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Over the past two decades, policy makers in education in Germany have acknowledged and promoted an understanding of Education for Sustainable Development (ESD) as a central element of what constitutes quality education (KMK 2016). As a result, existing guidelines unanimously establish ESD as a cross-cutting topic of education in Germany and demand the implementation of global perspectives in all subjects taught at secondary schools, including English language education (KMK 2016; Deutsche UNESCO-Kommission 2017).
Römhild et al. (Sat,) studied this question.