Global challenges such as climate change, biodiversity loss and social inequalitiy affect complex interconnected systems. Many of these challenges are characterized by (negative) tipping points. Crossing these critical thresholds can result in significant and potentially irreversible changes to the system. At the same time, positive tipping points can accelerate transformation towards sustainability (Lenton et al., 2023). A key approach to addressing these challenges and to promoting positive tipping is sustainable development. Sustainable development aims to enable present and future generations to live peaceful, prosperous and equitable lives (UNESCO, 2021). Education for Sustainable Development (ESD) is considered a key driver of sustainable development. ESD is closely linked to educational equity, as only individuals with access to education, knowledge, and resources can actively contribute to sustainable solutions (Barth, 2021; Martens & Oberland, 2017; Rieckmann, 2018, 2021; UNESCO, 2021). In this sense, ESD serves both as an instrument for promoting sustainable development and as a goal (Artmaier et al., 2021). In Germany, ESD is intended to be integrated across schools and other educational institutions (KMK, 2024; Schreiber & Siege, 2016).

Following an emancipatory approach, ESD aims to enable learners to critically reflect on sustainability-related issues and to develop transformative action competencies (Rieckmann, 2018, 2021; Wals, 2011, 2015). Beyond the acquisition of knowledge and values, understanding complex socio-ecological challenges requires connecting biological and political perspectives (Mehren et al., 2018; Rieckmann, 2018). This includes fostering systems thinking - the ability to recognize and reflect on interactions among ecological, social, economic, and political systems - as well as developing the capacity for informed political judgment (Detjen et al., 2012; Rieckmann, 2021; UNESCO, 2021; Vare & Scott, 2007).

Teachers, as change agents, play a key role in implementing ESD in schools. However, research suggests that the implementation of ESD still depends largely on individual actors (Weselek, 2024) and that pre-service teachers still show potential for increasing their ESD-related knowledge and action competencies (Brock & Holst, 2022). Therefore, strengthening the professionalization of future teachers regarding ESD-related competencies remains an open task. Both educational policy and research emphasize the importance of interdisciplinary and multiperspective approaches to ESD (KMK, 2024; Mehren et al., 2018; Rieckmann, 2018; Schreiber & Siege, 2016), highlighting the need for interdisciplinary ESD in teacher education.

For this purpose, the dissertation project aims to professionalize pre-service teachers of Biology and Social Sciences. An interdisciplinary master‘s-level course is being designed to foster subject-specific pedagogical content knowledge that is essential for ESD-oriented teaching. As part of the project, assessment instruments are being developed to measure key competencies related to ESD-oriented teaching in Biology and Social Sciences. Emphasis is placed on systems thinking and political judgment, which may serve as predictors of teachers’ professional practice in the context of ESD. In addition, a vignette-based assessment will be developed to measure ESD-related pedagogical content knowledge among pre-service teachers.

This project is funded by the Graduate School GKQL.