Inclusion-oriented education for sustainable development

Abstract

This dissertation examines the potential for interconnection and integration of Education for Sustainable Development (ESD) and Inclusive Education (IE) in school contexts to promote equity and sustainability in learning environments. It comprises four articles, each addressing the overarching research question from a different perspective. Together, the four articles contribute to a deeper understanding of how the core aspects of inclusion-oriented ESD can be embedded within schools. The first article provides a scoping literature review of the landscape of inclusion-oriented ESD in academic journals. The second article outlines the implementation of inclusion-oriented ESD in primary school education and argues that without an inclusive approach, the normative goals of ESD may not be fully realized. The third article expands on inclusion-oriented ESD by incorporating digital technologies and examining how digitalization intersects with and supports the objectives of inclusion-oriented ESD. The fourth article presents a qualitative study on the Whole School Approach (WSA) to inclusion-oriented ESD, drawing on expert interviews to identify potential blind spots in the WSA framework that could hinder the effective implementation of inclusion-oriented ESD practices. The synthesis of these articles highlights the complex interplay between IE sustainable development, offering a multifaceted perspective on fostering equitable and sustainable learning environments. The key findings of five quality criteria for successful integration of inclusion-oriented ESD highlight the need for a comprehensive approach across structural, pedagogical, and cultural aspects. Operational implementation is covered by three criteria: teacher attitudes and professional development, adaptive pedagogy, and participation. Systemic integration, on the other hand, is reflected in the Whole School Approach and appropriate structural conditions with resource allocation. The dissertation concludes that achieving a truly inclusive and sustainable educational environment necessitates, among other things, broad and meaningful participation and a WSA that embeds these principles into daily practices. By incorporating these key elements, learning environments can be created that are equitable and effective in promoting sustainability. This dissertation thus provides valuable insights and practical guidelines for future work in education that prioritizes inclusion and sustainability.