Exploring Key Elements and Pedagogical Approaches used in Eco-Schools Through a Qualitative Research

Abstract

With growing environmental challenges, schools play a vital role in equipping future generations with the knowledge and tools for a sustainable future. This thesis explores how primary eco-schools in the Netherlands implement education for sustainable development. The Eco-Schools program offers a structured, whole school approach to embedding sustainability through a seven-step framework. This thesis aimed to answer the research question: ‘What key elements and pedagogical approaches do teachers and directors in Eco-Schools in the Netherlands use to promote Education for Sustainable Development among primary school students?’ Using qualitative research involving eleven semi-structured interviews and an environmental checklist across eight schools. Three core hypotheses guided the research: the whole school approach, the impact of transformative education, and the role of modelling based on social learning theory. Findings suggest that a whole school approach, characterised by a cohesive school-wide strategy, active student involvement, and visible sustainability practices, is essential. Eco-teams, composed of student representatives, play a central role in promoting environmental awareness and initiating projects such as Warm Sweater Day, vegetable gardens and waste reduction campaigns. Transformative learning is marked in experiential and project-based activities that empower students to take ownership of sustainability efforts. Modelling occurs through both teacher behaviour and school infrastructure (e.g., solar panels, recycling systems), implicitly reinforcing sustainable values. Recommendations include expanding research to assess student outcomes and exploring the perspectives of more educators. The thesis concludes that small, consistent actions—driven by student agency and supported by school culture—can lead to meaningful change in sustainability education.