Engaging in educational design processes for sustainable learning: Learning and becoming in practice

The aim of this study is to describe in what way the students' learning outcomes and theoretical assumptions are used by teachers to enhance the design of lessons with a focus on development of sustainable learning over time. Seven teachers and 71 students in an upper secondary school participated, along with one researcher. Three lessons were designed and implemented in three different student groups (N=24, 23, 24), with one intervention for each group. The interventions were designed in an iterative process: the result of the first lesson formed the base for the development of the next, and so on. A multi-case analysis was conducted within and between each intervention. The results of the study describe correlations between teachers' deepened theoretical knowledge, changes in lesson design, and impact on students' learning outcomes in a long-term perspective. We found students' learning outcomes increased during the three interventions in three different groups of students (A +0.17, B +0.87 and C +1.54. At the delayed post-test, the learning gain in the third group sustained to be higher than in the previous two groups of students (A-0.08, B +0.26, C +0.75).