Sustainability teaching: Toward an empirically grounded model

Martin Hauberg-Lund Laugesen*, Nikolaj Elf

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review


The chapter uses findings from the research project Green Transition in Lower-Secondary Education (2021–2025) to examine opportunities and challenges for genuinely cross- and transcurricular teaching related to sustainability and the green transition. Sustainability teaching has historically been dominated by natural science and, to some extent, social science teachers, while many teachers across the curriculum report being asked to teach sustainability without sufficient support, guidelines, or practical experience. This demonstrates the need for a sustainability didactics for mono- as well as cross- and transcurricular teaching. Based on an empirical study of qualitatively different ways of teaching the United Nation’s sustainable development goals in Danish schools, the chapter analyses the difficulties posed by complex and dilemma-ridden topics like sustainability and green transition and concludes by giving some practical advice for how to teach them.
Original languageEnglish
Title of host publicationDeveloping a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching
EditorsSøren Harnow Klausen, Nina Mård
Place of PublicationLondon/New York
Publication date2024
ISBN (Electronic)9781003367260
Publication statusPublished - 2024
SeriesRoutledge International Studies In the Philosophy Of Education
SeriesRoutledge Research in Education


  • sustainability teaching
  • Green transition


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