The active involvement of the younger generation is essential for the successful implementation of the Sustainable Development Goals (SDGs) and the sustainable transformation of our world. To develop effective strategies that empower young people to take meaningful action, a differentiated understanding of their awareness, attitudes, and engagement with sustainability issues is essential.

At the European level, the #ClimateofChange project recently conducted a comprehensive survey across 23 countries, primarily exploring young people’s perceptions and knowledge of the interconnections between climate change and migration [1]. While shedding light on motivations for sustainable living, the study also unveils differences based on gender, urban or rural residence, and educational background. In Germany, numerous youth studies have been conducted, both nationwide and within specific regions and states. Well-established-surveys routinely gather data in a broader range on the daily lives, attitudes, and opinions of young people [e.g. 2-5]. Specific studies provide insights about different aspects of young people, such as an inclusion barometer with an overview about unequal opportunities for participation [6]. In addition, several studies focus on the youth in a certain region in Germany [e.g. 7]. However, a consolidated overview that specifically synthesizes findings related to sustainability awareness across the various youth studies is currently lacking.

To address this gap, a scoping review is being conducted to answer the main research question: What insights can be drawn from existing youth studies regarding the sustainability awareness of young people in Germany? This review aims to provide a deeper understanding of young people’s engagement with sustainability, forming the basis for the development of educational interventions designed to empower them as active participants in sustainable transformation processes. The review’s findings also contribute to the broader European discourse on sustainability awareness among youth.

In addition to the scoping review, focus group discussions [8] with young people in Northwest Germany (Lower Saxony region) provide complementary qualitative insights. Together, these findings inform the design of innovative learning interventions grounded in the principles of Education for Sustainable Development (ESD) [9]. Drawing from the concept of 'learning workshops' [Lernwerkstaetten] developed in German-speaking countries in the 1990s [10], these interventions emphasize action-oriented and transformative pedagogy. Key principles include learner-centric approaches, reflection loops, active participation, and exploratory, interconnected learning [11 and 12].

The goal is to create learning environments that actually meet the diverse needs of young people and foster varied learning pathways. While the interventions are regionally tailored, their insights, methodologies, and conceptual foundations have the potential to enrich international efforts to empower youth for the globally essential sustainable transformation. This work underscores the importance of understanding the complexities of youth engagement, an objective at the heart of this analysis.

To better understand the connection between youth and sustainability in Germany, we are conducting a scoping review. This method was chosen for its ability to synthesize diverse sources of information and provide a broad, exploratory understanding of a complex topic [13]. It aims to support the development of an understanding “of a topic from a broader and iterative set of questions, which may seem eclectic or unsystematic to some” [13, p. 650]. It is particularly suitable for integrating findings from both “grey” literature (e.g., reports) and peer-reviewed ('white') publications, addressing the diversity of formats in which youth studies are available. The review process is guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews (PRISMA-ScR) [14] and the methodological framework outlined by Peters et al. [15], ensuring systematic and transparent identification, selection, and analysis of studies. To identify relevant studies for this review, we systematically searched the following databases: Web of Science, ERIC, and Google Scholar. The search was performed using the following terms: sustainability awareness OR sustainability attitudes AND youth OR young people AND Germany. Regarding the “grey” literature, a search for youth studies that were financed or officially supported by the federal ministries or the state ministries of Germany was performed. In addition, established youth studies that are repeated on a regular basis and designed by acknowledged academics, but only published as reports or monographs, were also considered for the analysis. Key inclusion criteria are: • Timeframe: Studies published between 2020 and 2025, to focus on the most recent and relevant insights. • Age Range: Young people aged 14–25, reflecting a crucial developmental phase for sustainability awareness. • Geographical Focus: Studies conducted in Germany, capturing both regional and national perspectives. By following these criteria, the scoping review consolidates existing knowledge on the sustainability awareness of young people in Germany.

The scoping review provides a comprehensive overview of the current knowledge on the sustainability awareness of young people in Germany. By synthesizing findings from diverse studies, it highlights key factors influencing their attitudes and behaviours, offering a foundation for the development of targeted learning interventions. Key results include: • Awareness Patterns: Insights into variations in sustainability awareness across different demographic groups, such as rural vs. urban areas or gender differences, allowing for tailored approaches to engagement. • Comparative Perspective: Benchmarking awareness levels in Germany against those in other European countries reveals valuable contrasts and commonalities, enhancing the understanding of youth engagement in a broader, international context. • Educational Implications: Identifying factors that influence young people’s sustainability awareness informs the design of educational interventions that align with both local needs and global goals for sustainable transformation. These findings underscore the importance of combining local insights with an international perspective to create innovative, effective learning environments. By addressing specific needs and leveraging global comparisons, the results pave the way for empowering the younger generation to actively contribute to sustainable transformation processes at both regional and global levels.

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