Jorrit Holst - Academia.edu (original) (raw)

Papers by Jorrit Holst

Research paper thumbnail of Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment (input‐indicator)

Sustainable Development, Jan 7, 2024

Research paper thumbnail of Transformative Wissenschaft

transcript Verlag eBooks, Aug 3, 2021

Mandy Singer-Brodowski, Jorrit Holst und Antje Goller widmen sich in diesem Beitrag der Frage, we... more Mandy Singer-Brodowski, Jorrit Holst und Antje Goller widmen sich in diesem Beitrag der Frage, welche institutionellen Veränderungen im deutschen Wissenschaftssystem notwendig sind um mehr Nachhaltigkeit zu fördern und zu unterstützen. Sie greifen dabei auf das Buch »Transformative Wissenschaft« zurück und zeigen die Debatten und Kontroversen, die es ausgelöst hat. Anschießend skizzieren sie Formen der Umsetzung und Konkretisierung transformativer Wissenschaft auf Ebene der Transformativen Lehre, der Transformativen Forschung und des Institutionellen Wandels.

Research paper thumbnail of Whole Institution Approach: measurable and highly effective in empowering learners and educators for sustainability

Sustainability science, May 17, 2024

Whole Institution Approaches (WIAs) to sustainability in education emphasize the strong link betw... more Whole Institution Approaches (WIAs) to sustainability in education emphasize the strong link between the socio-physical environment and the learning processes and outcomes. However, there has been a lack of instruments for quantifying the implementation of WIAs based on the experience of learners and educators. In this article, we present the systematic development, pretesting, validation and first application of a novel WIA-Scale (learners: 13 items, educators: 15 items). As part of a large-scale assessment in Germany (school education, vocational education and higher education; n = 2,985), we apply the WIA-Scale and assess how WIAs are related to the effectiveness of sustainability learning. Based on extensive validation, the scale quality was evaluated as high. The application showed that young people who experience more sustainability in line with the WIA feel strongly more motivated and empowered by their educational institution to contribute to sustainability. Also, regression modeling revealed that WIA implementation is the strongest of various predictors of how sustainable learners act beyond the educational institution. Further, educators who experience more sustainability in line with the WIA feel considerably more motivated and report more sustainable behavior. They also view Education for Sustainable Development (ESD) as more relevant and participate more frequently in training on ESD. For future use, we provide the WIA-Scale in its original version, a 7/8-item variant and a one-item proxy. The scale may be used as a process indicator for high-quality sustainability education and as part of organizational development. Overall, the study shows that experienced WIAs are measurable and highly effective for quality sustainability learning.

Research paper thumbnail of The self in the mirror: fostering researchers’ reflexivity in transdisciplinary and transformative studies at the science-policy interface

Research paper thumbnail of Emotional competence: The missing piece in school curricula? A systematic analysis in the German education system

International Journal of Educational Research Open

Research paper thumbnail of Reflexive Grenzbearbeitungen in der Governance von Bildung für nachhaltige Entwicklung? Zu Funktionen sektoraler und sektorenübergreifender Interaktionsmuster beim Transfer einer sozialen Innovation

Verlag Barbara Budrich eBooks, Dec 12, 2022

Research paper thumbnail of Transformationspfade für eine Kultur der Nachhaltigkeit an deutschen Hochschulen

Gaia (Heidelberg), Dec 21, 2022

Research paper thumbnail of Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches

Sustainability Science

Orienting societies towards sustainability requires comprehensive learning of how to think, act a... more Orienting societies towards sustainability requires comprehensive learning of how to think, act and live within a safe and just space for humanity. Approaching sustainability as a core paradigm of quality education in the twenty-first century, Education for Sustainable Development necessitates an integrated view on learning. For educational organizations, Whole Institution Approaches (WIAs) to sustainability emphasize that all learning is embedded within its socio-physical contexts. Although the core objective—to “walk the talk” on sustainability—is theoretically well established, questions remain regarding its specific conceptualizations. Based on a systematic qualitative analysis of 104 international documents from scientific and grey literature, this article offers a conceptual synthesis of the core elements of WIAs to sustainability in education. Based on the literature analysis, WIAs are described as continuous and participative organizational learning processes aimed at instit...

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) an Hochschulen: Strukturelle Verankerung in Gesetzen, Zielvereinbarungen und Dokumenten der Selbstverwaltung

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Schule: Strukturelle Verankerung in Schulgesetzen, Lehrplänen und der Lehrerbildung

Research paper thumbnail of Education for Sustainable Development (ESD) in Vocational Education and Training (VET): Interview as Part of an Interview Series (German ESD-Monitoring)

Research paper thumbnail of Education for Sustainable Development (ESD) in Local Communities: Interview as Part of an Interview Series (German ESD-Monitoring)

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Frühkindlichen Bildung: Strukturelle Verankerung in Bildungsplänen, Rahmendokumenten und der Ausbildung von pädagogischen Fachkräften

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Beruflichen Bildung: Strukturelle Verankerung zwischen Ordnungsmitteln und Nachhaltigkeitsprogrammatik

Research paper thumbnail of Transformative Wissenschaft

Handbuch Transdisziplinäre Didaktik

Research paper thumbnail of Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

Sustainability

Education for Sustainable Development (ESD) contributes to a holistic transformation of education... more Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are requ...

Research paper thumbnail of Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

Sustainability

Education for Sustainable Development (ESD) contributes to a holistic transformation of education... more Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are requ...

Research paper thumbnail of Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment (input‐indicator)

Sustainable Development, Jan 7, 2024

Research paper thumbnail of Transformative Wissenschaft

transcript Verlag eBooks, Aug 3, 2021

Mandy Singer-Brodowski, Jorrit Holst und Antje Goller widmen sich in diesem Beitrag der Frage, we... more Mandy Singer-Brodowski, Jorrit Holst und Antje Goller widmen sich in diesem Beitrag der Frage, welche institutionellen Veränderungen im deutschen Wissenschaftssystem notwendig sind um mehr Nachhaltigkeit zu fördern und zu unterstützen. Sie greifen dabei auf das Buch »Transformative Wissenschaft« zurück und zeigen die Debatten und Kontroversen, die es ausgelöst hat. Anschießend skizzieren sie Formen der Umsetzung und Konkretisierung transformativer Wissenschaft auf Ebene der Transformativen Lehre, der Transformativen Forschung und des Institutionellen Wandels.

Research paper thumbnail of Whole Institution Approach: measurable and highly effective in empowering learners and educators for sustainability

Sustainability science, May 17, 2024

Whole Institution Approaches (WIAs) to sustainability in education emphasize the strong link betw... more Whole Institution Approaches (WIAs) to sustainability in education emphasize the strong link between the socio-physical environment and the learning processes and outcomes. However, there has been a lack of instruments for quantifying the implementation of WIAs based on the experience of learners and educators. In this article, we present the systematic development, pretesting, validation and first application of a novel WIA-Scale (learners: 13 items, educators: 15 items). As part of a large-scale assessment in Germany (school education, vocational education and higher education; n = 2,985), we apply the WIA-Scale and assess how WIAs are related to the effectiveness of sustainability learning. Based on extensive validation, the scale quality was evaluated as high. The application showed that young people who experience more sustainability in line with the WIA feel strongly more motivated and empowered by their educational institution to contribute to sustainability. Also, regression modeling revealed that WIA implementation is the strongest of various predictors of how sustainable learners act beyond the educational institution. Further, educators who experience more sustainability in line with the WIA feel considerably more motivated and report more sustainable behavior. They also view Education for Sustainable Development (ESD) as more relevant and participate more frequently in training on ESD. For future use, we provide the WIA-Scale in its original version, a 7/8-item variant and a one-item proxy. The scale may be used as a process indicator for high-quality sustainability education and as part of organizational development. Overall, the study shows that experienced WIAs are measurable and highly effective for quality sustainability learning.

Research paper thumbnail of The self in the mirror: fostering researchers’ reflexivity in transdisciplinary and transformative studies at the science-policy interface

Research paper thumbnail of Emotional competence: The missing piece in school curricula? A systematic analysis in the German education system

International Journal of Educational Research Open

Research paper thumbnail of Reflexive Grenzbearbeitungen in der Governance von Bildung für nachhaltige Entwicklung? Zu Funktionen sektoraler und sektorenübergreifender Interaktionsmuster beim Transfer einer sozialen Innovation

Verlag Barbara Budrich eBooks, Dec 12, 2022

Research paper thumbnail of Transformationspfade für eine Kultur der Nachhaltigkeit an deutschen Hochschulen

Gaia (Heidelberg), Dec 21, 2022

Research paper thumbnail of Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches

Sustainability Science

Orienting societies towards sustainability requires comprehensive learning of how to think, act a... more Orienting societies towards sustainability requires comprehensive learning of how to think, act and live within a safe and just space for humanity. Approaching sustainability as a core paradigm of quality education in the twenty-first century, Education for Sustainable Development necessitates an integrated view on learning. For educational organizations, Whole Institution Approaches (WIAs) to sustainability emphasize that all learning is embedded within its socio-physical contexts. Although the core objective—to “walk the talk” on sustainability—is theoretically well established, questions remain regarding its specific conceptualizations. Based on a systematic qualitative analysis of 104 international documents from scientific and grey literature, this article offers a conceptual synthesis of the core elements of WIAs to sustainability in education. Based on the literature analysis, WIAs are described as continuous and participative organizational learning processes aimed at instit...

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) an Hochschulen: Strukturelle Verankerung in Gesetzen, Zielvereinbarungen und Dokumenten der Selbstverwaltung

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Schule: Strukturelle Verankerung in Schulgesetzen, Lehrplänen und der Lehrerbildung

Research paper thumbnail of Education for Sustainable Development (ESD) in Vocational Education and Training (VET): Interview as Part of an Interview Series (German ESD-Monitoring)

Research paper thumbnail of Education for Sustainable Development (ESD) in Local Communities: Interview as Part of an Interview Series (German ESD-Monitoring)

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Frühkindlichen Bildung: Strukturelle Verankerung in Bildungsplänen, Rahmendokumenten und der Ausbildung von pädagogischen Fachkräften

Research paper thumbnail of Bildung für nachhaltige Entwicklung (BNE) in der Beruflichen Bildung: Strukturelle Verankerung zwischen Ordnungsmitteln und Nachhaltigkeitsprogrammatik

Research paper thumbnail of Transformative Wissenschaft

Handbuch Transdisziplinäre Didaktik

Research paper thumbnail of Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

Sustainability

Education for Sustainable Development (ESD) contributes to a holistic transformation of education... more Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are requ...

Research paper thumbnail of Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

Sustainability

Education for Sustainable Development (ESD) contributes to a holistic transformation of education... more Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are requ...