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Schools transitioning towards more climate awareness : a multi-level analysis of climate protection projects in the German school system

  • This thesis conceptualizes the school as a socio-technical system, in which change towards sustainable development and a transition towards more climate awareness are necessary. The multi-level perspective (MLP) framework is applied to the German school system and to climate protection projects (CPPs) as examples of niche activities integrating climate protection (CP) in the school. The thesis utilizes the analytical levels of the MLP (landscape, regime, and niche) and the concept of regulative, cognitive, and normative rules and addresses the question: How do actors in CPPs perceive drivers and barriers for transitioning towards more climate awareness in the German school system? The data were collected through expert interviews andThis thesis conceptualizes the school as a socio-technical system, in which change towards sustainable development and a transition towards more climate awareness are necessary. The multi-level perspective (MLP) framework is applied to the German school system and to climate protection projects (CPPs) as examples of niche activities integrating climate protection (CP) in the school. The thesis utilizes the analytical levels of the MLP (landscape, regime, and niche) and the concept of regulative, cognitive, and normative rules and addresses the question: How do actors in CPPs perceive drivers and barriers for transitioning towards more climate awareness in the German school system? The data were collected through expert interviews and analyzed by conducting a qualitative content analysis. The results show that the German school system is characterized by an inherent rigidity, deep-set normative role dynamics, and an unappreciated role of schools in society. They also highlight the importance of public pressure, strategic CP orientation, and hands-on approaches. CPPs can be a driving force for this in individual schools, but, overall, CP needs to be addressed more systematically in the school and more substantial efforts and reforms are necessary. Highly motivated niche actors play an important role and represent key drivers for such developments. This thesis reveals the complex and systemic nature of the challenges the German school system is faced with. It highlights the difficulties of integrating CP and the importance of substantial and transformative political action. The thesis demonstrates the crucial need to recognize the significance of schools and their actors for society and to integrate new methods and approaches into the school. This thesis also contributes to the body of literature on socio-technical systems and sustainability transitions. It offers an operationalization of the MLP and reveals strengths and limits as well as future research outlooks.show moreshow less

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Metadaten
Document Type:Master Thesis
Author:Amelie Vogler
URN (citable link):https://nbn-resolving.org/urn:nbn:de:bsz:wup4-opus-80374
DOI (citable link):https://doi.org/10.48506/opus-8037
University:Universität
City of university:Graz
Publisher:Wuppertal Institut für Klima, Umwelt, Energie
Place of publication:Wuppertal
Year of Publication:2022
Number of page:126
Series Title (English):Wuppertaler Studienarbeiten zur nachhaltigen Entwicklung
Volume:27
ISBN:978-3-946356-28-8
Language:English
Dewey Decimal Classification:300 Sozialwissenschaften
Licence:License LogoCreative Commons - CC BY - Namensnennung 4.0 International