Universität zu Köln

Pacini, Annalisa ORCID: 0000-0002-4242-0009 (2026). Facade greening: an example of knowledge transfer from research to school to promote Sustainability Education. PhD thesis, Universität zu Köln.

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Abstract

Green facades, i.e. any way of setting plants on the vertical facade of a building, are Nature-Based Solutions to improve urban sustainability. Research highlights several multi-functional benefits: lowering internal building temperatures thus reducing summer cooling costs, sequestering CO2 through photosynthesis, absorbing air pollutants, preserving biodiversity, and improving human health and well-being. At the same time, sustainability has been promoted over the last 30 years by UNESCO through education for sustainable development and the Sustainable Development Goals (SDGs). More specifically SDG n. 4 aims at equipping learners with knowledge and competencies necessary to understand environmental issues and actively promote solutions. One way to achieve the above is through a transfer of scientific knowledge from research to school. However, to be successful, this approach should refer to research findings that are suitable for school students as well as for integration in school curricula, i.e. they should fulfill certain criteria. The present dissertation investigates how to transfer scientific findings on sustainability from research to school, thereby using green facades as an exemplary topic and referring to evaluation criteria for lesson planning derived from W. Klafki. A subject-specific literature review, which was conducted first, proved to be an effective strategy for developing a comprehensive, multi-phase teaching concept. Part of this concept was implemented through a didactic intervention. The effect of this intervention on the KAP (knowledge, attitude practice) triad was then evaluated. The results show that even a short intervention (being mainly based on experiments) may lead to longer term (4 weeks) changes in pro-environmental knowledge. Changes in pro-environmental attitude were only evident in the short term, but not in longer term. In addition, pro-environmental knowledge and attitude seemed to be predictive of different types of actions (cognitive or “care-oriented”). Therefore, both aspects (knowledge and attitude) should be addressed in teaching. For future interventions, practical activities should go beyond pure knowledge gain (e.g. by conducting experiments) and include actions that benefit society and the environment (like service projects) to support a holistic development of learners.

Item Type:	Thesis (PhD thesis)
Creators:	Creators Email ORCID ORCID Put Code Pacini, Annalisa apacini@smail.uni-koeln.de https://orcid.org/0000-0002-4242-0009 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-815841
Date:	2026
Place of Publication:	Köln
Language:	English
Faculty:	Faculty of Mathematics and Natural Sciences
Divisions:	Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Biology Education
Subjects:	Education Natural sciences and mathematics
Uncontrolled Keywords:	Keywords Language green facades English sustainability education English sustainable development goals (SDGs) English knowledge, attitude, practices/behavior (KAP) English knowledge transfer English nature-based learning English didactic intervention English
Date of oral exam:	28 September 2026
Referee:	Name Academic Title Schlüter, Kirsten Prof. Dr.
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81584