Religious Education for Sustainable Development. Empirical research into its effect on the planned environmentally conscious behaviour of secondary school students

宗教教育促进可持续发展(ESD)在宗教教育(RE)中正在概念上和教学上得到发展。到目前为止，所开发的概念和相应的学习环境都没有得到实证检验。该项目通过经验性地调查了以政治为导向的宗教可持续发展有助于环境意识的有计划的行为这一基本论点，从而回应了这一问题。因此，该项目使用的学习环境是根据以政治为导向的宗教可持续发展教育的说教原则设计的。他们对异质性敏感，针对的是中学生，从统计上看，他们更有可能对环境持负面、怀疑或犹豫不决的态度，而且他们很少在RE中学习。该项目旨在调查这些学生在多大程度上能够根据学习环境采取更具环保意识的有计划的行为。该项目选择了一个对比样本来比较课外的、非正规的和以学校为基础的正规宗教学习。因此，该项目分为两个分项目：分项目1调查针对教育困难学生的社会神学院的课外宗教学习。分项目2调查9至10年级初中和中学班级校本宗教教育中的宗教学习(Haupt-/Sekundarschulen)。该项目解决了以下研究问题：1.政治导向的宗教可持续发展教育的异质性敏感的学习环境对9-10年级中学生在课堂上或课外学习环境中的计划环境行为有什么影响？2.在多大程度上可以识别异质学生在1.？3.数据可以在多大程度上显示学习环境如何以及通过哪些原则有助于重建的学习成功？4.根据1.-3？5的结果，可以在多大程度上识别课堂和课外学习环境之间的差异1-4的结果在多大程度上导致了以政治为导向的宗教可持续发展的经验基础，或者导致了教派的分化和进一步发展？该项目并不声称要以循证的方式调查学习环境的有效性。相反，它是关于基于学习环境对宗教可持续发展过程相关影响的经验性重建。本研究设计为混合方法设计。最初的学习情况和结果通过问卷进行定量收集；学习状态、结果和过程通过定性的半标准化访谈、受民族志影响的观察研究和学习产品评估更详细地收集。定量数据评估是基于SPSS，对MAXQDA的定性研究是基于Kuckartz的定性内容分析。

Religious Education for Sustainable Development (ESD) is being conceptually and didactically developed in Religious Education (RE). So far neither the developed concepts nor the corresponding learning settings have been empirically tested. The project responds to this problem by empirically investigating the underlying thesis that a politically oriented religious ESD contributes to environmentally conscious planned behavior. Therefore, the project uses learning settings that were designed on the basis of didactic principles of a politically oriented religious ESD. They are heterogeneity-sensitive and address secondary school pupils who are statistically more likely to have negative, sceptical or undecided environmental attitudes and who are rarely studied in RE. The project aims to investigate the extent to which these pupils are enabled to adopt more environmentally conscious planned behaviour on the basis of the learning settings. The project chooses a contrastive sample to compare extracurricular, non-formal with school-based, formal religious learning. Accordingly, the project is structured into two sub-projects: Sub-project 1 investigates extracurricular religious learning in social seminaries for educationally disadvantaged students. Sub-project 2 investigates religious learning in school-based religious education in 9-10th lower secondary and secondary school classes (Haupt-/Sekundarschulen). The project addresses the following research questions: 1. What effects do heterogeneity-sensitive learning settings of a politically oriented religious ESD have on the planned environmental behavior of secondary school students in the 9th-10th grade in the classroom or in extracurricular learning settings? 2. To what extent can differences between heterogeneous students be identified with regard to 1.? 3. To what extent can the data show how and through which principles the learning setting contributed to the reconstructed learning success? 4. To what extent can differences between classroom and extracurricular learning settings be identified with regard to the results of 1.-3 ? 5. To what extent do the results of 1-4 lead to an empirical foundation of a politically oriented religious ESD or to ist differentiation and further development? The project does not claim to survey the effectiveness of learning settings in an evidence-based way. Rather, it is about the empirical reconstruction of process-related effects of religious ESD based on learning settings. The study is designed as a mixed-method design. The initial learning situation and results are collected quantitatively through questionnaires; the learning status, results and processes are collected in more detail through qualitative semi-standardized interviews, ethnographically influenced observation studies and the evaluation of learning products. The quantitative data assessment is based on SPSS, the qualitative study on MAXQDA based on U. Kuckartz' qualitative content analysis.