Sustainability as the guiding principle of technical education in primary and elementary education

synopsis or introduction

The question arises to what extent an early and basic technical education – related to the global challenges of sustainable development – can contribute to enabling young people and later adults to understand the problems and difficulties of a technological world and, moreover, to become capable of acting and to participate in shaping society. How can or must such a technical education be designed? Are there already corresponding methods, approaches and experiences? Does current instruction in technical education refer to the concept of sustainability? Has this already been reflected in the didactic theory formation? To what extent does this apply specifically to pre-primary and primary school? What could practical examples look like? Are there already convincing models, tried-and-tested concepts or possible links?

The fields of technology and sustainable development both have an important place in early (child) education. Technological developments are driven by the attempt to overcome one’s own limitations. However, this can happen at the expense of human, social, ecological or economic resources. Here, education for sustainable development should help to evaluate technology.