Status, Trends and Issues of Education forSustainable Development (ESD) in Iceland

Abstract

The aim of this chapter is to provide an insight into Education for SustainableDevelopment (ESD) in the Icelandic context at the preschool, compulsory and upper secondary school levels. The Icelandic school system is introduced, together with laws and policies concerning ESD. The main picture of monitor-ing student and school progress is explained. Recent revisions of education policy and curriculum are put into context, and an attempt is made to provide an overview of the status of ESD in Iceland. Following are some actions taken and performances for ESD introduced with an emphasis on transforming learning environments, and how to build educators’ capacity. Finally, the key themes in ESD for Iceland are summarized. In sum, the concept of sustainability is not explicitly mentioned in Icelandic laws for preschools, compulsory schools or upper secondary schools, but sustainability is one of six educational pillars of the curriculum, making it an intrinsic part of all school activities. Inline with Nordic emphasis, the Icelandic curriculum prioritizes the develop-ment of student action competence, with reference to the present and future roles of being responsible citizens in a democratic society. Recent research has indicated that the key predictor of young people’s good citizenship and pro-environmental behaviors is their sense of social justice. This suggests that social justice is a key element motivating young people to take interest in common and global welfare, to develop sustainable mindsets, and to become agents of change. This is difficult to assess in standardized tests but could bean underestimated factor for advancing ESD in the Nordic context, including in Iceland.The aim of this chapter is to provide an insight into Education for Sustainable Development (ESD) in the Icelandic context at the preschool, compulsory and upper secondary school levels. The Icelandic school system is introduced, together with laws and policies concerning ESD. The main picture of monitor- ing student and school progress is explained. Recent revisions of education policy and curriculum are put into context, and an attempt is made to provide an overview of the status of ESD in Iceland. Following are some actions taken and performances for ESD introduced with an emphasis on transforming learning environments, and how to build educators’ capacity. Finally, the key themes in ESD for Iceland are summarized. In sum, the concept of sustainability is not explicitly mentioned in Icelandic laws for preschools, compulsory schools or upper secondary schools, but sustainability is one of six educational pillars of the curriculum, making it an intrinsic part of all school activities. In line with Nordic emphasis, the Icelandic curriculum prioritizes the develop- ment of student action competence, with reference to the present and future roles of being responsible citizens in a democratic society. Recent research has indicated that the key predictor of young people’s good citizenship and pro-environmental behaviors is their sense of social justice. This suggests that social justice is a key element motivating young people to take interest in common and global welfare, to develop sustainable mindsets, and to become agents of change. This is difficult to assess in standardized tests but could be an underestimated factor for advancing ESD in the Nordic context, including in Iceland.