ESD in Educational Processes, Schools and the School System: Frictions and Success Factors in Integration, Transfer and Implementation—An Explorative–Qualitative Multi-Perspective Interview Study

Education for Sustainable Development (ESD) is seen as an essential component of future-oriented education that enables learners to actively shape sustainable development. However, integrating ESD into education systems faces various challenges. The present study analyses hindering and enabling factors for the integration of ESD into the education system, the schools as organisations and learning environments for pupils. An exploratory, qualitative design was adopted, using semi-structured problem-centred interviews to explore the perspective of relevant actors across multiple levels within the German education system. Data were analysed through qualitative content analysis. The findings identified frictions, including the perception of ESD as complex and normatively charged, resource constraints across multiple levels, resistance to transforming structures and values, overload of further school development tasks, and the lack of a clear positioning from education politics. Success factors are the use of synergy effects through ESD, the commitment and skills of individuals, effective anchoring, and cross-level cooperation. As overarching leverage points, personnel competencies, structural factors, and the perception of ESD are identified. In conclusion, a Whole System Approach is required to integrate ESD with systemic coherence at all linked levels of the school system. The findings offer guidance to promote successful ESD implementation, thereby enhancing the impact of education on sustainable development.