Design and craft education, like that of the Swedish school subject, Sloyd, has great potential for Education for Sustainable Development (ESD). With so many possibilities, it is relevant to investigate what teachers teach about sustainability, and how. Therefore, the aim of this article is to examine what Sloyd teachers express that they do as they educate for sustainability in design and craft education (Grades 3–9). This aim is guided by two research questions: (1) What ESD content is prominent in Sloyd teachers’ statements about their teaching? and (2) What expected learning outcomes and teaching strategies become visible in the Sloyd teachers’ statements about ESD? Our analysis of the qualitative questionnaires answered by 70 teachers shows that working with design and craft materials is a key factor for the teachers. Specifically, three learning outcomes have been identified: to utilise material, to use sustainable materials and to become a maker with materials. The most common teaching strategies are instructing and advising strategies, where the goal is known beforehand by the teacher. The findings are discussed in relation to the mix of sustainability concepts and different logics that emerge in the teachers’ expressions and also in relation to what consequences the findings have for teaching ESD in design and craft education.

中文翻译：

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促进者、讲师、顾问和教育者之间——教师如何进行设计和工艺教育的可持续性教育

设计和工艺教育，如瑞典学校科目 Sloyd 的教育，在可持续发展教育 (ESD) 方面具有巨大潜力。有如此多的可能性，调查教师关于可持续性的教导以及如何教授是相关的。因此，本文的目的是检查 Sloyd 教师在设计和工艺教育（3-9 年级）可持续性教育中的表现。这个目标以两个研究问题为指导：(1) 在 Sloyd 教师关于他们的教学的陈述中，哪些 ESD 内容是突出的？(2) 在 Sloyd 教师关于可持续发展教育的陈述中可以看到哪些预期的学习成果和教学策略？我们对 70 位教师回答的定性问卷的分析表明，设计和工艺材料的工作是教师的一个关键因素。具体来说，确定了三个学习成果：利用材料、使用可持续材料和成为材料制造者。最常见的教学策略是指导和建议策略，其中教师事先知道目标。研究结果的讨论涉及可持续性概念和教师表达中出现的不同逻辑的组合，以及研究结果对设计和工艺教育中的可持续发展教育教学的影响。