Jugendpartizipation für eine inklusive digitale Mobilitätswende

Die Perspektive von Lehrkräften und außerschulischen Multiplikator*innen in Hannover und Hamburg

Abstract

Transforming the transport sector is essential in order to achieve the set climate protection goals. Great hope is currently pinned on facilitating the transition from individual motorised transport (IMT) to more environmentally friendly options by offering smart mobility solutions. However, in the call for a comprehensively digitized mobility transition towards smart mobility, the dangers of mobility-related social exclusion must be taken into account. In order to realise an inclusive mobility transition in line with Sustainable Development Goal (SDG) 11 of the 2030 Agenda, young people in particular should be made aware of the social implications of a digitized mobility transition. As part of Education for Sustainable Development (ESD) and its Priority Action Area 4, young people should be motivated to actively participate in sustainable development. Teachers and extracurricular multipliers are of critical importance, as they act as change agents who encourage and support young people. The aim of the research project presented is to identify the perspective of teachers and extracurricular multipliers on the participation of young people in the realisation of the digital mobility transition through smart mobility. As part of the study, 19 interviews were conducted with geography and social studies teachers as well as extracurricular sustainability multipliers from Hannover and Hamburg, Germany. The results show, that teachers and extracurricular multipliers consider the participation of students in the development of smart mobility services as essential. Schools are seen as an important place to make students aware to the social aspects of (digital) mobility and to involve them in participatory formats. The teachers and multipliers surveyed are in favour of a much stronger link between extracurricular and school-based learning opportunities and an expansion of project-based and interdisciplinary working methods in everyday school practice.