An Examination of Danish Educational Leaders' Perceptions of Climate Action and Sustainability Implementation Practices in Schools (Poster 1)

• In Event: Mapping the Terrain of Climate Change Education: Exploring Politics, Policy, Practice, and Perspectives

Abstract

This study investigated Danish school leaders' perceptions of sustainability and climate change education integration in their schools. Denmark is well-known for their work on sustainability worldwide. Semi-structured interviews and site observations were conducted with 12 volunteers. The questions were developed based on the UN Sustainability Goal 4.7 and UNESCO's Education Sector Responses to Climate Change. Results showed partial incorporation of these topics in curriculum, facilities, and operations. Slow implementation was attributed to existing instructional and institutional priorities. School leaders showed a strong commitment to increasing student awareness and engagement and involving community partners. School leaders seek creative ideas for incorporating education for sustainable development. Supporting them with professional development and resources is recommended to propel sustainability integration forward.

Authors

• Andrea F. Somoza-Norton, California Polytechnic State University - San Luis Obispo

• Jonas Andreasen Lysgaard, Aarhus University