For many years, educating pupils on nutrition is a core focus on promoting health in schools. In primary school, the topic is anchored in primary science education. With the last reform of the curricula, the focus was shifted away from food and nutrients towards the person who eats and drinks (Heindl 2003; D-A-CH-AG 2010). Through the topic of nutrition, challenges in the field of sustainable development can be touched too. Sustainability has established itself as an important social model in the course of the UN conferences and even more, our everyday life can hardly be imagined without sustainability.

With the demand for Education for Sustainable Development (ESD), learners should be enabled “to actively participate in the analysis and evaluation of unsustainable development processes, to orientate themselves towards sustainability criteria in their own life and to initiate sustainable development processes together with others locally and globally to set ”(de Haan 2008). Hence, nutrition can be used for the lifelike and vivid conveyance of sustainability in everyday life, after all, all associated activities (production, procurement, processing, disposal, and so on) are strongly linked to health, ecological, social and economic aspects (Koerber, Männle, Leitzmann 2004).

Despite its even increasingly anchoring in the curriculum as an educational concept, so far there is little evidence as to whether and how teachers convey ESD. Last but not least, education - and thus also Education for Sustainable Development (ESD) - is an important promotor for social change. In the school context, teachers act on the one hand as decisive change agents and multipliers, but on the other hand their respective ideas influence the teaching activities (Hartinger, Kleickmann, Hawelka (2006). Thus, not only their pedagogical, technical and didactic knowledge, but also their values and motivation are decisive influencing factors on the lessons (Baumert & Kunter, 2006).

Developing a sustainable lifestyle for students is one of nine educational goals in the nutrition and consumer education curriculum (Fachgruppe Ernährung und Verbraucherbildung, 2005). Due to the comparatively easy-to-understand measures, low costs and daily decisions, nutrition represents a suitable social field of action for a positive contribution to sustainable development. In addition to the classic health aspects, a concept for sustainable nutrition takes also the links to the sustainable dimensions Development: environment, economy and social into account. Consequently, nutrition education is not only an essential part of health education, but even more an important starting point for social change in the field of education for sustainable development (ESD).

The study presented here aims to investigate the question of what concepts primary school teachers have about sustainable nutrition as a subject in primary science education classes. This also examines how ESD is implemented as an educational goal in nutrition-related subject areas in primary science education. In addition, prerequisites and framework conditions for sustainable nutrition education in primary schools (e.g. training and further education of teachers, cooperation with external partners, interdisciplinary projects) and other data are collected. Specifically, the study uses a mixed methods approach and thus combines qualitative and quantitative research. In this case, the triangulation design is used, so qualitative and quantitative methods of data collection are combined and the data is assigned the same weight. In interviews based on guidelines, teaching staff, who teaches primary science education, are interviewed. The statements of the teachers are evaluated using qualitative content analysis according to Kuckartz (2018). The selection of teachers is based on their suitability as experts and assumes that the teachers have extensive school experience of five years or more. This qualitative part is supplemented by a representative questionnaire study. It is about recording the current situation. A questionnaire is used to record the requirements and framework conditions for sustainable nutrition education in primary schools.

Selected results of the study will be presented and discussed on the poster. Selected re-sults of the study will be presented and discussed on the poster, e.g. What level of knowledge do the teachers have? Are teachers attending further training in order to learn more about this current topic? Do they cooperate with extracurricular institutions? Are there special rooms for nutrition education? How do primary school teachers deal with ESD? Which learning goals do they consider to be relevant? How do the teachers deal with contradictions or open questions in classroom? How is the prohibition of overpowering implemented as part of the Beutelsbach Consensus? What are the wishes for the imple-mentation of nutrition education and sustainability? Furthermore, it should be discussed which ideas the teachers have as potential change agents and how these affect the de-sign of the lessons. However, the presentation of the results of the framework conditions that prevail in primary schools and thus also implicitly affect the design of lessons is also interesting.

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