Biography Marco Rieckmann

Marco Rieckmann is a Professor of Higher Education Development at the University of Vechta in Germany. He graduated in 2004 in environmental sciences at the University of Lüneburg where he then was a research assistant at the Institute for Environmental Communication. He obtained his doctorate in 2010 with the topic: "The global perspective of education for sustainable development - A European-Latin American study on key competences for thinking and acting in the global society".

His research focuses on academic development, education for sustainable development, global education, and the sustainable development of higher education institutions. He has published his research in national and international outlets, and he is Speaker of the Network ‘Teacher Education for Sustainable Development’, and Representative of the German Educational Research Association in the Council of the European Educational Research Association.

Short Summary of the Interview

In this episode of the Sustainability Education Podcast, Professor Marco Rieckmann identifies common myths, such as the misconception that sustainability education is primarily about environmental issues and the belief that more knowledge automatically leads to behavior change. He advocates for a holistic approach that considers socio-economic factors alongside environmental ones.

Rieckmann differentiates between environmental and sustainability education, emphasizing that interpretations of these concepts can vary significantly depending on regional contexts. He discusses the challenges in teacher education, noting that sustainability education is often seen as an "add-on" rather than a perspective that can be integrated into existing curricula. He argues that sustainability should be viewed through a lens that informs all aspects of education rather than as additional content.

Cultural and societal factors contributing to these myths are explored, with Rieckmann pointing to traditional views of education as mere knowledge transmission. He underscores the need for a more complex, constructive understanding of education.

The role of academic staff development is highlighted as crucial for equipping educators with the necessary competencies to teach sustainability effectively. Rieckmann calls for ongoing capacity building and professional development to ensure meaningful implementation.

Finally, the conversation touches on the importance of measuring the outcomes of sustainability education, emphasizing the need for empirical research to assess its effectiveness in changing behaviors and developing competencies. Overall, Rieckmann advocates for a nuanced, context-specific approach to sustainability education that fosters real societal transformation.

• Marco Rieckmann: https://www.uni-vechta.de/erziehungswissenschaften/team/rieckmann-marco
• Impact Project: https://impactforaction.eu/
• Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable development: Mapping different approaches. Sustainable Development, 13(1), 38–52. https://doi.org/10.1002/sd.244
• Stephen Sterling: https://sustainableeducation.co.uk/
• Goller, A., & Rieckmann, M. (2022). What do We Know About Teacher Educators’ Perceptions