Abstract This research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström’s Second Generation Activity Systems Model is used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach. The research suggests that student participation in Eco-School programme can be fostered by using an activity-based ‘whole institution’ approach that interlinks a reflective and action-based procedure, by adapting the students’ learning environment according to their needs and capabilities, by providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally, by incorporating the Eco-School programme into the school’s overall educational framework.

中文翻译：

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使用 Engeström 的第二代活动系统模型分析学生参与两所生态学校的状态

摘要 本研究调查了位于西班牙和荷兰的两所选定中学的学生参与生态学校计划的情况。重点是了解学生参与的杠杆和导致全校方法的因素。Engesröm 的第二代活动系统模型用作分析框架。该研究还反映了该框架的优缺点。对这两个案例的分析揭示了生态学校计划在促进学生主导的可持续发展和全校方法的预期效果方面存在矛盾。研究表明，可以通过使用基于活动的“整个机构”方法来促进学生参与生态学校计划，该方法将反思和基于行动的程序相互联系起来，