Education for Sustainable Development (ESD) Through the Lens of Political Didactics: German Expert Perspectives on the Potential of Civic Education, Interdisciplinary Integration, and the Challenges of Political Co-Optation

The world faces a convergence of existential, interconnected planetary challenges. Climate change, biodiversity loss, resource depletion, digital transformation, social and political instability, and global health risks demand systemic, equitable, and innovative solutions. Education for Sustainable Development (ESD) aims at motivating individuals to actively participate in socio-ecological change, primarily by altering their own unsustainable behaviours. However, ESD faces criticism for being overly individualistic and moralistic, which complicates its integration as an inter- and transdisciplinary concept within school subjects. In particular, German discourse on political didactics underutilises opportunities to merge civic education with ESD. To better understand these shortcomings and navigate a successful and fruitful intertwining of concepts, the study "ESD through the Lens of Political Didactics" investigates how ESD is understood, integrated, and contested within political didactics discourse in Germany. Based on a mixed-methods sequential study (2023-2025) – including an online survey (n=85) and follow-up interviews (N=10) analysed using qualitative content analysis – the research explores how academics teaching political didactics in German teacher training programmes understand ESD, approach it disciplinarily, and view its professional relevance. The study reveals that ESD occupies an ambiguous position in civic education. While most respondents anticipate its growing relevance, its conceptualization remains fragmented. Many perceive ESD as a normative framework – often imposed "top-down" – that prioritises individual behaviour change (e.g., sustainable consumption) over systemic transformation. Critics argue that ESD risks depoliticisation by framing sustainability as a technical or moral issue rather than a contested political process. Others highlight its anthropocentric focus, which may sideline ecological justice or social inequities. Interviews with experts in civic education show that ESD and transformative education have gained relevance in recent years – driven by climate change, multiple crises, and social polarisation. However, ambivalence remains: ESD is viewed as an opportunity to strengthen political dimensions (e.g., climate justice) and foster decision-making and action skills, but it also risks being instrumentalised as a "quick fix" for social problems or moralisation. A key tension lies in the link between ESD and civic education. While ESD is often perceived as "apolitical" or technocratic, interviewees emphasise the need to include political controversy and systemic transformation. The future of civic education hinges on fostering maturity and judgment without becoming overwhelmed or depoliticised. Challenges such as climate disasters and the shift to the right require critical reflection on the role of education in crises. Instead of "disaster education," civic education should promote resilience and democratic creativity. Interdisciplinary cooperation offers opportunities, while resource scarcity and political polarisation pose risks. Overall, the study demonstrates that ESD – when designed to be critical, and participatory – can enrich civic education. By juxtaposing the status quo with transformative visions and grounding these insights in both quantitative and qualitative data, this research offers a nuanced perspective on the future of citizenship education, grappling with both the limits and possibilities of ESD as a tool for societal change.