Implementation of "education for sustainability" in three elementary schools-what can we learn about a change process?

Abstract

This study examines the process of educational change as demonstrated in three elementary schools implementing education for sustainability (EfS). Actions and stages in the change process were characterized. Data included interviews with the school principals and teachers involved, in-school observations, and documentation (schools' vision statements, websites, and reports). Our findings indicate that important factors for a successful implementation include motives for change, persons involved, actions carried out, and follow-up activity. While all three schools showed evidence of changes implementing EfS as a regular part of the school's philosophy, only one school demonstrated changes deemed permanent and significant. This was the only school that implemented a gradual and structured process of change, that executed many actions at each stage, and where the principal and staff were well-qualified and fully committed. This study contributes to understanding how changes may be implemented in educational systems and emphasizes the importance of each stage.