Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust

Figures & data

Table 1. Summary of the results, including the themes and their prevalence. ²

ESD approach	School 1	School 2	School 3	School 4	School 5
1. Single subject	Strong indications –Science as the norm	Strong indications –Teacher as subject individualists	Weak evidence	Strong indications –Teacher as subject individualists	Dominating –Science as the norm –Subjects are isolated
2. Multidisciplinary	Strong indications –SDG thematic projects –Language development	Intermediate indications –SDG thematic projects: Food and health.	Strong indications –SDG thematic projects: Art and health.	Intermediate indications –SDG thematic projects: Children in the world.	Intermediate indications –SDG thematic projects: Climate change education.
3. Multidimensional in time and space	Weak indications –Spatial dimension: Water use worldwide.	Weak indications –Spatial dimension: Comparing food rules in different countries.	Intermediate indications –Temporal dimension: Children through history.	Intermediate indications. –Spatial and temporal dimensions: Comparing conditions between places. Futures thinking.	Weak indications –Spatial and temporal dimensions: Climate change education.
4. Emotional	No evidence	No evidence	No evidence	Weak indications –To care: For humans and nature.	Intermediate indications –To dare: To defend human rights.
Identified enablers and obstacles for ESD
5. Enablers	–Trust: Internal and external –Reflexive collaboration Exchanging teaching ideas. –Strategic leadership: Long-term continuity.	No enablers mentioned	–Trust: Internal and external. –Reflexive collaboration: Co–teacher talk. Daily evaluation. –Strategic leadership	No enablers mentioned	Reflexive collaboration: Visiting classrooms.
6. Obstacles	–Skepticism: Only temporary impact. –Local context: The students’ weak language skills. Troublesome traditions.	–Skepticism: Lack of commitment. –Ambiguous management: Top-down. –Local context: Tradition of individuality.	–Skepticism: Only temporary impact.	–Skepticism: Only temporary impact. –Ambiguous management: Lack of continuity. –Local context: Parallel school cultures.	–Skepticism: Only temporary impact. –Ambiguous management: Lack of direction. –Local context: Tradition of convenience.