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

可持续发展的宗教教育（ESD）是在宗教教育（RE）的概念和教学发展。到目前为止，这些发展出来的概念和相应的学习环境都没有经过实证检验。针对这一问题，该项目通过实证调查了一个潜在的论点，即以政治为导向的宗教可持续发展有助于有环保意识的计划行为。因此，该项目采用了基于以政治为导向的宗教可持续发展教育的教学原则设计的学习环境。他们对异质性敏感，针对的是统计上更有可能对环境持消极、怀疑或犹豫不决态度的中学生，他们很少在可再生能源中进行研究。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有环保意识的计划行为。该项目选择了一个对比样本来比较课外的、非正式的和基于学校的、正式的宗教学习。因此，本项目分为两个子项目：子项目一调查社会神学院中教育弱势学生的课外宗教学习。子项目2调查9-10年级初中和中学班级（Haupt-/Sekundarschulen）校本宗教教育中的宗教学习。该项目涉及以下研究问题：1。政治导向的宗教教育可持续发展的异质性敏感学习环境对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. 在何种程度上，异质学生在1.？3. 数据能在多大程度上显示学习环境如何以及通过哪些原则促进了重建的学习成功？4. 在多大程度上，课堂学习环境和课外学习环境之间的差异可以从1的结果中识别出来？3 ?5. 在多大程度上，第1-4章的结果为政治导向的宗教教育可持续发展提供了经验基础，或者为其区分和进一步发展提供了经验基础？该项目并未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ESD过程相关效应的实证重建。本研究采用混合方法设计。通过问卷调查，定量收集初步学习情况和结果；通过定性半标准化访谈、民族志影响观察研究和学习产品评估，更详细地收集了学习状态、结果和过程。定量数据评估基于SPSS，定性研究基于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.