@article{3341712,
    title = "How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study",
    author = "Daskolia, M. and Koukouzeli, V.",
    journal = "Journal of Research in Educational Sciences",
    year = "2023",
    volume = "13",
    number = "4",
    publisher = "MDPI",
    issn = "2068-8407",
    doi = "10.3390/educsci13040403",
    abstract = "The study reported here aims to explore the relationship between Waldorf education and the sustainable school approach through a small-scale qualitative research study conducted in a Greek Waldorf school. Following a semi-structured interview protocol, four teachers shared their views and beliefs on the congruence between the two approaches as reflected in the philosophy and everyday practice of their school. The study’s findings indicate that the Greek Waldorf school manifests several of the quality criteria that define a sustainable school, with pedagogy identified as the most relevant aspect, particularly in terms of the quality of teaching and learning processes. Participants also identified common features between the two approaches on both the social/organizational and physical/technical levels. Although not all the criteria of a sustainable school are fully met, the teachers believe that the sustainability concept is implicitly interwoven with the philosophy and practice of Waldorf education and that their school is moving in the direction of Education for Sustainable Development (ESD). © 2023 by the authors."
}