Integrating sustainability into school curricula is increasingly important, with teachers seen as key “change agents”. However, many lack specific preparation for Education for Sustainable Development (ESD), and there is considerable variability in how explicitly or implicitly they address these topics in their teaching. The purpose of this study was to investigate interpersonal and contextual factors related to ESD implementation, including self- and action-efficacy, personal attitudes, eco-anxiety, private engagement and knowledge, alongside perceived student interest and pressure, and school awareness. A total of 419 teachers from various German primary and secondary schools (M = 45 years, SD = 10.9; 68% female; teaching experience: M = 16 years, SD = 9.9) completed a cross-sectional online survey and knowledge test. Findings showed significant variation in how often teachers included sustainability in their teaching, unrelated to gender, school type, or training. Network analyses revealed that self-efficacy and private engagement—rather than teachers’ knowledge—were central predictors of ESD integration. Notably, private engagement emerged as a key bridge in the network, while high self-efficacy was closely tied to frequent classroom implementation. These results suggest that fostering teachers’ personal commitment and confidence may be more effective than focusing solely on knowledge to promote sustainability education.
Daumiller et al. (Wed,) studied this question.