While research on education for sustainable development (ESD) is expanding, empirical evidence on its impact and outcomes remains very limited. Moreover, the facilitating role of the school organization, while extensively documented in literature on school management and school effectiveness, is lacking. In this study we present and qualitatively validate a framework for an ESD-effective school, previously developed via a critical review of ESD and school management literature. This framework consists of eight characteristics: sustainable leadership, school resources, pluralistic communication, supportive relations, collective efficacy, adaptability, democratic decision-making and shared vision. Via semi-structured interviews, the framework for an ESD-effective school was theoretically validated via a sample of 19 teachers and school leaders with expertise in ESD. The findings from the interviews show that the participants largely confirm the framework and the individual characteristics are recognized by the sample. There were relevant differences between the respondents in terms of positioning the different characteristics within the framework. Specifically, views on pluralistic communication differed from the initial conceptual framework.

尽管关于可持续发展教育的研究正在扩大，但有关其影响和成果的经验证据仍然非常有限。此外，尽管在有关学校管理和学校效能的文献中有大量文献记载，但学校组织的促进作用却缺乏。在本研究中，我们介绍并定性验证了通过对ESD和学校管理文献进行严格审查而建立的ESD有效学校的框架。该框架包括八个特征：可持续的领导，学校资源，多元化的沟通，支持性关系，集体效力，适应性，民主决策和共同愿景。通过半结构化访谈，通过对19名具有ESD专业知识的教师和学校负责人进行抽样，从理论上验证了具有ESD效果的学校的框架。访谈的结果表明，参与者在很大程度上确认了框架，并且样本识别了个人特征。就框架内不同特征的定位而言，受访者之间存在相关差异。具体而言，关于多元化传播的观点不同于最初的概念框架。