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Institute
- Fakultät Nachhaltigkeit (51) (remove)
Undertaking local actions, such as implementing public (sustainability) policy, plays a crucial role in achieving sustainable development (SD) at the municipal level. In this regard, indicator-based assessment supports effective implementation by measuring the SD process, based upon evidence-based outcomes that indicators produce. Over the last decade, using subjective indicators, which rely on an individual’s self-perception to measure subjects, has gained its significance in sustainability assessment, in line with the increasing importance of signifying individual’s and community’s well-being (WB) in the context of SD. This study aims to discuss and clarify the scope and functions of subjective sustainable development indicators (SDIs) conceptually and theoretically while examining the usability of such indicators employed in the practice of assessing sustainability policy and action process in a Japanese municipality. Furthermore, the potential usability of using subjective SDIs in monitoring a municipal initiative of the United Nations’ Sustainable Development Goals (SDGs) is also explanatorily examined. The present paper consists of a framework paper and three individual studies.
In the framework paper, Section 1 introduces the global transition of SD discourse and the role that local authorities and implementing public policy play in achieving SD while outlining how WB positions in the SD context. Section 2 provides a brief overview of the major scope of overall SDIs at the conceptual and theoretical levels. Section 3 defines WB in the study’s own right while exploring the scope of indicators measuring WB. In addition, this study strives to further clarify the peculiar scope of SDIs, measuring WB by synthesising the findings. Section 4 overviews how SD at the municipal level in Japan is practiced while acknowledging the extent to which residents perceive WB and SDGs in policymaking. Section 5 provides a brief yet extensive summary of the three individual studies. Section 6 discusses the findings while presenting implications for further study and practices of subjective SDIs.
Furthermore, the three individual studies provide a thorough and in-depth discussion of the study subject. Study 1 illustrates the SD trend at the municipal level in Japan and the growing recognition of using subjective SDIs in public (sustainability) policy assessment in exploring comparative SDI systems to municipality groups. The findings, in turn, raise the need for a further study on subjective SDIs. Study 2 extensively discusses the concept of WB as the overarching subject to be measured while examining varying approaches and scopes of SDIs. It identifies three differentiated WB (i.e., material and social objective WB as well as subjective WB) and distinctive approaches of subjective SDIs (i.e., expert-led and citizen-based approaches) alongside objective SDIs. The findings suggest that these SDIs identified are, conceptually, most capable of measuring associated WB; for instance, citizen-based subjective SDIs can most optimally measure subjective WB. Finally, Study 3 examines the usability of (citizen-based) subjective SDIs in a practice of assessing public policy, aiming at municipal SD, and the potential usability of using such indicators in monitoring a municipal SDG initiative. The findings highlight the determinants and obstacles of using subjective SDIs as well as signifying WB in measuring progress of a municipal SD practice.
Global environmental changes and the subsequent biodiversity loss has raised concerns over the consequences for the functioning of ecosystems and human well-being. This thesis provides new mechanistic insights into the role of tree diversity in regulating forest productivity and forests’ responses to climate change. The thesis also addresses the overlooked functional role of ecological continuity in mediating ecosystem processes in the context of multiple global environmental changes. The findings of the thesis emphasize the need to retain the functional integrity of forest ecosystem by preserving biodiversity and acknowledging the ecological memory forests.
This dissertation, entitled “How to Embed Sustainability in the Core of Higher Education Institutions: Drivers of, Barriers to, & Patterns behind the Implementation Processes of Sustainability Curricula – Insights from a Quantitative Meta-Study with Data from around the Globe,” addresses the question of how sustainability curricula1 can be implemented and established in higher education institutions2. This research question is based on the assumption that sustainable development requires new ways of thinking and acting in the world. Accordingly, universities – as hubs for knowledge generation, innovation, and education – provide a central leverage point for sustainably developing society at large. Therefore, the institutionalization of sustainability curricula is not only socially demanded, but also stipulated in numerous political statements from the international community (e.g., those of the UN and UNESCO) and operationalized via Sustainable Development Goal No. 4: “Quality Education”. Previous findings on how such implementation can be successful and what factors support or inhibit the process have come primarily through case studies of individual higher education institutions. These studies provide important insights but have been largely descriptive rather than analytical and leave open questions about the generalizability of their findings – for example, the extent to which other universities can be guided by the experiences of the respective higher education institutions. The present dissertation addresses this research gap. Through a meta-study (i.e., an analytical comparison of existing case studies), generalizable findings on the implementation processes of sustainability curricula are explored. In the first step, a case universe was collected in order to provide a database for deeper analyses. In two further analysis steps that built on the case universe from Step 1, certain factors that promote or inhibit the implementation of sustainability curricula (Step 2) and specific implementation patterns (Step 3) were examined. The following paragraphs provide greater details and an overview of the respective findings. In the first step, a database of peer-reviewed English-language case studies from around the globe that report on such processes was created. A total of 230 case studies were identified, 133 of which focus on the implementation processes of sustainability curricula.3 A bibliometric analysis of the 230 case studies revealed that this field of research is growing, although the discourse is primarily dominated by authors from North America, Europe, Oceania, and Asia, with South America and Africa being underrepresented. In addition, a citation analysis demonstrated that some universities incorporate findings from other countries whereas other universities act in isolation. This observation leaves open the question of the extent to which universities learn from one another in order to advance the implementation of sustainability curricula. In the second step of the analysis, the qualitative data of the collected case studies (sample of 133 case studies) were compared using the case survey method, which is a specific type of a meta-1 Sustainability curricula include courses, programs, and certificates from all fields of study that deal in some form with sustainability topics. For a more-detailed discussion of what education for sustainable development (ESD) entails, see Section Error! Reference source not found..
2 Higher education institutions (HEIs) include universities, universities of applied sciences, and other institutions that offer at least a bachelor’s degree.
3 A detailed explanation of the case sample and subsamples can be found in Section Error! Reference source not found..
analysis. The focus of the comparison lay on the drivers of and barriers to the processes of sustainability curriculum implementation at higher education institutions. Driving- and inhibiting factors have been thoroughly examined theoretically in the discourse on education for sustainable development (ESD), especially those pertaining to higher education institutions. However, no large body of data has yet been created to empirically test these hypotheses. The present meta-study found that the following factors lead to the deep-rooted and comprehensive establishment of sustainability curricula: strong leadership support; the establishment of sustainability curricula in the areas of education, research, campus operations, and outreach activities; formal participation of internal (including students) and external stakeholders; and engagement by sustainability champions (change agents), who are often the first to implement sustainability curricula and can face strong resistance. Other enabling factors include strategic planning, coordination, communication, having a vision, external political influence, the presence of a window of opportunity (e.g., an environmental disaster, a change in presidency), and the availability of interdisciplinary meeting spaces. On the other hand, the strongest cited barriers to the implantation of sustainability curricula were found to be the lack of interdisciplinary meeting spaces, the lack of a vision, the lack of incentives, the lack of resources, an overly full curriculum, and an unsupportive / overly bureaucratic organizational structure. The third step of the analysis also built on data from the 133 case studies and explored whether certain types or patterns of implementation processes occur. Through the analysis, six implementation patterns were identified that share similar driving- and inhibiting factors. The respective interplay between factors leads to various degrees of sustainability curriculum implementation in terms of how deeply rooted and comprehensive this implementation is. As discussed in greater detail below, in descending order of the level of achieved deep-rooted change, these patterns are (1) a collaborative paradigm shift, (2) bottom-up institutional change, (3) top-down institutional change, (4) the presence of many barriers that hinder institutional change, (5) externally driven initiatives, and (6) initiatives that are scattered due to a lack of coordination. Across all patterns, two phases could be identified: First, the impetus to implement ESD may be initiated not only by internal actors, but also by external ones. This initiation can take hold from the “bottom-up” (i.e., by students or faculty), from the “top-down” (i.e., at the presidential level), or in both directions simultaneously. The following key factors appear to be important in driving the initial implementation forward: a culture of open communication between all stakeholders in which feedback and reflection are welcome and even actively solicited, the development of a shared understanding and vision that further create a sense of ownership and long-term success, a high level of collaboration among all stakeholders, and existing initiatives that lead to knowledge sharing and other resources. In this regard, informal collaboration and cooperation can partially compensate for a lack of presidential-level support and/or a formal communication structure. Furthermore, developing a strategy with individual steps and shared responsibility leads to more-successful implementation of ESD at higher education institutions. The presented findings add a complementary empirical perspective to the discourse on the establishment of ESD at higher education institutions. First, the case studies that specifically address the implementation processes of sustainability curricula are reviewed and analyzed here for the first time as part of a research landscape. This research landscape reveals where research on such implementation processes has been or is being conducted. On this basis, both researchers and funders can reflect on the status quo and plan further research- or funding endeavors. Second, this dissertation offers the opportunity to compare a multitude of individual case studies and thus to develop new and generalizable insights into the implementation of sustainability curricula. The empirical analysis uses 133 case studies to identify key factors that promote or inhibit the implementation of sustainability curricula and to add a complementary perspective to the discourse, which has thus far been dominated by theoretical considerations and individual case studies. The analysis thereby offers a new perspective on generalizable influencing factors that appear to be important across different contexts. Thus far, specific patterns of implementation processes have been infrequently studied, and with few datasets. This dissertation analyzes the complex interplay between over 100 variables and provides one of the first research attempts at better understanding the processes that lead to the deep-rooted and comprehensive implementation of sustainability curricula. Internal and external practitioners of higher education institutions can find examples and evidence that can be useful in planning the next steps of their sustainability curriculum implementation. In the future, higher education institutions will play an even greater role in the journey toward sustainable development. This dissertation offers generalizable empirical findings on how universities can succeed in recognizing their own responsibility to that end and in realizing this transformation through the implementation of ESD.
TIME for REFL-ACTION: Interpersonal competence development in projectbased sustainability courses
(2021)
This dissertation investigates interpersonal competence development in project-based sustainability courses. Visions of a sustainable, safe, and just future cannot be reached by one individual alone. Thus, future change agents need to be able to collaborate and engage with stakeholders, to approach the manifold crises, challenges, problems, and conflicts we are facing together, and to promote and push forward sustainability transitions and transformations. Therefore, this research investigates three project-based sustainability graduate courses by comparing and contrasting teaching and learning outcomes, processes, and environments. A comparative case study approach using a Grounded Theory-inspired research design which triangulates several qualitative methods and perspectives is applied to allow for generalizable insights. Thereby, this dissertation provides empirically-informed insights which are further discussed in relation to selected teaching and learning theories. This leads, first, to a discussion of practical implications within (and beyond) sustainability higher education; and second, provides a theoretical foundation for interpersonal competence development in project-based learning settings – so that educating future change agents can gain momentum.
Findings of this research show that embracing conflicts when they occur (i.e. before they provoke cascading effects in the form of further conflicts down-the-road) is an effective strategy to help further develop interpersonal competence. This requires a conflict-embracing attitude. Attitude, in general, seems to be key in interpersonal competence and competence development overall. Self-reflection, if not explicitly required by outside influences (such as instructors), arises naturally from a self-reflective attitude, and is shown to provide the basis for developing interpersonal competence. This research introduces the term ‘Refl-Action’ which stresses the importance of pairing ‘learning by doing’ (as is often the focus in project-based learning settings) with conscious moments of ‘reflecting about the doing’.
More specifically, the research presented here identified four learning processes for interpersonal competence development: receiving input, experiencing, reflecting, and experimenting. Based on the empirical data, when the four processes are purposefully combined, following a meaningful sequence attitudes, knowledge, and skills in collaborative teamwork and impactful stakeholder engagement, are fostered (two facets of interpersonal competence). Each of the four learning processes is set in motion through various interactions students engage in during project-based sustainability courses: student-student (labeled ‘peer’), student-instructor (labeled ‘deliberate’), student-stakeholder (labeled ‘professional’), and student-mentor (labeled ‘supportive’) interactions. When these interactions are made explicit subjects of inquiry – i.e. the (inter-)action is linked with (self-)reflection – different learning processes complement one another: Interpersonal competence facets (collaborative teamwork and impactful stakeholder engagement) and domains (attitudes, knowledge, skills) are fostered. While, overall, interactions, processes, and conflicts have been identified as supportive for interpersonal competence development, trust has emerged as another variable inviting further investigation.
The findings of this thesis can be useful not only to support more conscious course design and facilitation, but should also be taken into consideration in other project-based (sustainability) settings. Both, sustainability novices and experts are regularly required to engage in teams and with stakeholders. Applying a conflict-embracing and self-reflective attitude allows to actively deal with differences encountered where diverse people interact, and to move forward on sustainability problems and visions in collaboration.
Summary
Since the early 2000s, ecosystem services strongly gained significance as a research topic. While the number of papers strongly increased, the concept was further developed which changed the way it was applied. From highlighting the value of ecosystems by viewing them not only from an ecological, but also from an economic perspective in the beginning, it is nowadays, among others, used to map and calculate the monetary value of ecosystem services. Lately, the International Panel on Biodiversity and Ecosystem Services (IPBES) further developed the concept into Nature’s contributions to people (NCP) which puts a stronger emphasis on stakeholders and indigenous knowledge.
However, so far none of the conceptual developments managed to integrate the temporal dimension of ecosystem services into this concept, although this should be the basis for a sustainable long-term management of ecosystems and their services.
Therefore, I present three articles in this thesis that deal with temporal aspects of ecosystem services. In two of them I also present a proposal for a framework for the classification of ecosystem services based on their temporal dynamics.
In this dissertation I differentiate between two types of temporal aspects, both of which have in common that change takes place over a certain period of time. The concepts of transformation, transition and regime shift are used to describe changes in social or ecological systems as a whole, for example the transformation towards a more sustainable society. The temporal dynamics that I present, on the other hand, relate to the temporal changes in ecosystem services themselves.
The first article focuses on how the literature on ecosystem services incorporates social and ecological change, illustrated by the concepts of transformation, transition, and regime shift. The second and third articles deal with the temporal dynamics of ecosystem services. While the second article presents a preliminary framework for categorizing the temporal dynamics of ecosystem services, the third article uses this framework to test how the temporal dynamics of ecosystem services are represented in the literature.
Based on the insights from the three articles, I conclude that most of the studies on ecosystem services only focus on one point in time. One reason for this is that most studies are conducted over a maximum of a four-year time span which does not allow to monitor dynamics over longer time spans. In most articles that do account for temporal aspects, the focus is strongly on the side of ecological supply of ecosystem services rather than on the demand-side which leads to the exclusion of stakeholder perceptions and therefore, makes it impossible to connect ecosystem service demand and supply over time. Moreover, the concept of change that is used most often in the literature is that of regime shifts which comes from a purely ecological background and focuses mostly on changes that happened in the past. This neglects the possibility of change towards a positive outcome in the future. In general, there is a strong disciplinary divide in the concepts and terminology used. This leads to a lack of exchange between different scientific disciplines and non-academic stakeholders. Approaches that are needed to solve problems of ecosystem service management are therefore impeded.
To enable future research to better account for temporal aspects and connect supply and demand sides of ecosystem services with each other, I give four recommendations for future research. These are (I) take temporal dynamics into account by conducting long-term research, (II) ensure conceptual clarity, (III) create a solution-oriented agenda and (IV) take the demand side into account by involving stakeholders’ perceptions over time.
By following these recommendations, future research could help to support the sustainable management of ecosystem services as dynamics will be better known and targeted measures can be implemented.
Misophonia in the workplace
(2021)
This paper uses the UN’s Sustainable Development Goals’ inclusion of human well-being and disability rights as a base to examine the work experiences of individuals with the syndrome misophonia who have been employed in white-collar office jobs in the Global North, and how these experiences fit into the current discourse on making offices more inclusive and sustainable. It reports on common workplace triggers, coping mechanisms, and the condition’s perceived effects on misophonics, as well as the perceived barriers and carriers to making workplaces more accommodating to those with the condition. A mixed-methods approach was used to address these points. First, a survey was distributed virtually and 203 responses from misophonics who work(ed) in white-collar office jobs in the study region were collected. Next, ten of these survey takers participated in semi-structured, one-on-one interviews, which were then analyzed using qualitative text analysis. The results showed that many misophonics frequently encounter intense triggers (such as mouth sounds) at the office and that self-perceived levels of productivity, well-being, and workplace sociability can be adversely affected. Though opinions on bans of certain behaviors and items and on certain terminology were diverse, there was consensus on desiring more flexible policies, understanding from others, and quiet or private working spaces, including working from home. Lack of misophonia awareness within the general populace, human resources (HR), upper management, and to some degree, the medical community was identified as a persistent barrier to misophonic employees disclosing or asking for reasonable accommodations even when they felt their misophonia was severe, negatively affected them, and there were provisions that could support them. These experiences were similar to those of other invisible conditions and pointed to the need for workplaces striving to be more sustainable and inclusive to adapt their policies and office design decisions.
Pestizide werden als Pflanzenschutzmittel im landwirtschaftlichen Bereich und als Biozi-de z. B. in der Industrie, in Haushalten und Kommunen eingesetzt. Bereits auf den behandel-ten Flächen (z. B. auf Äckern oder Hausfassaden) und in den angrenzenden Gewässern kön-nen Pestizide Abbauprozessen durch u. a. Photolyse unterliegen. Diese Prozesse führen zur Entstehung von Transformationsprodukten (TP), deren Berücksichtigung bei der Umweltrisi-kobewertung für ein umfassendes Risikomanagement von großer Bedeutung ist. Doch gibt es über die in der Umwelt vorkommenden Transformationsprozesse und die dabei entstehenden TP immer noch Wissenslücken. Darüber hinaus sind die Eintragswege von TP, vor allem von Biozid-TP, in die angrenzenden Gewässer zum Teil unbekannt. Da eine Vielzahl von TP mit unterschiedlich starken ökotoxikologischen Effekten bewertet werden muss, besteht ein gro-ßer Bedarf an schnellen und umfassenden Methoden, um die stetig wachsende Anzahl an Chemikalien auf dem Markt erfassen zu können. Das Ziel der vorliegenden Arbeit ist daher, das Verhalten und den Verbleib ausgewählter Pestizid-TP in der aquatischen Umwelt zu ana-lysieren. Zu diesem Zweck wurden unterschiedliche Phototransformationsprozesse von Pesti-ziden sowie der Eintrag aus Fassaden über Regenwasserversickerungsanlagen (RVA) in an-grenzenden Gewässern der Stadt Freiburg untersucht. Schlussendlich erfolgte die Identifizie-rung der ökotoxikologischen Eigenschaften von 45 Pestizid-TP in einem mehrstufigen Ansatz durch die Kombination experimenteller und computerbasierter Methoden. Inwiefern unterschiedliche Phototransformationsprozesse zu unterschiedlichen TP führen, wurde im ersten Teil der Arbeit durch einen Vergleich der Entstehung von TP durch direkte und indirekte Photolyse der Substanzen Penconazol, Terbutryn und Mecoprop untersucht. Weiterhin wurde der Abbau durch die Bestrahlung mit unterschiedlichen Xenonlampen unter-sucht. Die Ergebnisse zeigen, dass unterschiedliche Phototransformationsprozesse zu unter-schiedlichen TP führen können. So entstanden durch indirekte Photolyse von Mecoprop un-terschiedliche TP im Vergleich zu den TP, die durch direkte Photolyse gebildet wurden. Wo-hingegen kein Unterschied der Entstehung der TP von Penconazol und Terbutryn festgestellt wurde. Der Vergleich von drei verschiedenen Xenonlampen zur Simulation von Photolyse im Labormaßstab zeigte, dass eine genaue Spezifizierung der Lampen hinsichtlich des emittierten Spektralbereich sowie der absoluten Photonenflussdichte notwendig ist. Auf diese Weise können künftig Fehler bezüglich der Geschwindigkeit des direkten Abbaus insbesondere von schwach absorbierenden Pestiziden vermieden werden. Im zweiten Teil der Arbeit wurde der Eintrag von Bioziden, die in Fassadenanstrichen An-wendung finden, und deren TP über Regenwasserversickerungsanlagen in das Grundwasser untersucht. Dabei wurden qualitative und quantitative Target-Screening-Methoden zum Nachweis und zur Quantifizierung bekannter und unbekannter TP der Biozide Diuron, Ter-butryn und Octhilinon (OIT) in der aquatischen Umwelt mittels Flüssigkeitschromatographie mit gekoppeltem Massenspektrometer (LC-MS) kombiniert. Die Untersuchung zeigt, dass der gewählte methodische Ansatz einen wichtigen Beitrag zur Identifikation von Eintragspfaden in Gewässer leisten kann. Auf diese Weise wurden erstmalig dezentrale Versickerungssyste-me als Eintragspfad für biozide Wirkstoffe und insbesondere deren TP ins Grundwasser iden-tifiziert. Weiterhin wurden Fassaden als Quelle von Biozid-TP durch die Ausgangssubstanz Diuron und des TP-219 anhand eines Beregnungsexperiments einer 14-jährigen Hausfassade festgestellt..
Die ökotoxikologischen Eigenschaften von 45 Pestizid-TP wurden im dritten Teil dieser Ar-beit in einem mehrstufigen Ansatz untersucht. Dafür erfolgten auf der ersten Stufe eine Lite-raturauswertung und die Anwendung computerbasierter Methoden, um die bakterielle Ökoto-xizität und Genotoxizität zu ermitteln. Im Fall von toxischen Hinweisen wurden photolytische Mischungen durch Photolyse der Ausgangssubstanzen hergestellt. Diese wurden auf der zwei-ten Stufe in einem Leuchtbakterientest hinsichtlich der akuten und chronischen Ökotoxizität und der Wachstumshemmung untersucht. Die Genotoxizität wurde in einem Umu-Test ermit-telt. Bestätigten sich die positiven Befunde, erfolgten auf der dritten Stufe Einzeluntersuchun-gen der TP durch die zuvor genannten Tests. Die Ergebnisse legen nahe, dass mit Hilfe des mehrstufigen Verfahrens eine schnelle und umfassende Ersteinschätzung der Ökotoxizität von Pestizid-TP erfolgen kann. Dabei bietet vor allem die Kombination von computerbasierten Methoden und experimentellen Tests die Möglichkeit einer Vielzahl von Substanzen gerecht zu werden und auch schwer synthetisierbare und analysierbare Substanzen einzubeziehen. So konnten mit Hilfe des Ansatzes 96 % der TP bewertet werden.
Insgesamt zeigte sich, dass die Berücksichtigung von TP im Rahmen von Gewässerüberwa-chung und Risikobewertung eine genauere Abschätzung der Risiken durch Schadstoffe er-möglicht. Die in dieser Dissertation entwickelte Vorgehensweise, bei der TP zunächst im La-bor erzeugt und bewertet und anschließend in aquatischen Systemen gezielt analysiert wer-den, kann einen wichtigen Beitrag zur Regulatorik des Einsatzes und der Zulassung von Pes-tiziden leisten. Die Arbeit liefert wichtige Erkenntnisse und Methodenvorschläge um, im Sin-ne der Ziele einer nachhaltigen Entwicklung der Vereinten Nationen, einer Verschmutzung der Gewässer in qualitativer und quantitativer Hinsicht vorzubeugen.
Diese Arbeit beschäftigt sich mit Zukunft, Narrativen und globalem Klimawandel in den zwei
Bereichen Umweltwissenschaften und Science Fiction. Es werden zwei Arten dargestellt, in die Zukunft zu blicken: Einerseits werden Szenarien in den Umweltwissenschaften genutzt, um globale Modelle aufzustellen. Hierfür wird erläutert, was die Szenariotechnik ist und welche Merkmale sie hat. Andererseits werden Science Fiction und kreative Zukunftsvorstellungen diskutiert. Die beiden Themenfelder werden durch zwei Beispiele konkretisiert: Die „Shared Socioeconomic Pathways“ (SSPs) und die Anthologie „Everything Change“ (herausgegeben von Milkoreit, Martinez, Eschrich, 2016). Im Diskussionskapitel wird auf Narrative, Perspektive, Diversität, Umweltkommunikation, Komplexität und Zukunft eingegangen. Insgesamt wird das Fazit gezogen, dass die beiden Beispiele gegensätzliche Ziele haben, aber komplementäre Wirkung erzielen können. Mit einem Beispiel aus der partizipativen Forschung wird verdeutlicht, dass eine Kombination der beiden Felder dazu beitragen kann, sinnvolle
Handlungsoptionen gegenüber dem Klimawandel zu entwickeln.
A matter of connection: Competence development in teacher education for sustainable development
(2021)
In response to the globally increasing environmental, social, and economic crises, we as humanity must leave the path of business as usual and learn new ways to know, think, and act which may enable us to build a more sustainable future for all. In their role as facilitators, teachers in general are considered one, if not the most important, factor for successful learning. The implementation of education for sustainable development (ESD) across all education systems and preparing students to act as future change agents and lead the societal transformation towards sustainability also largely depends on competent and committed teachers. Correspondingly, the focus of political agendas and scientific research increasingly shifts to the effective education of educators.
The different competence models that are currently being discussed in the international discourse around teacher education for sustainable development (TESD) suggest various sets of intended learning outcomes (ILOs). Yet, they usually share the assumption that teachers require ESD-related knowledge, pedagogical skills, and motivation to successfully implement ESD at the school level. In accordance with the concept of ESD-specific professional action competence (Bertschy et al., 2013), educational offers in ESD for pre-service teachers should also develop their content knowledge (CK), pedagogical content knowledge (PCK) as well as a positive attitude towards ESD. However, in the sense of a comprehensive construct, this concept has not yet been operationalized or measured. Furthermore, there is still a lack of deeper understanding as to how to best design individual courses as teaching and learning environments in TESD in order to support competence development in student teachers.
Based on a dual case study, this cumulative dissertation investigates how individual ESD courses, as part of the teacher education programs at Leuphana University in Lüneburg/ Germany and Arizona State University (ASU) in Tempe/USA, actually foster students’ ESD-specific professional action competence. Furthermore, this work sheds light on the link between learning processes and outcomes, to reveal which factors actually affect the achievement of ILOs and competence development.
The findings of this study indicate that both courses under investigation eventually live up to their role and increased student teachers’ competence and commitment to implement ESD in their future careers; yet, mainly due to their different thematic foci, to varying degrees. Additionally, the four Cs (personal, professional, social, and structural connections) were revealed as significant factors that support students’ learning and should be considered when planning and designing course offerings in TESD, with the goal of developing students’ knowledge, skills, and attitudes.
Das 21. Jahrhundert wird auch als „urban century“ bezeichnet. Der Stadtraum bietet einerseits „enger verknüpfte Kommunikationsräume und damit einen verbesserten Zugang zu Informationen aller Art“, „höheres soziales Kapital, mehr Raum für persönliche Entfaltung, Vielfalt und Innovation“ sowie „verbesserte Möglichkeiten der Teilhabe“. Andererseits sind auch Stress-faktoren, „wie Lärm und Umweltverschmutzung“, verstärkt im städtischen Raum vertreten. Zunehmend beeinträchtigen Extremwetterereignisse, wie Hitze- und Starkregen, den Lebensraum Stadt und das Wohlbefinden der Menschen. Zusätzlichen Wohnraum für mehr Menschen zu schaffen, stößt in der Stadt- und Raumplanung auf Maßnahmen zur Klimafolgenanpassung. Erholungs- und Aktivitätsräume stehen in Konkurrenz zum Ausbau der Infrastruktur, wie dem Wohnungs- und Straßenbau.
Es wird zudem die Notwendigkeit für transdisziplinäre Diskurse und Arbeitsweisen im Rahmen einer klimawandelgerechten Stadtentwicklung hergeleitet. Ziel ist die Erarbeitung von Potentialen, die sich in Lüneburg für eine Begrünung der Innenstadt bieten, um dem sich wandelnden Klima zu begegnen, sowie herauszuarbeiten welche Akteur*innen, Schlüsselfaktoren und -elemente die Umsetzung von Begrünungsmaßnahmen einschränken oder stärken. Mit der Methode der Konstellationsanalyse sollen zukunftsgerichtete und zentrale Handlungsfelder verdeutlicht werden. Es soll die Basis für eine erfolgreiche und nachhaltige Arbeitsweise sowie Zusammenarbeit im Bereich der Klimafolgenanpassung in Lüneburg gelegt werden.