99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Role of Teacher Education in Teachers' ESE Self-efficacy: A Quantitative Analysis
Magnus Børre Bragdø
University of Agder, Norway
Presenting Author: Bragdø, Magnus Børre
Teachers play a central role in our current process of sustainable transformation, being tasked with the ambitious goal of giving students the necessary competencies for facing and mitigating the challenges of the Anthropocene. The current study aims to contribute to the literature on this topic by investigating factors that may aid teachers in their success in this endeavor.
Following years of curricula revisions to strengthen the presence of sustainability as a theme in education, a timely question is how these revisions are followed through at the classroom level, and how this process may be aided further. The present study contributes to the understanding of how teachers’ environmental and sustainability education self-efficacy (ESESE) may be fostered. While there is an increase in studies focused on environmental and sustainability education (ESE) in teacher education, few have investigated the relative significance of teacher education in relation to other interplaying factors when it comes to ESE (Evans, et al. 2017; Ødegaard, et al. 2021). As such, the guiding research questions for this study are as follows:
- What factors may be associated with teachers’ ESESE, and what is the role of teacher education programs when compared to other theoretically significant variables?
- To what extent does the results from the inquiry above differ between the Nordic countries?
The study is grounded in the theory of self-efficacy, as developed by Bandura (1977). Self-efficacy is a concept of a person’s own expectation to succeed at a given task (Bandura, 1977). In meeting challenges, self-efficacy may not only aid in reducing anticipatory stress, but also in fostering efforts, and may influence the results of the undertaking of an action (Bandura, 1977, 1997; Gardner & Pierce, 1998). Within the frame of educational research, teacher self-efficacy has been found to be a key factor both in student learning and teacher instruction practices (Klassen & Tze, 2014; Tschannen-Moran & Hoy, 2001). Several factors are suggested as important for self-efficacy in the literature on the topic. In Bandura’s (1977) seminal work, four major drivers are presented: performance accomplishments, vicarious experience, verbal persuasion, and physiological states.
While the study’s primary aim is to better understand the fostering of teachers’ self-efficacy in ESE generally, a comparative approach is used as well, looking at differences between the Nordic countries. While these countries are culturally and historically similar, their approaches to sustainability in education in the past decades have differed (Breiting & Wickenberg, 2009; Straume, 2016). These differences came to light to some degree in the preliminary descriptive analysis of this study, which showed variety between countries in both ESESE and several of the explanatory variables described in the methods section below. The assumed and observed differences in the samples allow for comparative analysis to illuminate the effectiveness of approaches to ESE in teacher education in otherwise (relatively) culturally homogenous populations.
Methodology, Methods, Research Instruments or Sources UsedThe data material that was analyzed in the study is the results from the ICCS2016 survey, with survey responses from Norwegian, Swedish, Finnish and Danish social studies teachers and school administrators (N=1372). The respondents of the ICCS survey was sampled from European, Asian and Latin American countries using a geographically stratified probability sampling method on a country-to-country basis (Schulz et al., 2018). The use of this secondary data source allowed for a high reliability and reproducibility of the results but necessitated some limitations as to the operationalization of variables in the analyses. The dependent variable in the analysis is teachers’ self-reported ESE self-efficacy. This concept was measured through a single-item likert scale survey question, asking respondents “How well prepared do you feel to teach the following subject: the environment and sustainable development?”. The explanatory variables used in the analysis all originate from the ICCS2016 survey, and are all measured through likert scales unless otherwise specfied: ESE pre- or in-service training (dummy, yes/no), perceived importance of ESE, teacher autonomy, sustainability practices at school, experience with ESE and amount of teacher collaboration. In addition, a selection of control variables were used, measuring gender, age and each teachers workload (hours of teaching per week) at school.
Analysis consisted of, firstly, descriptive analysis of frequencies of dependent and independent variables between countries, as well as correlation analysis of the mentioned variables. Secondly, an OLS regression analysis on the aggregated sample (combining data from the Nordic countries) was conducted, showing statistically significant results worthwhile pursuing further. A final step in the analysis will be to conduct the OLS regression for each nationally representative sample separately, comparing the strengths of associations in the model between them.
Conclusions, Expected Outcomes or FindingsThe descriptive analysis showed differences in teachers self-reported ESESE between countries, with Swedish teachers reporting the highest belief in their own abilities on the topic. Similarly, Swedish and Finnish teachers had experienced ESE training pre- or in-service to a larger degree than their Norwegian and Danish counterpart. Regression analyses showed that, while the total variance explained by the model was relatively low(R2=.175), several variables had an impact on respondent’s self-efficacy. The strongest association was found with having completed courses on ESE either pre- or in-service (.317). Other statistically significant, though weaker, associations were found between the dependent variable and experiences with ESE(.116), perceptions of the importance of ESE(.126) and teacher autonomy(.089). School-wide sustainability practices and degree of collaboration between teachers, on the other hand, did not have a statistically significant association with the dependent variable. Findings suggest that while self-efficacy in ESE is a complex concept achieved through a range of factors, teacher education, within the frame of the model, plays a central role in aiding teachers in implementing sustainability education. This has implications for the way forward for teacher educators, policymakers and practicing teachers when it comes to further integrating sustainability into educational systems. Subsequent analysis will unveil whether the role of teacher education differs between Nordic countries, and may yield additional insights to be taken into account in this discussion. The study illustrates the need for further research into the implementation of ESE in teacher education, and may point to a need for more qualitative investigation into pre-service teachers learning outcomes and teacher educators’ approaches to the topic.
ReferencesBandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997). Self-efficacy: The exercise of control (s. ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16(1), 9-37. https://doi.org/10.1080/13504620903533221
Evans, N., Stevenson, R. B., Lasen, M., Ferreira, J.-A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405–417. https://doi.org/10.1016/j.tate.2017.01.013
Gardner, D. G., & Pierce, J. L. (1998). Self-Esteem and Self-Efficacy within the Organizational Context: An Empirical Examination. Group & Organization Management, 23(1), 48–70. https://doi.org/10.1177/1059601198231004
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Schulz, W., Ainly, J., Fraillon, J., Losito, B., Agrusti, G. & Friedman, T. (2018) Becoming citizens in a changing world. IEA International Civic and Citizenship Education Study 2016 International report. Cham: Springer.
Straume, I. S. (2016). «Norge ligger på dette området langt fremme i forhold til de fleste land»: Utdanning for bærekraftig utvikling i Norge og Sverige. Nordisk tidsskrift for pedagogikk og kritikk, 2(3). https://doi.org/10.17585/ntpk.v2.282
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Ødegaard, M., Knain, E., Kvamme, O. A., & Sæther, E. (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden, 15(3), 23 sider. https://doi.org/10.5617/adno.8184
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Diversity of Teaching Postures in Formal Climate Change Education
Natacha Binard
Université Paris Cité, France
Presenting Author: Binard, Natacha
Over the past two hundred years, anthropogenic climate change has emerged as a major scientific and societal issue (Incropera, 2016). In this context, the latest Glasgow Climate Pact (UNFCCC, 2021) reiterated the importance of climate change education as a lever for action to mobilise the population. The problem is: whereas many countries integrate the topic of “climate change” in their national curricula, teachers very often face this topic alone, when they come to address it in class.
This paper focuses on the diversity of teaching postures in formal climate change education. It is positioned at the crossroads between a sociology of teaching practices, and a comprehensive sociology, studying the meaning given by practitioners to their own practice (Weber, 1965). It aims to highlight the diversity of teachers' postures when they address "climate change", by identifying their personal approaches and understanding of this topic, and investigating a possible distance of the teachers’ from the official instructions.
The research question can be formulated as follows: what is the diversity of postures amongst teachers regarding their personal approaches to and understanding of climate change, and how does this translate in formal education? The theoretical framework of this research includes the definition of Kelly's teaching postures (1986) on the teaching attitude in class around a controversial issue, and Jean-Marc Lange's postures (2008) on positioning oneself in relation to the object being taught. To answer the research question, the methodology is based on a qualitative survey in the form of semi-structured interviews, all conducted in 2022 with seventeen secondary school teachers from different disciplines, carried out as part of my Masters in educational sciences’ research.
The first part of my results concerns the teaching postures. They are translated by the transitive verbs used to express their action: to raise awareness, to give the keys to understanding, etc. These postures translate actions. The eight postures identified are those of: the facilitator (who gives the keys to understanding the phenomenon on the basis of scientific knowledge), the awareness-raiser (who relies on communication and awakening emotions regarding the topic), the thought-provoker, the illustrator (who uses the topic to give a "concrete" meaning to his usual theoretical teachings), the promoter of sustainable development solutions, the project coordinator, the posture of awakening to complexity, the awakening to the living environment, and finally the posture of neutrality towards the issue.
The second part of my results concerns the goals or “objectives” of these postures, i.e. what the teachers aims at for their pupils: that the children find solutions, that they change their habits, that they get involved in actions... The objectives reflect the teacher's intentions. For example: to inform (posture) in order to exercise critical thinking on media discourse (objective); to inform (posture) in order to adopt eco-responsible behaviour (objective); to make students think (posture) in order to propose solutions (objective). I identified eight predominating objectives in the following order:
1) adopting of eco-gestures,
2) orientating the pupils' choices as future "responsible" citizens,
3) that pupils find solutions and get involved in projects,
4) that pupils be able to think critically about media information,
5) awakening pupils' interest for a theoretical class through a “concrete” topic,
6) to have the pupils form their own opinion on the issue,
7) to get them to understand the complexity of the climate issue,
8) to get the pupils to feel a relationship with their environment.
The traditional role of the teacher as a "cultural mediator" (Hannah Arendt) is coupled here with the possibility of transforming the world by encouraging the younger generations to take action, but most often at the domestic or school level.
Methodology, Methods, Research Instruments or Sources UsedThe sociology of teaching practices, traditionally associated with direct observation (Tardif & Lessard, 1999; Bru, 2002), can also be conducted through interviews, as was the methodological choice in this research. Yet, the literature demonstrates that comparisons between declared practices and observed practices frequently reveal a distance, which inclines the researcher relying on interviews to be modest about his or her results on practices. But it is the meaning given by the teachers to these practices that interests us most here.
The choice of a comprehensive sociology is explained as follows: in a context where the common school project, or the school "ideal" referred to by Durkheim (1938, L'évolution pédagogique en France), has tended to crumble since the 20th century (Derouet, 1992), it is the teachers themselves who are called upon to produce and legitimise the meaning they give to their own activity.
An understanding of teaching practices therefore calls for a comprehensive approach, as close as possible to the teacher's personal experience of it. Indeed, comprehensive sociology is based on the conviction that individuals are not "simple agents of the structures" but also "active producers of the society", and therefore "depositories of an important knowledge that must be grasped from the inside through the system of values of individuals" (Kaufmann, 2016, p.24). The first function of the interview is precisely to "reconstruct the subjective meaning, the lived meaning of the behaviours of social actors" (Blanchet, Gotman, 1992, p.27).
The goal of this method was to produce knowledge about the meaning given to practices by the practitioners themselves: what meaning do teachers give to their teaching of the topic of climate change?
My interview requests initially targeted History, Geography, and Science teachers, because of the frequent presence of climate change in the curricula of these subjects. But as teachers recommended me to interview their other colleagues involved in ecological issues, the corpus diversified with two other French teachers. On the other hand, since Life and Earth Sciences teachers answered favorably more frequently, the final corpus for this survey is composed mainly of Science teachers:
- Life and Earth Sciences: 10 (6 women, 4 men)
- History and Geography: 4 (2 men, 2 women)
- French: 2 (1 man, 1 woman)
- Physics and Chemistry: 1 man
I asked them the question: what message, if any, do you try to convey to your pupils when you discuss climate change with them?
Conclusions, Expected Outcomes or FindingsThe most recurrent postures in my corpus are those of the facilitator (knowledge) and the awareness-raiser (emotions), to the detriment of the postures of awakening to complexity and the posture of awakening to the relationship with the living environment. The incitements to "reflection" and "awareness" are most often focused on the individual impact of the pupils on their environment, and rarely concern the political inaction about climate nor the inequality issues linked to it.
I noted the predominance of the objective of orienting behaviour towards an "eco-responsible" model, i.e. behaviours such as sorting waste, using tap water as opposed to bottled water, etc. in an eco-prescriptive approach. This objective is predominantly carried by women (8 women/4 men). These results confirm those of other research studies which note a predominance of behavioural diction in education for sustainable development (Alpes, Barthes, Zwang, 2014), even if here, climate change education appears to provide more scientific content. This didactic strategy corresponds to what Jean Simonneaux calls the "praxeological strategy" (Simonneaux and Simonneaux, 2014), which consists in imposing individual behavioural norms and incentives for direct action, without making explicit the genuine scope of these actions.
The diversity of postures shows the richness and potential of secondary school teachers' engagement with the topic of "climate change". Nevertheless, the predominance of eco-prescriptive postures, and the near absence of a critical or problematised posture informs us of a gap in climate change education in formal education. This result corroborates other researches' (Sauvé, 1997, 2005, 2011; Bruxelle, Hortolan, 2008; Alpe, Barthes, Zwang, 2014; Lange, 2015; Pereira, 2022).
These findings open up perspectives for research on implementing a critical posture in climate change education, which is currently the focus of my thesis: how to adopt a critical pedagogy posture in climate change education in an interdisciplinary learning unit?
ReferencesBarthes A., Zwang A., et Alpe Y. (2014), « Sous la bannière développement durable, quels rapports aux savoirs scientifiques ? », Éducation relative à l'environnement Volume 11 | 2014.
Blanchet A., Gotman A. (2007). L’enquête et ses méthodes : l’entretien, 128 édition, Paris, Armand Colin
Derouet J. L. (1992), École et Justice, Paris : Métailié.
Durkheim Émile, (1938, 1990) L’évolution pédagogique en France, Paris, PUF
Bruxelle Y. & Hortolan M. (2008) « L’éducation à l’environnement est aussi une éducation au politique », ERE, Volume 7 | 2008
Incropera, Frank .P. (2016) Climate Change : A wicked Problem. Cambridge : Cambridge University Press. DOI : 10.1017/CBO9781316266274
Kaufmann, J.-C. (2016). 1. Le renversement du mode de construction de l’objet. In L’entretien compréhensif: Vol. 4e éd. (p. 13‐31). Armand Colin. https://www.cairn.info/l-entretien-comprehensif--9782200613976-p-13.htm
Kelly, T. E. (1986). “Discussing controversial issues: four perspectives on the teacher’s role”. Theory and Research in Social Education, (14), 113‐138.
Lange, J.-M. (2008). L’Éducation au développement durable au regard des spécialités enseignantes. Aster : Recherches en didactique des sciences expérimentales, 46(1), 123‐154.
Lange, J.-M. (2015) « Éducation et engagement : La participation de l’École à relever les défis environnementaux et de développement », Éducation relative à l'environnement [En ligne], Volume 12 | 2015, mis en ligne le 20 mai 2015, consulté le 10 décembre 2020. URL : http:// journals.openedition.org/ere/441 ; DOI : https://doi.org/10.4000/ere.441
Pereira, I. (2022). Écologie et Multiplicité des oppressions: Une Perspective problématisatrice en pédagogie critique. Spirale - Revue de recherches en éducation, 70, 13-22. https://doi.org/10.3917/spir.070.0013
Sauvé, L. (1997). L’approche critique en éducation relative à l’environnement : origines théoriques et applications à la formation des enseignants. Revue des sciences de l’éducation, 23 (1), 169–187. https://doi.org/10.7202/031912ar
Sauvé, L. (2005) Globalisation, résistance et résilience : défis pour l’éducation relative à l’environnement. La revue POUR (éditée par le GREP - Groupe de recherche pour l'éducation et la prospective), 187, « Éducation à l'environnement », sous la direction de M.P. Joigneault et coll., 67-75.
Sauvé, L. (2011) « La dimension politique de l’éducation relative à l’environnement – Un certain vertige », Éducation relative à l'environnement [En ligne], Volume 9 | 2011, mis en ligne le 20 décembre 2011, consulté le 24 septembre 2020. URL : http://journals.openedition.org/ere/1467 ; DOI : https://doi.org/ 10.4000/ere.1467
Simonneaux, L. & Simonneaux, J. (2014). Panorama de recherches autour de l’enseignement des Questions Socialement Vives. Revue francophone du Développement durable, 4, 109-126
Tardif, M. et Lessard, C. (1999). – Le travail enseignant au quotidien. Bruxelles : De Boeck.
Max Weber, Essais sur la théorie de la science, Paris, Plon, 1965
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Effects of Education for Sustainable Development in Students' Career Choices
Léa Chimène
IREDU, France
Presenting Author: Chimène, Léa
In many countries, particularly in the French-speaking world, "education for" has developed during the 1980s: health education, citizenship education, sustainable development education...
This communication project proposes to focus on Education for Sustainable Development, which could be described today as a "global movement" (Pauw et.al, 2015).
It was as early as 1972 with the Stockholm conference that environmental issues became an international concern. In 2015, the 2030 Agenda for Sustainable Development proposing to achieve 17 Goals was signed by the 193 members of the UN.
Despite this international framework, national and local applications can evolve according to the pedagogical autonomy that teachers and headmasters can enjoy (Girault et.al., 2014).
This freedom can also be justified by the school-based form of this education, which differs from "classic" teaching by being based in particular on the acquisition of skills, values and attitudes (Barthes & Alpes, 2012)
If the objective is to train future conscious and responsible citizens, the question of sustainable careers arises : indeed, students must develop skills that "will guide their individual, personal and professional pathways" (Rieckmann, 2017). While it is difficult to estimate the emerging professions in the sector or to define a perimeter of professions labelled "sustainable development," works rather evoke the transformation of skills (Baghioni & Moncel, 2022) or the concordance of ethical values with one's career choice. (Di Fabio et.al, 2016)
In fact, finding its way path towards sustainable development does not only mean choosing a particular profession, but also taking into consideration ethical principles in one's professional aspirations. Indeed, we could be entering a new "guidance paradigm" that involves anticipating and preventing the ecological, social and economic impacts that a given choice of working life could generate (Guichard, 2016). Career choice would therefore represent a societal and even a global issue.
Schools, as key actors in the orientation and development of learning, are therefore asked to enter into a "global sustainable development approach" (Diemer, 2013). In addition to chapters in the school curriculum or the setting up of eco-delegates, some schools show their commitment by obtaining 'sustainable development' labels. In France, there are several labels, but one of the best known and most coveted is the E3D label (“Etablissement en Démarche de Développement Durable”), which implies taking sustainable development into account in the content and projects offered to students, but also in the management of the school itself (Chalmeau et.al, 2020). These establishments are therefore supposed to be in an important dynamic that should promote students' awareness and knowledge of global issues through the initiatives implemented in the name of sustainable development. Nevertheless, research shows that, overall, sustainable development is often addressed in a superficial manner in schools (Lange & Martinand, 2010).
Although we know that schools, particularly through their organisation, composition or pedagogical choices (Dumay & Dupriez, 2004), can have an effect on the cognitive skills of pupils, the question remains unclear as to their impact on the acquisition of sustainable skills by young people. We can therefore ask ourselves whether pupils in schools involved in a sustainable development approach will take sustainable development into account more in their choice of career path than pupils enrolled in an "ordinary" school. We can assume that individual characteristics such as gender or parents' qualifications will have an effect on awareness of these issues, but what about the school effect? Will exposure to education for sustainable development be enough to foster sustainable learning? And more importantly, beyond knowledge and familiarity with the issues, will students make sustainable development a new priority, a professional value?
Methodology, Methods, Research Instruments or Sources UsedOur methodology for this work will be quantitative. We have constructed a questionnaire with a double objective: to measure the familiarity of students with sustainable development by asking them about their knowledge, values and practice. The second objective is to find out their professional aspirations and to estimate whether they plan to take sustainable development values into consideration in their future career choices.
Many variables will enable us to make these observations: domestic practices, ability to define sustainable development, knowledge of global issues, but also their priorities in choosing a profession and the values they wish to include in their professional practice. We also chose to create "job" scenarios by proposing two job offers with different characteristics (salaries, social and ecological values) for six professions to better understand the students' priorities.
We contacted the principals to present the issues at stake in the work, and they then distributed the questionnaire online in their schools. So far, 35 schools have responded. They are schools with quite varied profiles: rural, urban, vocational, general, with or without the E3D label...
The questionnaire, which is currently being administered, currently counts 800 pupils and, given the estimates, we should reach a sample of 1,500 schoolchildren. The pupils surveyed are enrolled in schools with the E3D label or in ordinary schools. The purpose is to find out if there is a difference in the pupils' responses between these two types of schools. The sample consisted of students enrolled in secondary schools: in 3ème(10th), seconde(11th) and terminale(13th) in the Dijon academy. These levels are particularly interesting in the context of our work since they represent the main stages of orientation in France. Indeed, at the end of 3ème(10th), pupils must do a professional discovery course and also choose a lycée. Students in seconde(11th) must choose their specialities and students in terminale(13th) must choose a university course or go to work.
For this work, we plan to rely on two quantitative methods: regression, which will allow us to study the effects of a variable (gender, parents' socio-professional category, etc.) on a target variable.
As the data have a hierarchical structure, since pupils (level 1) are grouped in schools (level 2), multilevel analysis was also chosen as the second method for this article, as it is the most suitable for capturing the heterogeneity of relations between individuals and their environment (Bressoux, 2007).
Conclusions, Expected Outcomes or FindingsRegarding individual characteristics, several studies show that girls, raised in a privileged family context, with a high level of education and decent financial resources would tend to be more concerned by these issues, especially environmental ones (Coertjens et.al, 2010). Girls may therefore have more sustainable skills and values.
As regards the school effect, if we know that young people are increasingly aware of these issues, particularly environmental ones, we assume that pupils benefiting from this education will have more "sustainable development" values and skills than those who are not confronted with it. Indeed, several studies show that exposure to activities/content related to sustainable development promotes a better knowledge of the concept and the adoption of eco-gestures (Lebatteux, 2010; Glomeron et.al, 2017). However, these effects must be qualified because they remain limited (significant results but weak effect, self-declaration of pupils, etc.). These limited results can be explained in particular by the fact that schools only address sustainable development in small steps in existing subjects and do not encourage critical thinking or reflection (Lange & Martinand, 2010). We therefore expect to see some effects, but only to a limited extent.
The issue of sustainable development in terms of career aspirations has been dealt with very little. We can nevertheless expect a relatively small effect on the academic or professional orientation of students. Some students who are already aware and alerted (perhaps through the work of their family and friends) will be able to establish sustainable development as a professional priority. Nonetheless, there are many obstacles to orientation towards sustainable development (Rochat, 2021).
ReferencesBaghioni, L. & Moncel, N. (2022). La transition écologique au travail : emploi et formation face au défi environnemental. Céreq Bref, 423, 1-4. https://doi.org/https://doi.org/10.57706/cereqbref-0423
Barthes, A., & Alpe, Y. (2012). Les éducations à, un changement de logique éducative ? L’exemple de l’éducation au développement durable à l’université. Spirale - Revue de recherches en éducation, 50(1), 197 209. https://doi.org/10.3406/spira.2012.1100
Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The Effectiveness of Education for Sustainable Development. Sustainability, 2015, 15693 15717. https://doi.org/10.3390/su71115693
Bressoux, P. (2007). L’apport des modèles multiniveaux à la recherche en éducation. Éducation et didactique, 1 2, Art. 1 2. https://doi.org/10.4000/educationdidactique.168
Chalmeau, R., Julien, M.-P., Calvet, A., & Lena, J. (2020). French Sustainable Development Schools (E3Ds) to Promote Awareness and Commitment (p. 147 167). https://doi.org/10.1007/978-3-030-46820-0_9
Coertjens, L., Boeve-de Pauw, J., De Maeyer, S., & Van Petegem, P. (2010). Do schools make a difference in their students’ environmental attitudes and awareness? Evidence from Pisa 2006. International Journal of Science and Mathematics Education, 8(3), 497 522. https://doi.org/10.1007/s10763-010-9200-0
Di Fabio, A., & Bucci, O. (2016). Green Positive Guidance and Green Positive Life Counseling for Decent Work and Decent Lives : Some Empirical Results. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00261
Diemer, A. (2013). « L'éducation au développement durable, une affaire de représentation », Revue francophone du développement durable, n°1, p.30-58.
Dumay, X., & Dupriez, V. (2004). Effet établissement : Effet de processus et/ou effet de composition ? https://halshs.archives-ouvertes.fr/halshs-00603490
Girault, Y., Zwang, A., & Jeziorski, A. (2014). Finalités et valeurs de différentes politiques d’éducation à la soutenabilité. Éducation relative à l’environnement, Volume 11. https://doi.org/10.4000/ere.698
Glomeron, F., Bois, E., Hugon, M., & Maguin, F. (2017). Citoyenneté et développement durable : Pratiques familiales et scolaires chez les adolescents. La revue internationale de l’éducation familiale, 41(1), 69. https://doi.org/10.3917/rief.041.0069
Guichard, J. (2016). Life-and working-design interventions for constructing a sustainable human(e) world. Studia Poradoznawcze/Journal of Counsellogy, 5, 179.
Lange, J-M. & Martinand, J-L. (2010). Curriculum de l’EDD : principes de conception et d’élaboration », communication présentée au Colloque International Éducation au développement durable et à la biodiversité : concepts, questions vives, outils et pratiques, Montréal, 179-253.
Rieckmann, M., Mindt, L., & Gardiner, S. (2017). « L’Education en vue des Objectifs de développement durable : Objectifs d’apprentissage. », UNESCO, https://unesdoc.unesco.org/ark:/48223/pf0000247507_fre
Rochat, S. (2021). « Éco-orientation » : Quelles interventions pour quelles problématiques ? L’orientation scolaire et professionnelle, 50/4, Art. 50/4. https://doi.org/10.4000/osp.14894
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