In the context of the SustainALL Erasmus+ Project, we aimed at finding examples of good practices about Education for Sustainable Development (ESD) across partner countries to inform the development of training modules for teachers. The research team developed a common approach to instrumental illuminative rich bounded case studies, which ideally should fulfil seven criteria, namely, provide elementary and middle education, adopt an all-day and whole-school approach, be part of an eco-school network or similar, count on support and collaboration, have several years of experience, and effectively communicate the projects. Each partner reported at least two case studies including qualitative data from interviews, observations, and documents. Data was analysed according to mixed procedures of content structuring/ theme analysis (Mayring, 2022). The initial reports were sent to schools for member checking. The research team is currently conducting a cross-case analysis to better understand how ESD is being integrated across countries, evaluating how data corroborates or challenges theoretical models on ESD. Such results will form the basis for the Design Hubs (DH). The DH are derived from the innovation hub metaphor (Dhanaraj & Parkhe, 2006) where researchers, teachers, school administrators, interested pupils and teacher educators work together on an equal footing. This co-creation process offers a high level of participation for each stakeholder group, which is one quality criteria for ESD schools (Breiting et al. 2005). The aim is to discuss the results of the cross-case analyses and to develop ideas for the next step, which is to design materials and the online modules for a blended-learning teacher training course. Hence, an Educational Design Research approach (McKenney & Reeves, 2018) is applied to relate scientific findings and practice-relevant solutions in a multi-level iterative design process. During two 3-hour design-thinking workshops (one in Norway and one in Germany) the DH identify materials and course content to support All-Day schools including ESD / transformative education in their school curricula and changing their day-to-day practices following a whole-school approach to sustainability. The perspective of younger students will be included through video messages created in the participating schools. The DH are run in spring 2023. Results of both cross-analyses and design hubs will be presented at the conference.

Breiting, S., Mayer, M. & Mogensen, F. (2005). Quality Criteria for ESD-Schools. Guidelines to enhance the quality of Education for Sustainable Development. Austrian Federal Ministry of Education, Science and Culture. Dhanaraj, C. & Parkhe, A. (2006). Orchestrating Innovation Networks. Academy of Management Review, 31 (3), 659–669. Mayring, Ph. (2022). Qualitative Content Analysis. A Step-by-Step Guide. London: Sage. McKenney, S. & Reeves, T. C. (2018). Conducting educational design research. London: Routledge