Description

In order to achieve the goals formulated in the Paris Climate Agreement, a radical transformation of the transport sector is necessary. Great hopes are currently pinned on facilitating the transition from private transport to climate-friendly alternatives by digitizing mobility services. In the call for a comprehensively digitized mobility transition, the dangers of transport related social exclusion (TRSE) must be kept in mind. At present, mobility education in schools is mainly dealt with in the context of road safety. A comprehensive mobility education needs to go further by creating a fundamental understanding of the digital mobility transition and implement critical thinking in that regard. Therefore, it is extremely important to integrate the social implications of a digital mobility transition into educational contexts as part of the Sustainable Development Goal (SDG) 11. In particular, educators as change agents represent a decisive group in the societal transformation processes required to achieve the SDGs in the context of Education for Sustainable Development (ESD). Consequently, raising awareness of the teachers and extracurricular educators themselves for the social implications of a digital mobility transition is necessary. The aim of the explorative research project presented is to investigate the perspective of teachers and extracurricular educators regarding the establishment of digital mobility services and the associated societal consequences. This was achieved through 19 semi-structured interviews with educators in Hannover and Hamburg (Germany), from which selected results will be presented. The research project (05/2021-06/2025) is funded by the Ministry of Science and Culture of Lower Saxony, Germany.