Citations (27)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (9)
Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 0:0, pages 1-26.
Read now
Read now
Sari Verachtert & Dieter Stiers. (2022) The heterogeneous effects of an education for sustainable development intervention in schools: Evidence from a Belgian panel study. Environmental Education Research 0:0, pages 1-17.
Read now
Read now
Maria Ojala. (2021) Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education 52:1, pages 40-52.
Read now
Read now
Per Sund & Niklas Gericke. (2020) Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research 26:6, pages 772-794.
Read now
Read now
Henna Rouhiainen & Timo Vuorisalo. (2019) Higher education teachers’ conceptions of sustainable development: implications for interdisciplinary pluralistic teaching. Environmental Education Research 25:12, pages 1713-1730.
Read now
Read now
Mattias Nylund, Per-Åke Rosvall & Kristina Ledman. (2017) The vocational–academic divide in neoliberal upper secondary curricula: the Swedish case. Journal of Education Policy 32:6, pages 788-808.
Read now
Read now
Per Sund. (2016) Science teachers’ mission impossible?: a qualitative study of obstacles in assessing students’ practical abilities. International Journal of Science Education 38:14, pages 2220-2238.
Read now
Read now
Per Sund. (2015) Experienced ESD-schoolteachers’ teaching – an issue of complexity. Environmental Education Research 21:1, pages 24-44.
Read now
Read now
Per Sund & Per-Olof Wickman. (2011) Socialization content in schools and education for sustainable development – II. A study of students’ apprehension of teachers’ companion meanings in ESD. Environmental Education Research 17:5, pages 625-649.
Read now
Read now
Articles from other publishers (18)
Ralph Levinson. 2022. Innovative Approaches to Socioscientific Issues and Sustainability Education. Innovative Approaches to Socioscientific Issues and Sustainability Education
367
379
.
Marta R. Ariza, Andri Christodoulou, Michiel van Harskamp, Marie-Christine P. J. Knippels, Eleni A. Kyza, Ralph Levinson & Andria Agesilaou. (2021) Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship. Sustainability 13:20, pages 11509.
Crossref
Crossref
Per J. Sund & Niklas Gericke. (2021) More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability 13:12, pages 6524.
Crossref
Crossref
Ola UhrqvistLisa CarlssonAnn-Sofie KallTherese Asplund. (2021) Sustainability Stories to Encounter Competences for Sustainability. Journal of Education for Sustainable Development 15:1, pages 146-160.
Crossref
Crossref
Kerstin von Brömssen & Graeme Nixon. 2021. Religious Education in a Post-Secular Age. Religious Education in a Post-Secular Age
57
81
.
Adiv Gal & Dafna Gan. (2020) Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners. Journal of Transformative Education 18:4, pages 271-292.
Crossref
Crossref
Per SundNiklas GerickeGabriel Bladh. (2020) Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions. Journal of Education for Sustainable Development 14:1, pages 78-97.
Crossref
Crossref
Niklas Gericke, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam & Slaven Gasparovic. 2020. Conceptualizing Environmental Citizenship for 21st Century Education. Conceptualizing Environmental Citizenship for 21st Century Education
193
212
.
Antonia Condeza-Marmentini & Luis Flores-González. (2019) Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change. Sustainability 11:21, pages 6145.
Crossref
Crossref
Susanne Gustavsson, Ingrid Henning Loeb & Charlotta Kvarnemo. (2018) Lärande för hållbar utveckling i yrkeslärarutbildning. Nordic Journal of Vocational Education and Training, pages 19-35.
Crossref
Crossref
Eva Lundqvist & Per Sund. (2016) Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic. Cultural Studies of Science Education 13:2, pages 353-370.
Crossref
Crossref
Yeon-A Son. (2018) An Analysis of the Instructional Models Applied by the Teachers' Association to Practice Education for Sustainable Development (ESD) from the Viewpoint of Integrity. Journal of Education & Culture 24:1, pages 75-95.
Crossref
Crossref
Mercedes Varela-Losada, Azucena Arias-Correa & Pedro Vega-Marcote. 2018. Climate Literacy and Innovations in Climate Change Education. Climate Literacy and Innovations in Climate Change Education
307
321
.
Per Sund. (2016) Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching. Cultural Studies of Science Education 11:2, pages 387-409.
Crossref
Crossref
Maria Hedefalk, Jonas Almqvist & Malena Lidar. (2014) Teaching for Action Competence. SAGE Open 4:3, pages 215824401454378.
Crossref
Crossref
Katrine Madsen. (2013) Unfolding Education for Sustainable Development as Didactic Thinking and Practice. Sustainability 5:9, pages 3771-3782.
Crossref
Crossref
Per Sund & Jonas Lysgaard. (2013) Reclaim “Education” in Environmental and Sustainability Education Research. Sustainability 5:4, pages 1598-1616.
Crossref
Crossref
P.-O. Wickman. (2012) Using pragmatism to develop didactics in SwedenDie Entwicklung der Didaktik in Schweden mithilfe des Pragmatismus. Zeitschrift für Erziehungswissenschaft 15:3, pages 483-501.
Crossref
Crossref