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）正在宗教教育（RE）的概念和教学中发展。到目前为止，无论是开发的概念，也没有相应的学习环境进行了实证检验。该项目通过实证调查的基本论点，即一个政治导向的宗教ESD有助于环境意识的计划行为，以回应这个问题。因此，该项目使用的学习环境是根据面向政治的宗教可持续发展教育的教学原则设计的。它们对异质性敏感，针对的是在统计上更有可能持消极、怀疑或犹豫不决的环境态度的中学生，他们很少在可再生能源中得到研究。该项目的目的是调查这些学生在多大程度上能够根据学习环境采取更有环境意识的有计划的行为。该项目选择了一个对比样本，比较课外，非正式和学校为基础的，正式的宗教学习。因此，该项目分为两个分项目：分项目1调查社会福利机构中教育处境不利学生的课外宗教学习情况。子项目2调查9- 10年级初中和中学班级（奥普特-/Sekundarschulen）校本宗教教育中的宗教学习。该项目解决了以下研究问题：1。以政治为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年级中学生在课堂或课外学习环境中的计划环境行为有什么影响？2.在1.方面，异质学生之间的差异能在多大程度上被识别出来？3.这些数据在多大程度上能够说明学习环境是如何以及通过哪些原则对重构后的学习成功做出贡献的？4.在多大程度上可以确定课堂和课外学习环境之间的差异，就1.三个？5. 1-4的结果在多大程度上导致了一个以政治为导向的宗教可持续发展教育的经验基础或其分化和进一步发展？该项目并不声称以循证方式调查学习环境的有效性。相反，它是关于基于学习环境的宗教可持续发展教育的过程相关影响的经验重建。本研究设计为混合方法设计。初步学习情况和结果通过问卷定量收集;学习状况，结果和过程更详细地收集通过定性半标准化访谈，人种学影响的观察研究和学习产品的评价。定量数据评价采用SPSS统计软件，定性研究采用基于U. 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.