Abstract:

Introduction:
This paper presents interim findings of an ongoing project within the educational collaboration REWWay (www.rewway.at), which focuses on modernizing and modularizing online learning materials and workshop offerings on sustainable freight transport for students of all ages. The overarching goal is to raise awareness about sustainable transport alternatives and foster a modal shift towards greener freight solutions. To achieve this, the project aims to provide teachers with practical integration opportunities within Austrian school curricula, ensuring that sustainable transport becomes an integral part of education.

Methodology:
A comprehensive curricula analysis served as the foundation for improving and modularizing the materials. This analysis identified suitable topics and integration points within Austrian school education, enabling the development of flexible modules that align with current learning standards. The restructuring process not only updated the content but also emphasized interactive and engaging learning experiences. Special attention was given to creating materials that meet contemporary educational requirements and support competency-based learning. To enhance learner engagement, multiple interactive approaches were implemented, including the development of eight interactive videos enriched with embedded questions and a glossary. These videos were carefully designed to correspond with the selected modules, providing learners with dynamic and self-directed learning opportunities. Initial field testing allowed for the collection and evaluation of feedback, which informed further refinements.

Results:
The revised program will include a modular set of interactive online materials and a revised and modularized practical workshops concept (so-called transport school labs). The updated materials offer a balanced mix of traditional learning resources, such as PowerPoint presentations with accompanying notes, and interactive elements like exercises, case studies, Kahoot!-quizzes and the eight interactive videos enriched with questions and a glossary. This combination ensures that learners benefit from both structured, classical content and dynamic, engaging formats that foster active participation and deeper understanding. These resources aim to deepen understanding and encourage behavioral change towards sustainable mobility. By integrating interactive videos, quizzes, and glossary features, the materials promote active learning and knowledge retention. Furthermore, the modular structure ensures flexibility for teachers, enabling them to adapt content to different age groups and educational contexts. This approach demonstrates the potential of combining modularization with interactivity to create impactful educational experiences that drive awareness and commitment to sustainable freight transport.

Conclusion:
The project highlights how scrutinizing curricula and aligning materials with current standards can significantly enhance the relevance and effectiveness of sustainability education. By embedding interactive elements and offering modular flexibility, the initiative provides a blueprint for fostering a mental shift towards greener freight transport. These findings underline the importance of innovative educational strategies in achieving long-term sustainability goals.

Keywords:

Sustainability education, Sustainable freight transport, Interactive learning materials, Competency-based education.