“It was a real wake-up call for the pupils.”

The world is facing severe and complex sustainability issues, and there is a need to contextualise and adapt these challenges to pupils in primary education. This study investigates how an educational programme in collaboration with a local external actor can contribute to education for sustainable development (ESD). The study involved three primary schools, six classes, their science teachers and an out-of-school institution built around a large waste sorting facility and biogas plant. The teachers’ (N=3) and the 6th-grade pupils’ (N=120) experiences were explored, and the data includes pupils’ answers in worksheets, observations of pupils during the education programme, and semi-structured interviews with the teachers. The analysis suggests that the authentic approach and affective influence provide meaningful learning and action possibilities. The simplified waste sorting focus is discussed regarding adaptation and progression in ESD.