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![enter image description here][1] ## **Project Description** Educational myths (e.g., learning styles, cone of learning) often appear in the form of phrases and platitudes. Although many of these questionable beliefs about educational phenomena lack empirical evidence, they are sometimes widespread, persist, and have somehow managed to become everyday knowledge (De Bruyckere et al., 2020; Grunder, 2017). Although these myths sometimes blossom from a seed of a fact, they can be problematic, especially when policymakers, educators, or researchers unconsciously act on them, or even spread them. This could, for instance, result in educators acting based on questionable or even false assumptions and hinder them from reflecting on their teaching as well as students’ learning using scientific evidence (Thomm et al., 2021). Therefore, a growing number of scientific publications in educational psychology aim at identifying, examining, and debunking widely held educational myths (De Bruyckere et al., 2015; 2020). Facing today’s grand challenges, i.e., the global complex and wicked problem of social, economic, and primarily ecological nature, (higher) education institutions and their staff have a crucial role in contributing to a more sustainable world (UNESCO, 2018; Wals, 2022; WEF, 2022). Accordingly, sustainability (education) is gaining relevance in (higher) education which is indicated among other things by the rapidly growing body of publications, journals, and initiatives (e.g., Brundiers et al., 2021; Corcoran et al., 2017; Miranda Azeiteiro & Davim, 2021). Sustainability education’s purpose is to foster integrative thinking and responsible action in students for the benefit of our planet, our society, and the economy (Wals, 2022). In this field of education ideas and assumptions exist that sound plausible at a first glance (e.g., the higher educated people are, the more they think and act sustainably; the 21st-century skills are the answer to the grand challenges), which, however, turn out to be at least questionable at a closer look. The overall aim of the postdoctoral project is therefore to empirically explore myths in and about sustainability education and their role in the professionalisation of university instructors. Through several studies, knowledge about the characteristics, prevalence and formation, consequences and reception of these myths will be generated and made accessible for the description, explanation and optimisation of individual professionalisation and professional educational action. In addition, possible educational needs are to be identified and theoretical and practical educational implications derived. [1]: ## Publications - Siegel, Stefan T. (accepted): Learning to Effectively Fight Educational Myths. Lehrblick: Inspirationen für gute Hochschullehre. - Siegel, Stefan T. (2023): Bildungsmythen [online]. socialnet Lexikon. Bonn: socialnet, 03.10.2023. [Zugriff am: 03.10.2023]. Verfügbar unter: - Siegel, S.T., & Dilger, B. (2023). Sustainability Education in Forschung und Lehre am Institut für Wirtschaftspäd-agogik. HSG Focus, 11(1). ## Talks and Workshops - Siegel, Stefan T. (2023, October): Educational Myths Debunked: Identifying, Understanding and Challenging Questionable Beliefs about Teaching and Learning in Higher Education. Workshop im Weiterbildungsprogramm des Hochschuldidaktischen Zentrums (HDZ) der Universität St.Gallen (HSG). - Siegel, Stefan T.; Dilger, Bernadette (2022, September): Sustainability Education in Higher Education: Mythen, Spannungsfelder, Ansätze. Vortrag und Open Space im Rahmen eines Forums bei der Jubiläumstagung des Instituts für Wirtschaftspädagogik an der Universität St.Gallen, Schweiz. Siegel, Stefan T. (2022, Mai): Sustainability Education in Higher Education: Myths, Tensions, Approaches. Eingeladener Open Space im Rahmen des oikos LEAP Researchers Programme (online) ## Developed (Open) Educational Materials - [Siegel, Stefan T.](, [Bühler, Lara]( (2023). Some Sources and Causes Educational Myths. Interactive Info Graphic. [CC BY 4.0]( for [IWP-HSG]( - [Siegel, Stefan T.](, [Bühler, Lara]( (2023). Some Negative Consequences of Educational Myths. Interactive Info Graphic. [CC BY 4.0]( for [IWP-HSG]( - [Siegel, Stefan T.](, [Bühler, Lara]( (2023). Some Challenges of Challenging Educational Myths. Interactive Info Graphic. [CC BY 4.0]( for [IWP-HSG]( - [Siegel, Stefan T.](, [Bühler, Lara]( (2023). Some Remedies Against Educational Myths. Interactive Info Graphic. [CC BY 4.0]( for [IWP-HSG]( - [Siegel, Stefan T.](, [Bühler, Lara]( (2023). Some Heuristics for Identifying Educational Myths [Instrument]. CC BY 4.0 | - [Siegel, Stefan T.]( Educational Myths Refutation Canvas [Instrument]. CC BY 4.0 | ## Press and Media Coverage - Sager, Michael; Siegel, Stefan T. (2023, Dezember): Bildungsmythen entlarvt. Video auf dem YouTube-Channel der Universität St.Gallen (HSG).
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