What does leadership look like when sustainability takes center stage? This question was at the center of a study trip Swiss principal and researchers took to Sweden. During the stay three schools were visited and then intensively reflected upon. The aim was to identify leadership practices that contribute to the development and perpetuation of Education for Sustainable Development (ESD).
After Swedish principals and researchers had already observed Swiss schools for evidence of leadership for sustainability in February 2025, Swiss principals visited Swedish schools to investigate leadership practices for sustainability. Using photos taken during the school visit, the participants then discussed along categories how sustainability manifests itself in different areas of the schools. Three Swiss school leaders report on their highlights in the search for leadership for sustainability:
Between tradition and modernity ─ Anina Rüdisüli
The upper school at Västervik School is in a constant state of flux. At the heart of the school is the library with the collection of Eric Havtons, a ‘book fanatic’ and scholar who collected and studied hundreds of historical works during his lifetime and eventually donated them to Västervik’s first public school. An enthusiastic librarian looks after the collection and teaches young people the value of looking into the past and the cutting-edge skills of ‘source criticism’. At the same time, outside the historical core of the school, various models and installations of robots for solar energy supply are being created. A dedicated team of employees teaches ESD content across ALL subjects and for ALL. For the headmaster, the term ALL includes young people and adults regardless of their background, previous history, gender, learning level or physical and cognitive abilities. In this sense, I am impressed by the investment in the past and at the same time to the future as well as the mix of preservation and development. From the pupils‘ perspective, this school could be described as a ‘building site for a sustainable future’ that never stands still.
«Thinking globally and acting locally» ─ Etienne Krebs
What a marvellous experience to observe different education systems after a 4°C bath in the Baltic Sea. Both Västerviks Gymnasium and Växjö Teknikum impressed me with their student-centred organisation.
More specifically, in Västerviks, the principal and the teaching staff build the student’s educational project avoiding imposing the solution. They start from the student’s potential with a great deal of flexibility. The project is designed with and by students. In my opinion, this educational strategy has great potential for sustainability.
At the same time, Västerviks Gymnasium pursues a global project for all students. It is called «Circular Calender» and involves all the teachers. Each month is devoted to a prevention theme.
«Thinking globally and acting locally» is a very interesting route to sustainability.
Juste like its old and wonderful library Västerviks Gymnasium stands between tradition and modernity. While history offers stability, Swedish school policy is geared towards future sustainability.
Greater awareness and acceptance of ‘diversity’ ─ Claudia De Gasparo
This whole experience has been very enriching, stimulating and has brought me new ideas with respect to the management and organization of the school I direct. There is a big difference between reading an article about the Swedish scholastic system and being able to see it in person and discuss it with those who direct and work there.
We have seen that the theme of «sustainability» translates into practice in many different projects, always with particular attention to the care of interpersonal relationships (with all the components of the school).
I was particularly impressed by an aspect that is very close to my heart, namely that of inclusiveness. Both in compulsory school and in subsequent schools, students with various types of disabilities are integrated. If Ticino has been particularly at the forefront for decades compared to other Swiss cantons, Sweden is even more so. Living in the same spaces and carrying out activities with disabled people from an early age helps everyone to grow with greater awareness and acceptance of «diversity», which then also concerns cultural, geographical or other differences.
In high school I really appreciated the coexistence between students in preparation for a profession and others who will undertake university studies and the link with the community outside the school. The project that offers individualized and flexible solutions to students who are experiencing a period of «personal crisis» is also very interesting.
In compulsory schooling, I was interested in the combination of digitalization and the enhancement of pen and paper activities as well as outdoor moments.
Having also organized moments in common outside of school visits has allowed us to continue exchanges and deepen issues of common interest. I hope that these encounters can continue in the future.
INFOBOX
The project Sustainable Leadership, led by the Zurich University of Teacher Education (PHZH) in collaboration with Linnaeus University (LNU) and Éducation21, aims to equip school leaders with the necessary competencies to implement Education for Sustainable Development (ESD) within a Whole School Approach. The overarching goal is to provide leadership knowledge and tools that enable schools to embed sustainability into their strategy, structure, and culture. The experiences made in this project were possible due to the financial support of Movetia, an institution that offers different funding programs for a national or international exchange experiences.
Zu den Autor:innen und Projektverantwortlichen
Jasmin Kolb hat pädagogische Psychologie an der Universität Fribourg studiert und arbeitet im Zentrum Management und Leadership als wissenschaftliche Assistentin. Sie beschäftigt sich vor allem mit wissenschaftlichen Evaluationen und der Weiterentwicklung der Schulleitungsausbildung.
Irene Lampert ist promovierte Erziehungswissenschaftlerin und Expertin im Bereich Bildung für nachhaltige Entwicklung (BNE) sowie Schulführung. Sie arbeitet als Lehrgangsleiterin und Forscherin an der PH Zürich und war in unterschiedlichen Positionen als Lehrgangsleiterin, Dozentin, Forscherin sowie als Schulleiterin und Lehrerin tätig. Durch ihre akademischen und Praxiserfahrungen hat sie umfassende Kenntnisse in Theorie und Praxis erlangt.
Niels Anderegg leitet das Zentrum Management und Leadership an der Pädagogischen Hochschule Zürich. Seine Arbeitsschwerpunkte sind Leadership for Learning, Teacher Leadership und Professionalisierung von Führungspersonen von und in Bildungsorganisationen.
Redaktion: Jasmin Kolb
Bild: Grafik PHZH
