Programs for sustainability in Danish schools - mapping and international perspectives

Beskrivelse

Prompted by a global call for ESD, also schools, administrators, and leaders, are expected to contribute to a sustainable transition (Mogren & Gericke, 2017; Wals & Benavot, 2017). One possible response is to join local, national or global programs for sustainability. However, when it comes to primary schools in Denmark, the prevalence and educational significance of joining such programs is unknown. International studies have pointed at, both pros and cons. The programs can be seen as easily accessible tools and are linked to positive results such as an increase in schools’ cooperation with local society, a raise in the visibility of ESD in curricula and they are even found to contribute to general quality in education (Gericke and Mogren,
2019). But they are also signified by rigid structures, are ineffective, and some programs have been found to include standards and goals that can be detrimental to sustainable development (Ibid). When it comes to three programs that are widespread among primary schools in Denmark: Green Flag schools, 2030 schools and UNESCO schools, we still don’t know much about them nor of the schools that have joined them. The question explored in this study is there for: What characterizes the programs for sustainability in schools in Denmark and what and what characterizes ESD and sustainability initiatives at schools that join them?

Periode	6 feb. 2024
Begivenhedstitel	NERA 2024
Begivenhedstype	Konference
Placering	Malmö, SverigeVis på kort