The two case studies in Austria were conducted at the primary school Wölfnitz (Case A) and the private grammer school Modellschule Graz (Case B). Both schools are part of ÖKOLOG, Austria’s largest network for schools and sustainability, which currently comprises 11% (over 700 schools) of the Austrian schools of all types as well as 13 (out of 14) university colleges for teacher education (Rauch & Pfaffenwimmer, 2020). Both schools can be described as "very advanced" in terms of their ESD activities integrated in its all-day activities. In terms of ESD and all-day school activities, two major themes become visible at the primary school Wölfnitz (Case A): ESD is integrated in the whole school approach and the participation of teachers and students. Although the school is an all-day school in separated form, the cooperation between the teachers and the afternoon educators has developed. The interviewees mentioned as hindering factors to implement ESD among others the lack of space (i.e. more rooms for the afternoon care), and that not all teachers are equally interested. The case study suggests the following characteristics that support these successful developments: the professional and emotional support of the head teacher, the motivation of the majority of teachers and students and cooperation with external ESD experts. Based on the model for ESD effective schools from Verhelst et al. (2020), three characteristics can be particularly emphasized: The ÖKOLOG programme acts as a shared vision and reflects the school-wide understanding of ESD. The school community of primary school Wölfnitz practices pluralistic communication with space and time for discussions and sharing on different viewpoints. All relevant stakeholders are involved in the democratic decision-making process. The Modellschule Graz (Case B), an integrated all-day school, widely established ESD into a whole-school culture which points towards its students, teachers, school staff and parents. All learn and act reflective and ambitious with the intention of being sustainable and experiencing it in its many facets. The Modellschule Graz finds itself in all characteristics compared to the model for ESD effective schools from Verhelst et al. (2020). Especially emphasized should be that the students are integrated in democratic decision making processes. Pluralistic communication processes are part of the democratic structures of the school and its pedagogy. Sustainability themes are selected jointly by teachers and students. Challenges at this school are associated with communication with parents, i.e. meet-free days initiated by students were feared not getting enough protein.

Rauch, F. & Pfaffenwimmer, G. (2020). The Austrian ECOLOG-Schools Programme – Networking for Environmental and Sustainability Education. pp. 85-102. In: A. Gough, J. Chi Kin Lee and E. Po Keung Tsang (eds.). Green Schools Globally: Stories of Impact for Sustainable Development. Dortrecht, Springer. Verhelst, D., Vanhoof, J., Boeve-de Pauw, J., & Van Petegem, P. (2020). Building a conceptual framework for an ESD-effective school organisation. The Journal of Environmental Education, 1-16. doi:10.1080/00958964.2020.1797615