In view of global resource scarcity and the associated distribution problems, education for sustainable development (ESD) aims to help current and future generations live together in peace and solidarity, in freedom and prosperity, and in an environment worth living in. This article examines the implementation status of ESD in the teaching of art and design (KuG) and technology and design (TuD) in Austria from a subject didactics perspective. It presents an Austria-wide survey (n=89) covering all types of schools and educational institutions. Educators, teachers, and lecturers at schools, universities, and colleges answer questions about their personal interest in ESD topics as well as their specific implementation strategies at school, university, and college. Reflecting on its use in art and design as well as technology and design classes, challenges are identified and finally discussed in the context of critical-emancipatory education for sustainable development. The implementation of ESD topics implies STEAM (science, technology, engineering, art/design, and maths)-oriented teaching that provides students with tools and methods to explore new and creative ways of problem solving, data presentation, innovation, and transdisciplinary and interdisciplinary links between several subjects. The need for further training in sustainable development (ESD) in the respective subjects is identified. The qualitative expert interviews are conducted in digital form, and the survey data is analyzed with and according to atlas.ti 24 and Mayring.

Finally, a few examples from teaching and research at universities, colleges, and schools show how ESD is currently being implemented in art and design as well as technology and design, and where there is a need for further research.

Keywords: Sustainable development (ESD), STEAM, art and design, technology and design, current analysis Austria.