Learning and teaching sustainable development in global–local contexts

The overall aim of this thesis is to develop knowledge of teaching learning sustainable development in global–local contexts. The field is global learning for sustainable development (GLSD). approach and contextual analysis were used as of analysis, and data was collected by Semi-structured at secondary and upper secondary schools in Sweden. Study I, a strategic and systematic literature review was conducted recent trends and critique to the dominating rhetoric on policy level global education and global learning on sustainability. The complexity represented in GLSD is of global interest to current challenges. The global–local context and the process for learning were characterised by the learner’s perspective and -efficacy. The variation of ways in which contextual features were, affected how participants experienced their own learning learning space. In Study II, empirical investigations were conducted of students’, ’, and head teachers’ conceptions of implementation of GLSD. indicate that critical knowledge capabilities were needed to towards sustainability globally. Critical knowledge capabilities in the processes were to take command and collaborate a team. Capabilities that were identified as necessary but which not been sufficiently developed were to be prepared, act in a manner and lead for holistic understanding in the process. Critical knowledge capabilities to handle complex were characterised by volition, self-directed learning, and formation. In Study III, a re-analysis was conducted of the data from Study. The results shed light on pertinent transition skills in GLSD: (I) transdisciplinary action via knowledge formation in actual, (II) democratic collaborative action via processes of, respectively (III) self-directed learning and independent. These transition skills, enabling young people to be for unpredictable changes, were perceived as key features developing young people’s capability in an uncertain world. They worldview understanding, and advanced transformation including critical reflections upon questions of current. In Study IV, collaborative and transdisciplinary teaching with a –local perspective was investigated in a study with teachers to global learning and sustainable development at an secondary school. Two main transdisciplinary teaching of GLSD were distinguished: Contributing: Assist and Part respectively Ownership: Possess and Reconceptualise. contributing approach was divided into the sub-categories: (I), (II) Supportive, and (III) Complementing teaching ; while the ownership approach comprised (IV) Decisive, (V) Multi-dimensional teaching approaches. Various dimensions of the results appeared to be relevant for teaching and learning in global–local contexts, when between the studies were analysed in relation to the context the overarching aims of the thesis. Through transdisciplinary deep approaches to learning can be developed and Global for sustainable development (GTSD) could be advanced. and collaborative learning characterised by selfdetermination, , and social readiness leading to action as key aspects At a global–local level, there is a growing need to develop competencies capabilities for transitions towards sustainability. Conflicts and change are drastically increasing the number of displaced who need transnational education on proactive preventive, as well as develop to critical knowledge capabilities that can be useful across numerous contexts and in the face of changing. Increasingly, also young people need to manage their learning processes in self-directed learning, regardless of where are physically or may move in their lifetimes. As established social struggle to address global challenges, people across the need to be able to organise themselves and to take initiatives.