In primary education in Sweden, sustainable development is integrated into various parts of the Swedish Curriculum for Compulsory School, Preschool Class, and School-Age Educare. It is a multifaceted and complex concept, underpinned by a clear ethical foundation. The Swedish Curriculum emphasizes the importance of grounding the education system in democratic principles. Additionally, the Education Act highlights that education for sustainable development should involve pupil influence. Previous research has largely focused on preschool education, with a central emphasis on the pupil perspective. In contrast, the ambition of this study was to shift the focus to teachers working in classrooms with pupils in grades one and four, addressing the research gap within the primary school context. Specifically, this study aims to contribute to knowledge of the ways teachers reflect on their teaching for sustainable development, with a particular focus on pupils’ influence in the classroom.The study is grounded in sociocultural theory, which emphasizes the role of social interactions in the development of cognitive processes. It posits that learning is a social activity in which knowledge is constructed through interactions with others.

The methodology for data collection draws inspiration from educational design research, which involves close collaboration between the researcher and the teachers, with both parties contributing to the research process aimed at developing didactical practices.

The empirical material consists of audio-recorded reflections of teachers discussing their teaching for sustainable development after applying certain forms of democratic participation in the classroom. The material was analyse dusing concepts from the study’s theoretical framework.

The study’s results indicate that when the teachers reflect on their teaching for sustainable development with a particular focus on pupils’ influence, they emphasize the importance of strengthening pupils’ agency and increasing their engagement as co-creators in the learning process. The teachers’ reflections also explore the approaches employed to plan for and create an educational environment that is a conducive space for sustainable development. Additionally, the study underscores the value that the teachers place on the integration of authentic materials to connect the classroom learning with real-world contexts, thereby enhancing engagement and making learning more concrete.

This study contributes to Nordic educational research by shedding light on how teachers emphasize the significance of linking classroom content to pupils’ everyday experiences. It illustrates the dual role of authentic materials in promoting pupil engagement, while also acknowledging their potential to cause distraction. Ultimately, the study reinforces the idea that education serves as a vital tool for preparing future generations to address the challenges of the Anthropocene era. It holds the potential to equip pupils with the necessary skills to navigate complex issues within the Nordic context, while simultaneously nurturing a sense of global responsibility and the ability to engage with pressing challenges in an increasingly interconnected world.