dc.contributor.author
Schlieszus, Ann-Kathrin
dc.contributor.author
Weselek, Johanna
dc.contributor.author
Siegmund, Alexander
dc.date.accessioned
2025-09-18T08:15:09Z
dc.date.available
2025-09-18T08:15:09Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/49405
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-49127
dc.description.abstract
Higher education for sustainable development (HESD) can be challenging for university teachers. The normative core of the concept may be perceived as a contrast to the ideal of objective knowledge production which has dominated Western academia for a long time. As university teachers concurrently fulfil different roles, they can be exposed to sometimes incompatible expectations. In this paper, we present role conflicts university teachers may face when implementing ESD in their courses. For this, we used sociological role theory as a framework to analyse data from a qualitative interview study conducted with university teachers. The results show three typical role conflicts: 1. the “personal stance” conflict, 2. the “practice what you preach” conflict, and 3. the “lethargic institution” conflict. In order to support university teachers in coping with these conflicts, we recommend reflecting on ESD-related values and ambiguities in university classes, reinforcing professional development for university teachers in ESD, especially in the field of emotional competence, and the implementation of Whole Institution Approaches.
en
dc.format.extent
10 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
education for sustainable development
en
dc.subject
higher education
en
dc.subject
role conflicts
en
dc.subject
university teachers
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Navigating role conflicts and responsibilities in higher education for sustainable development. Insights from German university teachers
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.14512/gaia.33.4.7
dcterms.bibliographicCitation.journaltitle
GAIA - Ecological Perspectives for Science and Society
dcterms.bibliographicCitation.number
4
dcterms.bibliographicCitation.pagestart
363
dcterms.bibliographicCitation.pageend
371
dcterms.bibliographicCitation.volume
33
dcterms.bibliographicCitation.url
https://doi.org/10.14512/gaia.33.4.7
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Institut Futur

refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
2625-5413
refubium.resourceType.provider
WoS-Alert