| Summary: | The purpose of this study is to investigate how much room the three dimensions of sustainable development are given in teaching and in teaching materials. In addition, the study aims to investigate the underlying causes that leads to one dimension being put into focus.The survey aims to answer the following questions:-How do teachers in grade 1 work with the three dimensions and what materials are used?-In what way doe’s the teaching methods and materials of teachers make or exclude a relationship between the three dimensions of sustainable development?-Which reasons form the basis for the teaching of teachers?This has been investigated using the two-teacher in-depth interviews and a content analysis of teachers' teaching materials. The collected material has been analyzed based on designed matrices for the three dimensions of sustainable development and different teaching traditions. The main theory utilization in the study has mainly been the three dimensions of sustainable development, which have been used to analyze how the teachers include the three dimensions inthe teaching, but also the way in which the dimensions are described in the teaching material. Furthermore, hypotheses have been tested to analyze the causes that may be the basis of exclusion of dimensions. The hypotheses examined in the survey are the teacher's understanding of the concept of sustainable development, the complexity and openness of the concept of sustainable development, but also the difficulty in adapting the content to younger ages and insufficient material in sustainable development. The result of the analysis shows that focusing on the ecological dimension, in relation to the social dimension, excludes the economic dimension of education and teaching materials. Furthermore, the results have shown that all four hypotheses were possible explanations for the imbalance of teaching and teaching materials in the three dimensions of sustainable development.
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