Governance of the Implementation of Education for Sustainable Development (ESD) in Schools—Perceptions of Key Stakeholders in Education

Abstract

Education for Sustainable Development (ESD) plays a pivotal role in facilitating a sustainable transformation. A prerequisite for the successful implementation of ESD is the coordinated cooperation of stakeholders from different levels of the education system. The present study explores the perceptions of key stakeholders in education in Germany concerning (a) the conceptual framework of ESD, (b) the present status of ESD implementation, and (c) the ideal governance of ESD implementation. An exploratory, qualitative approach was selected as the study design. A total of eleven interviews were conducted with stakeholders representing various levels of the German education system, including representatives from ministries, state institutes, associations, and school practice. The findings indicate that the stakeholders have a shared understanding of ESD, with varying degrees of elaboration and areas of emphasis. All acknowledge the advancement in the implementation of ESD, concurrently recognizing the necessity for substantial enhancement. This study’s main contributions are a better understanding of stakeholders’ perceptions on ESD implementation and an ideal governance model that allocates specified responsibilities across all relevant system levels and actors. A combined bottom-up and top-down approach is proposed as essential in the pursuit of fostering sustainability within and through education, encompassing professionalism, profoundness, and persistence.