Marco RieckmannUniversität Vechta · Faculty I, Department of Education
Marco Rieckmann
Prof. Dr.
About
334
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5,993
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Citations since 2017
Introduction
Current research interests:
- (higher) education for sustainable development
- global education
- sustainable university development
- Higher Education Development
- competence development and acquisition
- teaching and learning processes and methods
Additional affiliations
March 2013 - present
July 2004 - February 2013
Education
July 2004 - July 2010
October 1998 - March 2004
Publications
Publications (334)
Professionals within different work contexts play an important role in supporting and accelerating the necessary transformation towards sustainability. They occupy positions in which they can potentially contribute to initiating, accelerating, or maintaining such change processes. Therefore, and given the limited time remaining to avoid severe irre...
Young people play a major role in the (future) implementation of the Sustainable Development Goals (SDGs) and in a successful sustainable transformation on a global but also on a regional scale. Thus, it is time to offer effective support and attractive learning opportunities for the young generation, so that they can gain the necessary competencie...
Im Gespräch mit Prof. Dr. Marco Rieckmann von der Universität Vechta wird deutlich, dass es unterschiedliche Verständnisse von Nachhaltigkeit und unterschiedliche Zugänge zu Bildung für nachhaltige Entwicklung (BNE) und transformativer Bildung gibt. Wie diese Zugänge aussehen und welche Kompetenzen man für und in BNE benötigt, fragte Redakteur Jan...
This paper discusses political discourses as a resource for climate change education and the
extent to which they can be used to promote critical thinking. To illustrate this, we present here an
activity developed in the online course, Freirean Communicative Educational Situations for Climate
Change Education, designed and developed as part of post...
Nachhaltigkeit ist global zu einem zentralen Wert aufgerückt, wie die Verabschiedung der 17 Nachhaltigkeitsziele (SDGs) der Vereinten Nationen zeigt. Daraus resultieren Wendungen, die einen paradigmatischen Wandel hin zu einer Bildung in und für Transformation markieren. Dass alle Lernenden das Wissen, die Einstellungen und die Kompetenzen entwicke...
Der Beitrag widmet sich dem Ziel, die bildungsbezogenen Diskurse über eine Kultur der Nachhaltigkeit und eine Kultur der Digitalität zusammenzuführen. Insbesondere in bildungspolitischen Leitbildern für Schulen wird die Relevanz der jeweiligen Konzepte der Bildung für nachhaltige Entwicklung und der (digitalen) Medienbildung betont. Trotz ihrer jew...
The adaptation to multiple environmental problems and the climate crisis call for educational transformation and especially for teacher training. In this sense, it is a priority to include sustainability in initial training and expand the offer of qualification programs or continuing education. This research is proposed that has the objective of an...
BNE soll Schüler*innen die Gelegenheit geben, Nachhaltigkeitskompetenzen auf- oder auszubauen. Um Lehrkräfte darin zu unterstützen, sich mit den dafür besonders geeigneten Themen, didaktischen Prinzipien und Methoden vertraut zu machen und sich in die damit verbundene Rolle eines „facilitators“ einzufinden, gelten Fortbildungen als probates Mittel....
Bildung für nachhaltige Entwicklung (BNE) fördert die Entwicklung von Nachhaltigkeitskompetenzen (Wiek & Redman 2022; Rieckmann 2021a; de Haan et al. 2008), um die vielfältigen ökologischen, sozialen, ökonomischen und kulturellen Probleme in der Weltgesellschaft anzugehen und die notwendige gesellschaftliche Transformation zu befördern. Damit befäh...
Education for Sustainable Development (ESD) is about enabling participation in the societal learning, communication and transformation processes that are required for sustainable development. This chapter provides an overview of the concept of ESD, its goals, pedagogical principles and methods and, above all, the assessment of ESD learning outcomes...
Successful forest conservation in the tropics depends on various biophysical, socioeconomic, cultural, and political factors. Researchers, environmental practitioners, and local people recognize the need to resolve longstanding systemic weaknesses in environmental governance institutions, to make mainstream environmental policy and action, and to f...
Service Learning involves students in interactive, relevant, and collaborative learning processes and is characterized by its equal focus on providing support (service) and the learning that takes place (learning). Service Learning has been gaining significance at German universities since the 2000s, has been increasingly perceived as a method of E...
Teacher education is a key prerequisite for the promotion of education for sustainable development (ESD) at schools. Whether school-based education processes and the schools themselves can be shaped as sustainable educational institutions, depends largely on the knowledge, competencies, attitudes and values of the teachers. The keynote lecture will...
Eine besondere Betonung des verantwortlichen Handelns in Richtung Nachhaltigkeit auf der Grundlage relevanter Kompetenzen zeigt das Potenzial von BNE, Lernende zu befähigen, gerechtere und nachhaltigere Gemeinschaften mitzugestalten und zur Umsetzung der globalen SDGs beizutragen (UN, 2015). Um BNE in der Schule umfassend und durchgängig zu veranke...
Social and environmental transformation requires quality education in all professional areas and levels. For this, a transdisciplinary approach is required: knowledge must be acquired but, beyond that, students must be enabled to feel part of the development processes, i.e., they must be equipped with the tools, attitudes, competences and values ne...
The Erasmus+ project presented here investigates how secondary schools can identify, reflect on, and expand their existing ESD activities through self-assessment. The roadmap 2030 to Education for Sustainable Development (ESD) is introduced by the meaningful statement “For our very own survival, we must learn to live together sustainably on this pl...
Teacher educators prepare prospective teachers to deliver Education for Sustainable Development (ESD) in schools. Lecturers’ personal perceptions of ESD guide them in this work. While there has been some research into lecturers’ perceptions of ESD in general, teacher educators as a group have been given scarcely any consideration. As groundwork for...
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analy...
Global talents for local transformation. Ministry of Education from Germany and University of Vechta
Dieser Beitrag setzt sich mit der Beziehung und der Zusammenführung von zwei wichtigen Querschnittsanliegen auseinander: Globales Lernen und inklusive Bildung. Globales Lernen hat vor allem das Ziel, Personen zum Umgang mit globalen Herausforderungen und zur Gestaltung einer nachhaltigen Entwicklung zu befähigen. Inklusive Bildung priorisiert die M...
Introduction: Responses to climate change requires critical, systemic and future thinking (Brundiers et al., 2021). Transformative pedagogy can both provide access to knowledge and enhance sustainability competencies (Rieckmann, 2018). Educational games are popular in climate change education (CCE) (Katsaliaki & Mustafee, 2015) and Wu and Lee (2015...
Introduction: With regard to the engagement of companies with the Sustainable Development Goals (SDGs), studies indicate: While a high share of businesses (71%) are planning to engage with the SDGs, it seems more difficult to “embed the SDGs into strategy” (planned by 41% within five years), and especially tools for assessing a company’s impact on...
Introduction: Progress in Education for Sustainable Development (ESD) differs from school to school at the country level and internationally. The multilingual tool 'JUMP into a sustainable lifestyle', developed by partners from Estonia, Lithuania (lead), Germany and Scotland, aims to support sustainable school development. It enables schools to ide...
Numerous conservation activities in Africa have been of little effect. In this study, we investigate socio-economic trade-offs that might have been overlooked, yet may undermine conservation action in discret pathways. Data was collected in three study sites with fragile forest ecosystems in south-eastern Kenya, through locally adapted structured s...
This introductory chapter introduces the case for competences in education for sustainable development before going on to explore the concept of competence itself. Three types of competence are identified: a pragmatic understanding comprising a focused set of skills, knowledge and attitudes; a broader concept that aligns with the German Bildung tra...
Educators play an important role in the implementation of Education for Sustainable Development (ESD). However, they need to be qualified to work with the concept of ESD, acquiring specific competences to deal with sustainable development issues and to align their pedagogical practice with ESD. This chapter describes different frameworks and models...
This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD comp...
The purpose of this chapter is to explore international trends emerging in the field of ESE-TE research. The chapter aims to describe the evolution of ESE-TE research by identifying its defining characteristics and purposes, while analyzing what trends suggest for the field’s trajectory. This chapter highlights four aspects of these international t...
This chapter takes stock of some of the lessons of the COVID-19 pandemic and relates these back to the core messages of this book. One ‘take away’ from this discussion is the possibility of rapid change, which echoes what is needed for education for sustainable development (ESD), another is the fact that people frequently claim to have learned thin...
This chapter presents the implementation of an ESD academic staff training programme at the University of Vechta (Germany) with a particular focus on the development and assessment of ESD competences. It reports the results of a focus group with staff training participants, which discussed the ESD competence framework developed within the Erasmus+-...
Las competencias de la Educación para el Desarrollo Sustentable (EDS) han sido objeto de amplios debates durante la última década. Se han desarrollado varios marcos de competencias, y el proyecto Erasmus+ “A Rounder Sense of Purpose” (RSP) se propuso establecer un marco de competencias profundo y práctico para su utilización en cualquier contexto e...
Bildung für nachhaltige Entwicklung (BNE) ist ein relativ junges Bildungskonzept, das sich in der Erziehungswissenschaft wie auch in der pädagogischen Praxis in den letzten 20 Jahren etabliert hat. Dieser Artikel reflektiert das Konzept einer BNE aus bildungstheoretischer Perspektive und beleuchtet Anschlussperspektiven zwischen BNE und ausgewählt...
Das Erreichen einer nachhaltigen Entwicklung ist ohne Bildungsprozesse nicht denkbar. Die Relevanz von Bildung für nachhaltige Entwicklung wird auch in den Sustainable Development Goals (SDGs) der Vereinten Nationen betont. Bildung für nachhaltige Entwicklung zielt darauf ab, Menschen zu befähigen, sich an den gesellschaftlichen Lern-, Verständigun...
Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topic...
The SDGs Labs - Making the SDGs Our Business project is run by eight European partners from four countries (Austria, Germany, Italy and Portugal), and involves Higher Education Institutions (HEIs), companies and other stakeholders. It aims to integrate the 17 Sustainable Development Goals (SDGs) into the business practices of the agribusiness and f...
![Figure 1. Factors that influence VSGEs (adapted [11]).](profile/Marco-Rieckmann/publication/351736612/figure/fig1/AS:1025684344422400@1621553612074/Factors-that-influence-VSGEs-adapted-11_Q320.jpg)
Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topic...
Während aktuell die Bildungslandschaft immer noch eher durch einzelne BNE-Projekte gekennzeichnet ist, geht es nun um die Verankerung von BNE in den Strukturen. Bildungseinrichtungen sollten sich als Orte des Lernens und der Erfahrung für eine nachhaltige Entwicklung verstehen und sollten daher alle ihre Prozesse an Prinzipien der Nachhaltigkeit au...
Higher education institutions (HEIs) have various opportunities to engage in and foster sustainable human progress. They can thus play a decisive role in promoting sustainable development (SD) by integrating sustainability as a cross-cutting principle in teaching, research, operations, and knowledge transfer. In this opinion paper, we reflect on se...
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections...
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections...
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections...
La formación docente es un requisito fundamental para promover la Educación para el Desarrollo Sustentable (EDS) en la educación escolar. Los profesores son poderosos agentes de cambio para dar la respuesta educativa necesaria para lograr el desarrollo sustentable. La formación docente debe responder a este reto reorientándose hacia la EDS, tal y c...
The effects of anthropogenic climate change have become increasingly prevalent. There is thus a need both to prevent climate change or soften its effects (mitigation) and to address and deal with effects that are already occurring (adaptation). To facilitate climate action in a creative way, new forms of collaboration are needed, which will lead to...
Universities play an important role in promoting sustainable development. They can design learning settings in which students can develop sustainability competencies that enable them to initiate social change and promote sustainable development. Service Learning is a pedagogical approach that not only enables such competence development, but also c...
This chapter describes the characteristics and features of the Ecuadorian education system, and discusses historical and social foundations, institutional and organizational principles, and educational trends and key issues. Our discussion of educational trends and key issues focuses in particular on the recent transformation of higher education an...
This chapter describes the characteristics and features of the Ecuadorian education system, and discusses historical and social foundations, institutional and organizational principles, and educational trends and key issues. Our discussion of educational trends and key issues focuses in particular on the recent transformation of higher education an...
Das Erreichen einer sozial und ökologisch nachhaltigen Entwicklung wird auch davon beeinflusst, was in unseren Schulen unterrichtet wird, und auf welche Art und Weise Bildungsprozesse gestaltet werden. Dies unterstreicht den Bedarf an Lehrer*innen, die über die Fähigkeiten und die Motivation verfügen, ihren Schüler*innen eine Bildung für nachhaltig...
This chapter describes the characteristics and features of the Colombian education system and discusses historical and social foundations, institutional and organizational principles, educational trends, and key issues. The discussion of educational trends and key issues focuses in particular on approaches to educational inequality, the role of civ...
Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a D...
International Sustainability Stories: Enhancing Good Practices
This paper examines the vignettes from the perspective of Global Citizenship Education (GCE), with a particular focus on emancipatory and transformative learning in formal and informal settings. Taking reflection on the learning experiences and processes described in the vignettes as a basis, it develops and discusses five theses. This discussion h...
El libro se propone como un espacio de análisis, construcción académica e investigación interdisciplinaria; en él se busca un cambio en el discurso y el paradigma en la educación superior actual. Se trata de pasar de una orientación de contenidos que se pregunta ¿qué temas o conceptos enseñar? a otra en la que la pregunta es ¿qué conocimientos, pro...
El concepto de la Educación para el Desarrollo Sustentable tiene por objeto habilitar a los estudiantes para que sean capaces de contribuir a la transformación sustentable de la sociedad. Para aplicar este enfoque, los educadores deben estar involucrados y comprometidos con él y adquirir y desplegar 12 competencias propuestas por el proyecto europe...
Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project "A Rounder Sense of Purpose" (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-servic...
