and interdisci­plinary topic in the current Swiss-German curriculum (LP21). Teachers are therefore obliged to integrate ESD into their lessons. This article looks at the educational policy context of ESD in Switzerland, presents various ESD approaches and outlines the re search methodology used by Sarah Ryser and Andreas Stettler. Their research focusses on how ESD content is addressed in design and technology (TTG). It then presents the initial results of the ethnographic data collection and draws a preliminary conclusion.

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