摘要：Education for Sustainable Development is a key concept in Geography instruction in Germany. Thepresent contribution investigates how this concept is conveyed in Geography textbooks. Methods usedinclude both quantitative and qualitative analysis as well as meta-level analysis. The quantitativeinvestigation of 28 school textbooks revealed that sustainability, sustainable development und“sustainable” as a modifier (for example, sustainable tourism) are only rarely mentioned. By contrast,numerous examples can be found that include the topic of sustainability without explicitly stating theterm. Seven topical fields (examples include tropical rainforest, renewable raw materials, the city oftomorrow) are used to illustrate various solutions ranging from simply doing without up tosophisticated technical solutions. In these examples, sustainability is often equated with environmentaleducation, the aspects of economics and society are dealt with to a lesser extent. The contributioncloses with the call for a new system of values, which no longer uses economic growth as the primaryindicator of the quality of life
