Education for Sustainability: Understanding Processes of Change across Individual, Collective, and System Levels

Abstract

Researchers and practitioners increasingly emphasise the need to complement dominant external, technological approaches with an internal focus to support transformation toward sustainability. However, knowledge on how this internal human dimension can support transformation across individual, collective, and systems levels is limited. Our study addresses this gap. We examined the narratives of participants in the sustainability course “One Year in Transition”, using micro-phenomenology and thematic analysis. Our results shed light on the dynamics of inner–outer change and action and the necessary capacities to support them. This related to changes regarding participants’ perspectives, which became more relational and interconnected. We also showed that participants increasingly seek an inner space that provides direction and freedom to act. The data suggested that this, over time, leads to increasing internalisation, and the embodiment of a personal identity as a courageous and principled change agent for sustainability. Our results complement extant quantitative research in the field by offering a nuanced picture of the entangled nature of inner–outer transformation processes and associated influencing factors. In addition, they point towards ways in which inner dimensions can be leveraged to achieve change, thus filling existing knowledge gaps for reaching sustainability and associated goals across all levels.

Keywords

• inner transition
• sustainability
• subjectivity
• education for sustainability
• transformative education
• embodied knowledge