Litteratur

Batsa, A.S., Li, S. & Khajuria, A. (2025) Action Competence in Sustainable Development (ACiSD): A systematic review of the contributing factors and learning strategies. International Journal of Development and Sustainability, 14(1):29-70.

Eustachio, J. H. P. P., Leal Filho, W., Salvia, A. L., Guimarães, Y. M., Brandli, L. L., Trevisan, L. V., Barbir, J., & Caldana, A. C. F. (2024). Implementing sustainability in teaching: The role of sustainability leadership and transformational leadership in the context of higher education institutions. Sustainable Development, 32(5), 5331–5347. https://doi.org/10.1002/sd.2980

Jensen, B.B. (2000). Health knowledge and health education in the democratic health-promoting school. Health Education, 100(4):146–154. https://doi.org/10.1108/09654280010330900

Mehta, S., Hingle, A., & Johri, A. (2023). Teaching Sustainability Through A Role-Play Case Study Of E-Scooter Use On College Campuses. European Society for Engineering Education (SEFI). DOI: 10.21427/EZXC-6M65

Mogensen, F., & Schnack, K. (2020) The action competence approach and the ‘new’ discourses of education education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1):59–74. https://doi.org/10.1080/13504620903504032

Moyer-Horner, L., Kirby, R. & Vaughan, C. (2010), Education as a tool for addressing the extinction crisis: Moving students from understanding to action. Revista de Biologia Tropical, Vol. 58(4): 1115-1126.

OECD (2025), Empowered Citizens, Informed Consumers and Skilled Workers: Designing Education and Skills Policies for a Sustainable Future, OECD Publishing, Paris, https://doi.org/10.1787/311cdbeb-en.

Paschall, M., & Wüstenhagen, R. (2012). More Than a Game: Learning About Climate Change Through Role-Play. Journal of Management Education, 36(4), 510-543. https://doi.org/10.1177/1052562911411156

Piasentin, F.B. & Roberts, L. (2018) What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand. Environmental Education Research, 24 (5):694-715

Sass, W., Pauw, J. B. de, Maeyer, S. D., & Petegem, P. V. (2021). Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: the action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 1284–1304. https://doi.org/10.1080/13504622.2021.1888887

Sterling, S. (2001). Sustainable Education – Re-visioning Learning and Change, Schumacher Briefing no6. Dartington: Schumacher Society/Green books

Sterling, S. (2010). Transformative Learning and Sustainability: Sketching the Conceptual Ground. Learning and Teaching in Higher Education 5:17-33

Sterling, S. (2021) Educating for the Future We Want. Opening essay for GTI Forum “The Pedagogy of Transition,” Great Transition Initiative. https://greattransition.org/gti-forum/pedagogy-transitionsterling.

Surendran, S., Mack, K., & Mistry, A. (2023). Bring the SDGs into the classroom through role play and gamification. Times Higher Education. https://www.timeshighereducation.com/campus/bring-sdgs-classroom-through-role-play-and-gamification

Swedish United Nations Association. (2016). Climate change role play. https://fn.se/wp-content/uploads/2016/08/climate_role_play.pdf

Thunberg, G. (2022). The climate book. Allen Lane.

UNESCO (2017) Education for Sustainable Development Goals. Learning objectives. https://doi.org/10.54675/CGBA9153

Van Poeck, K., Östman, L., & Öhman, J. (Eds.). (2019). Sustainable Development Teaching: Ethical and Political Challenges (1st ed.). Routledge. https://doi.org/10.4324/9781351124348