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<p>Education for sustainable development (ESD) is understood as an interdisciplinary task in primary school. This article discusses how ESD can be positioned between the overarching educational concept and subject-specific implementation, focusing on Primary Social and Science Education (Sachunterricht). Due to its multi-perspective concept and its relevance to everyday life, this subject offers particular potential for addressing sustainability issues, but requires a&#xa0;subject-based didactical adaptation of ESD. Based on theoretical work, conceptual clarifications, and educational theory references, in particular Klafki’s concept of epoch-related key problems, the article illustrates how sustainability topics can be explored in Sachunterricht in a&#xa0;multi-perspective, perspective-linking, critical-reflective, and education-oriented manner.</p>

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Bildung für nachhaltige Entwicklung in der Grundschule

  • 期刊论文

  • 发表日期：

    2026年2月2日

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  • Markus Peschel,
  • Inga Gryl

摘要

Education for sustainable development (ESD) is understood as an interdisciplinary task in primary school. This article discusses how ESD can be positioned between the overarching educational concept and subject-specific implementation, focusing on Primary Social and Science Education (Sachunterricht). Due to its multi-perspective concept and its relevance to everyday life, this subject offers particular potential for addressing sustainability issues, but requires a subject-based didactical adaptation of ESD. Based on theoretical work, conceptual clarifications, and educational theory references, in particular Klafki’s concept of epoch-related key problems, the article illustrates how sustainability topics can be explored in Sachunterricht in a multi-perspective, perspective-linking, critical-reflective, and education-oriented manner.