Redesigning Schoolyards for ESD

Summary of Praetorius & Andersen (2024)

Background & Existing Knowledge
Schoolyards remain underutilized teaching resources. This study examined how transforming schoolyards into sustainable learning environments can promote Education for Sustainable Development (ESD) in European schools.

New Insights from This Study
✔ Educators engaged in participatory action research reported that green schoolyards significantly enhanced ecological literacy and sustainability awareness.
✔ Teams found that collaborative design and reflection practices empowered teachers and students alike to adopt sustainable habits.
✔ Addressing barriers like policy gaps and insufficient resources built shared ownership of outdoor spaces.

Practical Applications: How Educators Can Use This Research
Behavior Management
📌 Involve students and staff in mapping new usable zones in the schoolyard.
Teacher Support

📌 Offer workshops on greening school grounds as a curriculum-linked project.
Inclusive Teaching
📌 Use schoolyard developments as interdisciplinary projects—e.g., mapping, arts, environmental monitoring.

Conclusion
Schoolyard redesign for ESD fosters ecological awareness, participatory learning, and collective ownership—making outdoor environments an integral part of classroom learning.

Key Words
sustainable schoolyards, ESD, teacher agency, participatory design, ecological literacy

Reference
Praetorius, C., & Andersen, R. (2024). Rethinking schoolyards as spaces for Education for Sustainable Development. Journal of Environmental Education, 55(1), 19–35.

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Redesigning Schoolyards for ESD. Excellent Educator, 2(14), 8.