Secondary school teachers’ experiences in extending education for sustainable development beyond their classrooms: A multiple-case study

Secondary school teachers often struggle with implementing education for sustainable development in their classrooms. Research has identified several challenges, including adopting new teacher roles, and assessing complex learning outcomes. However, less is known about how teachers experience extending education for sustainable development beyond their classrooms. This multiple-case study explores teachers' experiences within a wider school context. The study involved seven teachers and three principals from three secondary schools in the Netherlands. Data were collected through interviews and field notes during a three-year professional development program. Findings show that local characteristics , including the school board, community, principal, and teachers, significantly shaped teachers' approach to education for sustainable development. The study highlights how leadership practices influence teachers’ efforts in engaging their colleagues in education for sustainable development. The results further demonstrate how school-based curricular space is taken up by teachers as a means to extend education for sustainable development.