Abstract Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13 years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.

中文翻译：

---

可持续发展的跨学科小学课程单元

摘要 可持续发展教育 (ESD) 为年轻人参与复杂的可持续发展问题提供了重要机会。本研究有助于现有有关小学教师在一系列学科中采用可持续发展教育的方法的知识。挪威学校可以加入可持续背包计划 (SBP)，该计划支持教师开发项目，促进对跨学校学科的可持续发展的整体理解。本研究旨在检验教师对可持续发展教育的跨学科方法以及 SBP 教师对其课程单元如何促进可持续发展的环境、社会和经济维度的看法。该研究是一项多案例研究，课程单元专为来自 14 所挪威学校的 10-13 岁学生设计。内容分析表明，这些单元使用了几个科目来进行 ESD，但教师本可以在论证和批判性思维方面更大程度地挑战学生的反思。这些单位在采取整体方法方面取得了一定程度的成功。