The focus of this article is on the concept of sustainable development in relation to sloyd education, or handicraft-based education. The purpose of this study is to search for knowledge about how sustainable development can be used in teaching sloyd. In the study, a modified model is introduced as a frame of reference. The model includes economic, technological, social and cultural sustainability as well as perspectives of values, knowledge, skills and ecological methods. The empirical data consists of shaped figures in clay which symbolize sustainability in relation to craft. Based on aesthetic learning processes and through semiotic analysis, the study shows how the model can help to implement sustainable development in learning about sloyd and be used as a useful didactic tool in sloyd education.

Keywords: Aesthetic learning, sustainable development, cultural studies, semiotics, sloyd science