In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

Low-cost phenological experiments with cut twigs are increasingly used to study bud development in response to spring warming and photoperiod. However, a broader variety of species needs to be tackled and in particular the influence of insufficient winter chilling deserves more attention. Therefore, we investigated if and how chilling requirements can be efficiently investigated by cut twigs and how this low-tech approach could be successfully implemented as a citizen science or school project. We conducted an experiment on bud burst and leaf development of Corylus avellana L. twigs, with natural chilling outdoors on a shrub (S) and another chilling treatment as cut twigs in containers (C), and subsequent forcing indoors. Subsampling of the number of cutting dates and number of twigs was used to infer minimum required sample sizes. Apart from insufficiently chilled twigs,~80% of the twigs (both S and C) reached leaf out. For multiple definitions of chilling and forcing, a negative exponential relationship was revealed between chilling and amount of forcing needed to reach certain developmental stages. At least 5 out of 15 cutting dates or alternatively half of the 10 twig repetitions, but especially those mirroring low chilling conditions, were needed to describe the chillingforcing relationship with some degree of robustness. In addition, for cutting dates with long chilling, i.e., from January onwards, freshly cut twigs (S) required significantly more forcing to reach bud burst than twigs from containers (C), although the effect was small. In general, chilling conditions of mature shrubs were well captured by cut twigs, therefore opening the possibility of chilling through refrigeration. We conclude that experimental protocols as outlined here are feasible for citizen scientists, school projects, and science education, and would have the potential to advance the research field if carried out on a large scale. We provide an easy-to-use Shiny simulation app to enable citizen scientists to build up a bud development model based on their own experimental data and then simulate future phenological development with winter and/or spring warming. This may encourage them to further study other aspects of climate change and the impacts of climate change.

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Education is of great importance in the context of climate change, as it can promote pro-environmental behaviour. However, climate change education is accompanied by didactic and pedagogical challenges because, among other reasons, climate change is a complex phenomenon and many people have a psychological distance to the topic. A promising approach to face these challenges is inquiry-based learning (IBL), as several studies show. To date, however, there are barely any empirically tested instructional designs, especially for close-to-science IBL, focusing on climate change. The study presented here therefore addresses the question of how a science propaedeutic seminar for upper secondary schools on the regional implications of climate change should be designed to ensure successful learning processes. Based on the design-based research approach, qualitative research methods (focus group discussions, semi-standardised written teacher surveys, and participant observations) were used to identify target-oriented design guidelines and implementation principles for such seminars. In the seminars, 769 students have so far researched different aspects of climate change in their own regions. The identified design guidelines and implementation principles were further operationalised for teaching practice, so that the research generated both a contribution to theory building and an applicable concept for schools.