• Cornelia Gräsel
  • Inka Bormann
  • Kerstin Schütte
  • Kati Trempler
  • Robert Fischbach
A glance at internationally published research suggests there is often a lack of correspondence between ESD research and current debates in education research. Further, ESD research seems scarcely able to keep pace with the standards of empirical education research. The basic argument of this paper is as follows: without a fundamental re-orientation in ESD research, ESD – and with it, the concept of ESD – will not be able to realise more fully its vital contribution in orienting society towards sustainable development. The paper begins with an analysis of current ESD research in Germany, before proposing topics that, if considered in more detail, will provide (robust) empirical foundations for the UN Decade, and help put subsequent measures on a more evidence-based footing.
Original languageEnglish
JournalPolicy Futures in Education
Volume11
Issue2
Pages (from-to)115-127
Number of pages13
ISSN1478-2103
DOIs
StatePublished - 2013

    Research areas

  • Education for Sustainable Development, Education for Sustainable Research

ID: 8252