Experts’ Perspectives on Myths in and About Sustainability Education
Type
conference paper
Date Issued
2025-08-26
Author(s)
Abstract
Sustainability education (SE) is vital for fostering integrative thinking and responsible action but is hindered by myths and misconceptions that shape perceptions of SE’s purpose, scope, and methods. This study explores the emerging field of myths in and about sustainability education (MYTHSE), examining their characteristics, causes, consequences, and strategies for addressing them. A pre-registered, qualitative interview study was conducted with six international experts in sustainability education, cognitive psychology, and misinformation research, using semi-structured, podcast-based interviews. Data were analyzed through qualitative content analysis, blending inductive and deductive coding to identify recurring themes. Findings reveal diverse expert perspectives on MYTHSE, highlighting common myths such as equating SE with environmental education or assuming factual knowledge alone drives behavioral change. Causes include cognitive biases, logical fallacies, and cultural narratives, with detrimental consequences like perpetuating ineffective teaching practices and resistance to integrating sustainability into curricula. Experts emphasized the need for strategies beyond myth debunking, advocating for prebunking approaches, mental immunity, and fostering critical thinking. This study underscores the importance of addressing MYTHSE as a dedicated research agenda and calls for a systematic taxonomy, rigorous educational research, and evidence-informed practices to challenge misconceptions effectively. Despite limitations such as a cross-sectional design and a selective sample, the findings contribute to advancing SE research, practice, and policy by fostering a more nuanced understanding of myths and their impact.
Language
English
Keywords
expert
interview
myth
sustainability
education
study
educational research
psychology
cognitive immunology
esd
mental immunity
deference to authority
evidence
fact
critical thinking
evidendence-informed
misconception
professionalisation
conceptual change
belief
misinformation
debunking
prebunking
Sustainability Education Podcast
HSG Classification
contribution to scientific community
Refereed
Yes
Event Title
EARLI 2025 Conference "Realising Potentials through Education: Shaping the Minds and Brains for the Future"
Event Location
University of Graz, Austria
Division(s)
Contact Email Address
stefan.siegel@unisg.ch
File(s)![Thumbnail Image]()
Name
2025-08 MYTHSE Expert Interview Study EARLI 2025 Talk Dr. Stefan T. Siegel.pdf
Size
5.91 MB
Format
Adobe PDF
Checksum (MD5)
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