ESD in Agricultural Schools Results of the French-Austrian Project NECTAR

This article relates the findings of the NECTAR project, an ERASMUS+ project between France and Austria about education for sustainable development in the two countries in agricultural schools: how it was implemented, to what extent, using the pedagogical frameworks of "Green Pedagogy - GP" and "Grounded Pedagogy for Transition - GPT". The project studied three topics: soil fertility (the focus of this article); local food autonomy; complexity in professional situations. Two pedagogical activities were observed for each topic, one in each country, and were then discussed and compared through the lens of the two frameworks. These two theoretical frameworks are complementary for the purposes of analysis: GP is focused on systemic constructivism, while GPT has a more cognitivist approach. Differences were mostly seen in the pedagogical sequences’ preparation by the teachers, and the conceptualization of sustainability.