Innovative initiatives in education often have problems with their sustainability. The present study focuses on three educational innovations that have proved to be sustainable over time. We used a qualitative research approach to study and identify essential features of sustainable educational innovation. Two theoretical frameworks were used to guide the study: the integrated model for sustainable innovation (IMSI) and self-determination theory (SDT). Both frameworks take a different perspective upon learning; IMSI presents learning at the individual level, the team level and the organizational level to be the heart of sustainable innovation, and SDT presents how learning can be improved. The research question focused upon how the SDT concepts of autonomy, competence and relatedness were perceived within sustainable innovation, expressed by the IMSI framework, by teachers and school leaders. Based on our findings we demonstrate that the framework of IMSI and SDT can effectively be applied as a frame of analysis to identify essential features of sustainability in educational innovations and we discuss how concepts of SDT deepen the knowledge of sustainable educational innovation.

中文翻译：

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在可持续教育创新中学习：教师认知和领导力实践分析

教育领域的创新举措往往在可持续性方面存在问题。本研究侧重于三项已被证明是可持续的教育创新。我们使用定性研究方法来研究和确定可持续教育创新的基本特征。两个理论框架被用来指导研究：可持续创新综合模型（IMSI）和自我决定理论（SDT）。两个框架都对学习有不同的看法；IMSI 将个人层面、团队层面和组织层面的学习作为可持续创新的核心，SDT 展示了如何改进学习。研究问题集中在如何在可持续创新中理解 SDT 的自主性、能力和相关性概念，由 IMSI 框架、教师和学校领导表达。基于我们的研究结果，我们证明了 IMSI 和 SDT 的框架可以有效地用作分析框架，以确定教育创新可持续性的基本特征，并讨论 SDT 的概念如何加深对可持续教育创新的认识。