Evidence-Informed Sustainability Education (EvSusEd)
Type
habilitation project
Start Date
2022
End Date
2027
Acronym
EvSusEd
Status
ongoing
Keywords
Sustainability
Education
Myth
Fact
Evidence
Research
Misconception
Prebunking
Debunking
Mythbusting
Critical Thinking
Mental Immunity
Leader contributor(s)
Member contributor(s)
Funder
Topic(s)
Sustainbility Education
Educational Myths
Method(s)
Autoethnographic Research
Literature Review
Expert Interview Study
Design-based Research
Qualitative Text Analysis
Statistical Analyses
Range
HSG + other universities + partners
Division(s)
16 results
Filters
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Now showing 1 - 10 of 16
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Item type:Publication, Who Is Afraid of Teaching Values? Challenging the Neutrality Myth in (Sustainability) Education(2026-08-04)Neutrality is not a solution but a barrier to meaningful education. The kernel of truth in the myth deserves protection: fairness, balance, and the prohibition of overwhelming remain binding professional standards. Complete value-neutrality, by contrast, is impossible and undesirable, because education always involves choices about content, framing, and pedagogy. The professional alternative is transparency, not suppression: educators disclose and justify relevant commitments, organise rather than foreclose controversy, and strengthen learners’ capacity to reach informed, independent judgments. Sustainability education is political, not in the sense of partisanship, but in its engagement with societal transformation. Sustainability education can be normative without being indoctrinating; what it cannot be is neutral.Type:digital resourceJournal:Evidence-informed Sustainability Education (EvSusEd) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Experts’ Perspectives on Myths in and About Sustainability Education(2025-08-26)Sustainability education (SE) is vital for fostering integrative thinking and responsible action but is hindered by myths and misconceptions that shape perceptions of SE’s purpose, scope, and methods. This study explores the emerging field of myths in and about sustainability education (MYTHSE), examining their characteristics, causes, consequences, and strategies for addressing them. A pre-registered, qualitative interview study was conducted with six international experts in sustainability education, cognitive psychology, and misinformation research, using semi-structured, podcast-based interviews. Data were analyzed through qualitative content analysis, blending inductive and deductive coding to identify recurring themes. Findings reveal diverse expert perspectives on MYTHSE, highlighting common myths such as equating SE with environmental education or assuming factual knowledge alone drives behavioral change. Causes include cognitive biases, logical fallacies, and cultural narratives, with detrimental consequences like perpetuating ineffective teaching practices and resistance to integrating sustainability into curricula. Experts emphasized the need for strategies beyond myth debunking, advocating for prebunking approaches, mental immunity, and fostering critical thinking. This study underscores the importance of addressing MYTHSE as a dedicated research agenda and calls for a systematic taxonomy, rigorous educational research, and evidence-informed practices to challenge misconceptions effectively. Despite limitations such as a cross-sectional design and a selective sample, the findings contribute to advancing SE research, practice, and policy by fostering a more nuanced understanding of myths and their impact.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sustainability Education 101: Designing, Implementing, and Evaluating an Online Development Course(2026-06-10); ; Higher education institutions face mounting pressure to integrate sustainability into teaching, yet instructors and academic developers frequently lack evidence-informed tools to address this transversal agenda. This article presents Sustainability Education 101 (SE101), an eight-hour online academic development course co-developed at the University of St. Gallen to equip university instructors across disciplines with conceptual frameworks, practical design tools, and structured opportunities for reflective practice. Grounded in constructive alignment, generative learning, and critically reflective practice, SE101 guides participants through sustainability concepts and didactic models and scaffolds the redesign of their own courses. Drawing on qualitative content analysis of 21 course submissions from two institutions, the study examines which course elements participants perceived as supportive or impeding, and how they applied SE101's tools and frameworks in course design. Findings indicate that the Educational Design Canvas most consistently supported professional learning, while cognitive load and institutional constraints impeded implementation. Participants broadened their sustainability conceptions, aligned course prototypes with sustainability competencies, and identified discipline-specific entry points. The article contributes a practice-based model for academic development in complex, transversal domains and discusses implications for faculty professionalization and ESD 3 integration.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Experts’ Perspectives on Myths in Sustainability Education: A Podcast-based Interview Study(2026-06-07)Sustainability education (SE) is vital for fostering integrative thinking and responsible action but is hindered by myths that shape perceptions of SE’s purpose, scope, and methods. This study explores the emerging field of myths in sustainability education (MYTHSE), examining their characteristics, causes, consequences, and strategies for addressing them. A preregistered interview study was conducted including seven international experts in sustainability education, cognitive psychology, and misinformation research, using semi-structured, podcast-based interviews. Data were analyzed through qualitative content analysis. Findings reveal diverse expert perspectives on MYTHSE, highlighting common myths such as equating SE with environmental education or assuming factual knowledge alone drives behavioral change. Causes include cognitive biases and cultural narratives, with detrimental consequences like perpetuating ineffective teaching practices. Experts emphasized the need for strategies beyond myth debunking, advocating for prebunking. This study underscores the importance of addressing MYTHSE as a dedicated research agenda and calls for more research and evidence-informed practices.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Hype or Not? Why Sustainability Education Is Here to Stay(2026-08)Sustainability education is repeatedly pronounced a passing fad. Yet from environmental education through education for sustainable development to today's notions, each renaming has marked a further development of one problem-driven enterprise, not its replacement. Fads replace; this field develops.Type:digital resourceJournal:Evidence-informed Sustainability Education (EvSusEd) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Systems thinking among students in sustainability programs(2026-07) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Buzzwords and Myths in Education – Quite the Best Friends!?(2025-09)A new buzzword – a new technique – another hype. And then? Nothing happens. Anyone who follows debates in education will recognize this cycle. Educational discourse is saturated with catchy terms that promise transformation and persistent myths that resist correction. Buzzwords and myths do not simply coexist; they can sustain and amplify one another.Type:digital resourceJournal:Evidence-informed Sustainability Education (EvSusEd)DOI:10.58079/14jtq - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Buzzwords und Mythen in der PädagogikIn education, arguments are often made using buzzwords that sound trendy and catchy, not least because they are repeated so often, but on closer inspection remain vague. This harbors dangers that we should be aware of.Type:journal articleJournal:PÄDAGOGIKVolume:76Issue:1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, How to Classify Myths in (Sustainability) Education: Towards a Model-based Framework(2026-02-17)(Sustainability) Education is abound with half-truths, illusory notions, and misconceptions. To systematically classify and counter these questionable beliefs, a structured approach is essential. This post presents a comparative analysis of existing educational myth classifications and introduces a theoretically grounded, heuristic framework for classifying myths in and about (sustainability) education.Type:digital resourceJournal:Evidence-informed Sustainability Education (EvSusEd) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Untangling Conceptual Confusion Around Myths, Misconceptions, and Misinformation in Sustainability Education(2026-01-22)What are myths in sustainability education—and how do they differ from misconceptions or misinformation? Using cross-disciplinary lenses and simple relational logics (subtype, contrast, causal contribution), this post maps their conceptual relations and argues that these distinctions matter for how we understand and address persistent false beliefs in education.Type:digital resourceJournal:Evidence-informed Sustainability Education (EvSusEd)