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The Trends in International Mathematics and Science Study (TIMSS) collected extensive information on learning and teaching about environmental sustainability. This chapter examines the information and data provided by European countries, focusing on national curricula, the teaching of sustainability-related content in schools, and students’ knowledge and attitudes toward sustainability. By comparing the inclusion of sustainability topics in intended curricula and in student test items across education systems, the analysis reveals both differences and similarities between systems. Teaching of sustainability content was found to be more intensive than prescribed in curricula, and students were found to learn about sustainability outside of the school context. Observations of attitudes provided insight into cross-system variations and unexpectedly frequent activities in certain education systems. Overall, higher student knowledge and attitudes scores were aligned with more intensive teaching and broader curricular coverage of sustainability topics in education systems.

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Attaining Knowledge on Environmental Sustainability: Knowledge and Understanding of Environmental Sustainability Revealed by TIMSS 2023 Data in European Education Systems

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Barbara Japelj Pavešić,
  • Jure Novak

摘要

The Trends in International Mathematics and Science Study (TIMSS) collected extensive information on learning and teaching about environmental sustainability. This chapter examines the information and data provided by European countries, focusing on national curricula, the teaching of sustainability-related content in schools, and students’ knowledge and attitudes toward sustainability. By comparing the inclusion of sustainability topics in intended curricula and in student test items across education systems, the analysis reveals both differences and similarities between systems. Teaching of sustainability content was found to be more intensive than prescribed in curricula, and students were found to learn about sustainability outside of the school context. Observations of attitudes provided insight into cross-system variations and unexpectedly frequent activities in certain education systems. Overall, higher student knowledge and attitudes scores were aligned with more intensive teaching and broader curricular coverage of sustainability topics in education systems.