https://orcid.org/0000-0001-9229-8411
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Abstract
In the field of education for sustainable development (ESD), many authors refer to the notion of ‘experience’ and associated concepts. This highlights some of the theoretical underpinnings of ESD, a disciplinary field which, in France, became generalized in schools as of 2004. It has since been the subject of numerous research studies and undergone many institutional and professional changes. The present work first identifies the role that experience occupies in the educational field of ESD, according to educational researchers. It then explores the state and implementation of the notion in practice among professionals who use activities aimed at educating and training learners on the subject of sustainable development (SD). The gap we observe between various scientific meanings of the notion and its appropriation in professional contexts suggests that there are potential avenues for developing and improving teacher training by enriching ESD practices.
Disclosure statement
No potential conflict of interest was reported by the authors.