The scientific discourse on the relationship of sustainable development, education for sustainable development (ESD), digital technologies as well as discussed structures of digital capitalism has increased considerably in recent years. However, to address the topics in institutional educational contexts and discuss them with students, didactic concepts at the interface of ESD and media education are needed. Due to the increased contingency in a culture of digitality and in close connection to existing didactic guidelines, the elaboration with pupils should take place in a co-creative research and development project, which primarily raises questions and offers orientation without rashly opening up alternatives for action (which usually do not exist so clearly). An approach to this is through the experience of the materiality of digital technology by deconstructing and reconstructing it. In projects, for example, computers or smartphones can be unscrewed and the components examined. The paper describes the manifold didactic challenges by working with students to the relationship of sustainability and digital technology from primary school onwards, based on the project "ÖHA! - Ecologically Sustainable Media Action" in Austria as one example.

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