The relevance of implementing sustainable development is obvious both at the education policy level and at the level of vocational education. For various reasons, vocational training for sustainable development (BBNE) presents teachers with a challenging and time-consuming task of didactically designing sustainability-oriented professional learning situations, i. e. the reformulation or revision of technical goals, content and topics linked to the model of sustainable development. For this reason, a practice-oriented guide was developed in Hamburg based on the results of several years of pilot models that allows teachers to implement this task in a relatively short amount of time. In a figurative sense, a toolbox was put together with various instruments or tools to support teachers integrating sustainability references into new and existing action-oriented professional learning situations. This article presents the toolbox and explains its components.

The Hamburg Master Plan ESD 2030 was launched for the local implementation and continuation of the globally agreed world action program “Education for Sustainable Development” (WAP ESD 2015–2019) and the subsequently adopted national action plan (NAP ESD). It stipulates, among other things, that the guiding principle of sustainable development is anchored as a basic orientation and overarching educational goal in all school forms of vocational training and that vocational schools see sustainability-oriented school and teaching development as a task for the entire school community and the partners involved (field of action 1). To achieve this objective, a project was initiated with the task of developing a concept with which education for sustainable development can be anchored in the further training of teachers at Hamburg vocational schools, in order to incorporate the guiding idea of sustainable development into their educational programs in the foreseeable future to anchor. This article explains the objectives of the project and the methodological approach.