How Can Students Be Empowered in Relation to SDGs Through Active Learning? Psychological and Contextual Dimensions Associated with Teachers’ Use of Storytelling in Europe

Promoting empowerment regarding the SDGs among students requires teaching practices based on a student-centered approach. Storytelling has gained prominence as a tool to increase student engagement, critical thinking, and more equitable school environments. While its benefits for students are well documented, less is known about the factors influencing teachers’ willingness to adopt storytelling. The Erasmus+ project PLACES aims to support the implementation of the SDGs in Belgium, Denmark, Greece, and Italy. This study, conducted during the need analysis phase, investigates the psychological and contextual dimensions associated with teachers’ use of storytelling as a practice to promote the SDGs. Self-efficacy, attitudes, time-related, didactic barriers, and the perceived organizational climate for innovation within schools were investigated by 5-point Likert scales. A quantitative analysis was conducted using hierarchical regression and moderation models based on data collected through a questionnaire administered to 138 primary and low-secondary schools’ teachers from Italy, Belgium, and Greece. Results showed that teachers’ self-efficacy is significantly associated with storytelling use, and this relationship is moderated by perceived school climate for innovation. Moreover, the lack of didactic support is relevant. These findings underline the importance of strengthening individual and contextual enablers in teacher training and school leadership to promote the SDGs.