Author(s)

Sonja T. Fiedler^1,2*, Thomas Heyne³, Franz X. Bogner²

¹Didactics of Biology, University of Würzburg, Würzburg, Germany.
²Z-MNU (Centre for Math & Science Education), University of Bayreuth, Bayreuth, Germany.
³PSE (Professional School of Education), University of Würzburg, Würzburg, Germany.

Education for Sustainable Development (ESD) is a designated goal of the UN and by now an integral part of modern curricula. ESD programs grounded in student perceptions are considered the ideal starting point for effective learning progress. Although various studies about the student conceptions in ESD contexts exist, little data is available about younger age groups. This cross-sectional study is supposed to extend insight into adolescent perceptions on sustainability and sustainable behavior by providing a systematic analysis of students’ (N = 139, age 10.2 ± 0.28) perceptions. A suitable category system needed establishment first. On that basis substantial knowledge gaps regarding the three pillars of sustainability were identified: economic and social aspects were rarely addressed. Most students had encountered the term “sustainable” in the media first. The dominant category was “examples for sustainable behavior”. The terms sustainable and eco-friendly appear to be used synonymously by the students. Based on conceptual preferences, implications for further research and concepts for student-centered ESD teaching are provided.

Student Evaluation, Evaluation Utilization, Student Perceptions, Education for Sustainable Development

Fiedler, S. , Heyne, T. and Bogner, F. (2023) “Sustainable” Is Synonymous to “Eco-Friendly”: Student Perceptions about Sustainability and Sustainable Behavior. Creative Education, 14, 1284-1308. doi: 10.4236/ce.2023.146082.