Be(e) inclusive: Effekte einer Bildung für Nachhaltige Entwicklung mit Bienen auf Schüler:innen aus Klassen mit inklusivem Ansatz

Education for sustainable development (ESD) is regarded as a key approach to tackling global environmental problems such as the ongoing loss of biodiversity. However, disadvantaged groups have so far received little consideration in ESD and its accompanying research. The aim of this study was therefore to link the concepts of ESD, inclusion and participation and, in particular, to enable affective experiences of nature through an original encounter with bees. Two 7th and 8th grade inclusion classes (N = 30; M Age = 12.93; SD = 0.83) for all ability levels (with and without special educational needs) participated in a half-day mixed-method intervention study in a pre-post design with honeybees and wild bees. Adapted questionnaires were used to assess their closeness to nature and their interest in nature (Nature Interest Scale, Nature relatedness scale and Illustrated Inclusion of Nature in Self) and their personal experiences during the intervention were recorded using an open-ended card questionnaire. The newly designed inclusive ESD program with bees proved to be very suitable, as it integrates practical, affective and action-oriented approaches-central elements for both ESD and inclusive education approaches-and was extremely well received by the inclusion students. The intervention had a slight positive impact on the students' closeness to nature and interest in nature; for stronger and more sustainable effects, regular engagement with nature is recommended. The study shows how it is possible to implement inclusive methods in ESD in order to enable all pupils to actively and independently engage with nature and their environment and to promote their participation in environmental and climate protection.