COMMISSION STAFF WORKING DOCUMENT Accompanying the document Proposal for a Council Recommendation on learning for environmental sustainability

EN EN
EUROPEAN
COMMISSION
Brussels, 14.1.2022
SWD(2022) 3 final
COMMISSION STAFF WORKING DOCUMENT
Accompanying the document
Proposal for a Council Recommendation
on learning for environmental sustainability
{COM(2022) 11 final}
Offentligt
KOM (2022) 0011 - SWD-dokument
Europaudvalget 2022
EUROPEAN COMMISSION
EUROPEAN COMMISSION
Directorate-General for Education, Youth, Sport and Culture
Directorate B — Youth, Education and Erasmus+
Unit B.2 — Schools and Multilingualism
E-mail: EAC-UNITE-B2@ec.europa.eu
European Commission
B-1049 Brussels
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Contents
About this Staff Working Document ......................................................................... 5
1. Learning for the green transition: a challenge and opportunity for Europe ........... 6
2. State of play and challenges to further progress..............................................10
Key role of education and training in the green transition .......................................11
Learning, teaching and assessment......................................................................12
Educator preparedness for sustainability...............................................................17
Challenges and barriers at institutional level .........................................................21
Policies and approaches at systems level ..............................................................23
Collaboration and partnerships ............................................................................25
Monitoring and evaluation...................................................................................26
Support at Member States and EU level................................................................28
3. Towards sustainability in learning: achieving lasting change...................................32
Learning for environmental sustainability starts early .............................................33
Building on traditions in early childhood education and care .................................33
Moving forward...............................................................................................34
Learning for environmental sustainability is lifelong................................................37
Learning for sustainability in formal education ....................................................37
Non-formal learning and sustainability...............................................................39
Informal learning and sustainability...................................................................41
Learning for environmental sustainability requires supportive learning
environments .................................................................................................42
Mobilising the institution as a whole ..................................................................43
Investing in green and sustainable infrastructure ................................................46
Learning for environmental sustainability is engaging and positive ...........................47
Active and interdisciplinary learning ..................................................................48
Promoting nature-based and outdoor education ..................................................50
Curricula and educational programmes ..............................................................51
Aligning and redesigning student assessment .....................................................53
Involving students in meaningful ways ..............................................................57
Potential of digital technologies to support learning for sustainability.....................58
Learning for environmental sustainability requires capacity building of educators
and leadership support .......................................................................................60
Embedding sustainability in initial and continuing professional development ...........61
Career progression and new roles for educators..................................................64
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Role of leaders and shift to distributed leadership ...............................................65
Learning for environmental sustainability fosters collaboration and partnerships ........67
Cross-sector collaboration ................................................................................67
Community engagement..................................................................................69
Learning for environmental sustainability empowers youth......................................70
Young people’s concerns..................................................................................71
The role of education and training in engaging youth...........................................73
Learning for environmental sustainability builds competences and skills ...................75
Building on key competences ...........................................................................75
Defining competences for sustainability .............................................................76
Developing professional skills for the green transition..........................................76
Learning for environmental sustainability is founded on strong policies.....................78
Monitoring and evaluation................................................................................80
4. The European sustainability competence framework..............................................83
Description of the framework ..............................................................................83
5. Implementing and monitoring the Recommendation..............................................99
Existing and planned EU initiatives.......................................................................99
Platforms and tools ..........................................................................................101
Funding programmes .......................................................................................103
International cooperation on learning for environmental sustainability....................105
Annexes ............................................................................................................107
ANNEX 1: LITERATURE AND SOURCES ...............................................................107
ANNEX 2: LITERATURE AND SOURCES – European sustainability competence
framework – chapter 4 .....................................................................................121
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About this Staff Working Document
This Staff Working Document accompanies and supports the European Commission
proposal for a Council Recommendation on learning for environmental sustainability,
adopted in January 2022. It provides detail on the concepts and recommendations put
forward in this new initiative and presents research evidence and good practice examples
from across Europe. It can serve as a guide for policy makers, educators and all
individuals and organisations working on environmental sustainability in the education
and training sector.
Chapter 1 provides an introduction to the topic, outlining the reasons, scope and wider
policy context for the Recommendation.
Chapter 2 gives an overview of key findings from the public survey and consultations. It
presents recent evidence related to EU Member States’ approaches to learning for
environmental sustainability and more generally from the wider field of research and
practice.
Chapter 3 describes a vision for achieving lasting change towards sustainability through
learning and teaching. It builds on key learnings from the consultations and research and
outlines the action needed with regard to systems, institutions, educators and learners.
Chapter 4 presents in brief the new European Sustainability Competence Framework,
developed by the European Commission to support learners, educators, policy makers
and other stakeholders in developing and fostering knowledge, skills and attitudes
related to sustainability.
Chapter 5 provides details on how the Recommendation will be implemented, monitored
and supported through various EU instruments, programmes, and platforms.
6
1. Learning for the green transition: a challenge and
opportunity for Europe
Through the European Green Deal1
and the goal to become climate-neutral by 2050, the
European Union (EU) is working to deliver on the transformational changes needed in our
economy and society. By aligning action across a range of policy areas, including energy,
environment, mobility and agriculture, the EU aims for a green transition that is just and
inclusive. Like all sectors, education and training needs to critically examine how it is
responding to the climate and ecological crises – in terms of its operations, processes
and practices and – crucially – how it is preparing learners for the future.
Key EU policies, including the Green Deal, the EU Biodiversity Strategy for 20302
, the EU
Skills Agenda3
and the Council Resolution on the European Education Area4
all point to
the role of education and training in empowering and engaging people for environmental
sustainability and boosting the skills and competences5
needed for the green transition.
Education and training for environmental sustainability is about the learning and teaching
we need for personal, societal and environmental well-being now and in the future. It can
be understood as an umbrella under which all subjects and disciplines have a contribution
to make. Learners need to understand the inter-connectedness of economic, social and
natural systems and move from awareness to individual and collective action and
empowerment. Achieving this requires hands-on, engaging and action-based ways of
learning, which foster knowledge, understanding and critical thinking (cognitive
learning); practical skills development (applied learning); and empathy, solidarity and
caring for nature (socio-emotional learning).
Many different strands and movements in education and training advocate for
environmental protection, active citizenship, sustainability and global change. This
includes environmental education, sustainability education, climate change education,
peace education, global education and education for sustainable development. All these
movements and concepts share a vision of education and learning which is
transformative, embraces change and promotes sustainability. They also all
recognise the interconnected nature of environmental, social, and economic issues. The
European Commission’s work on learning for environmental sustainability builds on those
movements and puts renewed attention on environmental concerns to support the goals
and ambition of the European Green Deal.
Seizing the momentum for change
Europeans rank climate change among the most serious problems facing the world today
(European Commission, 2021b). Protecting the environment is important to 94% of EU
citizens personally; 78% consider that environmental issues impact directly on their daily
1
COM(2019) 640 final
2
COM(2020) 380 final.
3
COM(2020) 274 final.
4
2021/C 66/01 of 26.2.2021.
5
Following the Council Recommendation on key competences for lifelong learning, competences are defined as
‘a combination of knowledge, skills and attitudes, where knowledge is composed of the facts and figures,
concepts, ideas and theories which are already established and support the understanding of a certain area or
subject; skills are defined as the ability and capacity to carry out processes and use the existing knowledge to
achieve results; and attitudes describe the disposition and mind-sets to act or react to ideas, persons or
situations’ (2018/C 189/01).
7
lives and health and almost all feel that urgent action is needed to tackle biodiversity loss
(European Commission, 2020). People also expect stronger action by national
governments and the EU to tackle climate change and environmental degradation
(European Commission, 2021a).
Young people have been especially vocal and active in demanding change and calling on
public authorities to act urgently to tackle climate change and protect the environment
for current and future generations. Many young people consider that school is failing to
give them an adequate understanding of climate change, the environment, and how to
live, work and act more sustainably (European Commission, 2019). Despite being the
least responsible, children are already facing the devastating consequences of the climate
crisis: half the world's 2.2 billion children are now exposed to multiple climate and
environmental shocks, figures which are likely to worsen as the impacts of climate
change accelerate (UNICEF, 2021).
The COVID-19 public health crisis has put renewed attention on the interconnections
between global societies, human systems and the environment. It has brought greater
public and political awareness to the essential role that education and training has in
society. The pandemic has highlighted specific issues in education such as wellbeing and
mental health, the benefits of outdoors and nature, social inequalities and the role of
local and wider communities (Finlayson et al, 2021). The crisis has also exposed
weaknesses in the resilience of education and training systems, including disparities in
accessing digital technologies for remote learning. The education and training sector will
need to learn from the lessons of the crisis and continue to adapt and build resilience.
Preparing for future disruptions and negative impacts on learning related to climate
change, including extreme weather, flooding and heat, is also vital.
Beyond the immediate and longer-term crisis response, the pandemic has raised
questions not only on the what but also the how, where and when of learning and
teaching. And it has triggered reflections on the fundamental purpose of education and
how learners can live, thrive and be active and engaged citizens in a changing world
(ibid.). COVID-19 has been and continues to be a major challenge for education and
training (Carretero Gomez et al, 2021), but it can also be an accelerator for the changes
needed in education and training to empower and engage people for the green transition.
Towards deeper, systemic change
Since the early days of environmental education in the 1960s, learning for the
environment and sustainability has visibly progressed all over the world. Across Europe,
a great number of initiatives, programmes and policy measures have been put in place to
advance sustainability at all levels of education and training. Despite clear progress and
growing public and policy attention, learning for environmental sustainability is not
yet a systemic feature of education and training policy in the EU. Challenges exist
at various levels:
 the interdisciplinary nature of learning for environmental sustainability; the need
for learner-centred pedagogies, new approaches to assessment, organisational
change and community partnerships often run counter to established cultures and
norms in education policy and practice.
 whole institution approaches where sustainability is embedded in all processes
and operations (e.g. teaching and learning, research, campus and buildings
management) are not yet widespread due in part to insufficient funding and
institutional support.
8
 institutions are often lacking data and tools on how to monitor the effectiveness of
sustainability initiatives and efforts and there is further scope to adapt curricula
for sustainability at all levels of education and training.
 teachers and trainers across Europe are already actively teaching for
sustainability, often driven by their sense of responsibility to prepare future
generations. At the same time, many educators say they lack training and support
in sustainability education and training, in particular, regarding interdisciplinary
approaches, active pedagogies and the challenging subject matter.
Urgent efforts are therefore needed to redirect education and training as a whole
towards the deep and transformative changes needed for the green transition and
prepare learners for a rapidly changing society, economy and future.
As will be detailed in this handbook, effective learning for sustainability:
 Starts from early childhood education and care,
 Takes a life-long learning approach,
 Requires supportive learning environments where the institution as a whole is
active on sustainability,
 Is learner-centred, hands-on and based on real-life experiences,
 Supports educators, including leadership teams, to teach and act for
sustainability,
 Fosters collaboration and partnerships in local and wider communities,
 Empowers youth,
 Builds sustainability competences,
 Is founded on strong policies.
Re-visioning education and training and putting sustainability at the heart of its design
will offer learners of all ages and at all stages of education and training a wide range of
opportunities to learn about, in and for environmental sustainability in different settings
and contexts, within and beyond formal education. Schools, universities and other
education and training institutions will become places where sustainability is not only
taught, but also actively practised. If this happens, then education and training for
environmental sustainability can make all learning more relevant; motivate students and
educators towards greater societal engagement and help develop competences for
sustainability increasingly needed for life and work.
Putting sustainability at the heart of education and training is, therefore, a tremendous
opportunity to deliver future-oriented, relevant, engaging and inclusive
education and training, which is closely linked to and supports other education
agendas of inclusion, quality, innovation, internationalisation and student-centred
learning.
Purpose and context of the Council Recommendation
The Commission proposal for a Council Recommendation on learning for environmental
sustainability is a response to the challenges set out above. The Recommendation aims
to foster greater cooperation at EU level on the deep and transformative changes needed
in education and training for the green transition. It can serve as a reference to Member
States and aims to support and facilitate policy development and whole-system
9
approaches to learning for environmental sustainability in national settings, including by
sharing expertise and best practices at system and institution level. Through the new
European competence framework on sustainability (see chapter 4), a further goal is to
develop a shared understanding of the competences and skills that people need to act,
live and work in a sustainable manner.
The proposal aims to contribute to the initiatives at global level to strengthen climate,
environmental and sustainability education and training. Sustainable development is a
core principle of the EU, and delivering on the UN’s Sustainable Development Goals is a
priority objective for the Union’s internal and external policies. The Recommendation
therefore builds on the extensive work by UNESCO, the United Nations Educational,
Scientific and Cultural Organization, to make education a more central and visible part of
the international response to the climate crisis through its Education for Sustainable
Development programme, including the 2030 Roadmap6
.
Key points
The vision for learning for environmental sustainability is aligned to Europe’s vision of a
green transition that is just and inclusive.
Despite progress and growing attention, learning for environmental sustainability is not
yet a systemic feature of education and training policy in the EU.
The purpose, policies, provision and practices of learning and teaching need to be
fundamentally re-examined to integrate sustainability at all levels.
Putting environmental sustainability at the heart of education and training means
responding to the realities of the 21st century and equipping learners with the
competences they need to contribute positively to a sustainable society and economy.
The Commission’s proposal for a Council Recommendation aims to foster greater
cooperation at EU level on the deep and transformative changes needed in education
and training for the green transition.
6
https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en
10
2. State of play and challenges to further progress
To prepare the proposal, the European Commission consulted widely on the current state
of play regarding learning for environmental sustainability in the EU. This consultation
was an opportunity to collect good practice and to identify difficulties and barriers in
effectively embedding environmental sustainability in schools, higher education,
vocational educational and training and other education sectors.
A public survey, which consisted of 10 questions and the option to submit a position
paper ran from 18 June to 24 September 2021. A total of 1369 responses were received
from individuals (49%) and organisations (43%)7
as well as 95 position papers.
From April to September 2021, online workshops were held with the aim of identifying
existing challenges, guiding principles and good practice. This included:
 Four workshops with policy makers and other representatives from EU Member
States and partner countries focused on (i) early childhood education and care for
sustainability; (ii) pedagogies and support for teachers; (iii) whole-institution
approaches to environmental sustainability; and (iv) barriers and enablers for
system level change.
 Four online workshops with stakeholders from education and training, research,
environment and youth sectors on (i) policy levers and measuring impact and
effectiveness of learning for environmental sustainability; (ii) cross-sector
collaboration and partnerships; (iii) building capacity of educators; and (iv)
lessons from Erasmus+ projects related to the environment and sustainability.
 A series of online meetings was organised in April and June 2021 with teachers
from the European Commission’s eTwinning community who are active on
sustainability and environmental issues in their schools.
7
‘Other’: 8%.
11
This chapter presents findings from the consultation workshops and the public survey,
and includes illustrative quotes (in italics) from respondents and participants. Further
evidence presented includes findings from a number of dedicated studies carried out for
the European Commission to inform the proposal. This included a mapping of curricula,
policies and other measures in EU Member States related to education for environmental
sustainability; a review of relevant Erasmus+ projects and a study on education for
sustainable development in the context of COVID-19 and the green and digital
transitions. Wider academic research has also been taken into account as well as findings
from large-scale surveys, including the Programme for International Student Assessment
(PISA) from the Organisation for Economic Co-operation and Development (OECD) and
evidence gathered by other organisations active in the field, including UNESCO, the
United Nations Economic Commission for Europe (UNECE) and the European Centre for
the Development of Vocational Training (Cedefop).
While the evidence provided in this chapter is extensive, it is nonetheless a snapshot of
the current state-of-play; it should be acknowledged that new research and perspectives
are constantly emerging.
Key role of education and training in the green transition
Respondents to the public survey to inform the Recommendation pointed to the crucial
role of education and training in helping people understand and take action on
environmental sustainability. Education and training was ranked as the most
important sector by 71% of respondents, ahead of public bodies and governments
(56%), and media (34%). A number of position papers stressed that as ecological impact
comes largely from industry, the burden of ‘solving’ these challenges should not be
placed solely on young people or the education system.
To encourage action on sustainability, respondents opted most often for guidance on
how to change behaviour and take action in everyday life (75%), followed by more
opportunities to take part in decision-making related to environmental sustainability
(64%) and more information on environmental issues and challenges (48%)8
.
8
Participants could select more than one response.
12
'If children are to live with the climate crisis, the curriculum needs to be fit for this
purpose’
‘Education and training at the earliest age is needed to create awareness’
‘We should aim to raise our students as world citizens’
Learning, teaching and assessment
Respondents were asked to identify what is needed most urgently when it comes to
learning for the environment and sustainability. The main areas highlighted were more
practical hands-on ways to learn, including learning outdoors (53%), and more
opportunities for learners to identify a problem which is of concern to them and
work together on solutions (52%). A further priority area was to connect different
issues and topics related to sustainability, considering multiple perspectives and
acknowledging uncertainty (48%).
Position papers highlighted the need to recognise the value and opportunities of natural
environments and outdoors settings for learning. Active engagement and connection with
nature was seen as crucial for raising awareness of climate change and biodiversity loss,
and fostering environmental citizenship. To achieve this, respondents called for new
approaches and additional funding to actively engage citizens, in particular younger
people, in monitoring nature and biodiversity, including in urban settings and for field
work to be a priority for schools, for both curricular and extracurricular activities. An
active role for community organisations in sustainability education was also seen as
necessary. A number of position papers stressed that people in all sectors of employment
should develop knowledge and skills related to environmental sustainability.
13
‘The acquisition of green skills in the workplace will increase resilience and adaptability
while contributing to green growth’
‘We need to enable and invite families and grandparents to share expertise and joint
actions to support intergenerational learning’
Position papers also called for education and training for environmental sustainability to
be open and accessible to all learners, irrespective of gender, age and socio-economic
background. All programmes and initiatives related to learning for sustainability should
take into account the needs and context of people from disadvantaged backgrounds,
including access to digital tools and technologies.
Need for action-oriented and socio-emotional learning
A global review of national curricula and policy documents by UNESCO in 2021 shows
that crucial environmental themes are not yet sufficiently covered (UNESCO, 2021).
Globally, ‘the environment’ is largely present in policy documents (83% of documents
analysed); however, climate change and biodiversity are much less represented (47%
and 19% respectively). This is of concern given the increasing relevance and urgency of
those issues and the need to develop understanding and related competences in these
fields. Across the board, cognitive learning, i.e., learning about the environment, prevails
over socio-emotional and action-oriented learning. The latter are especially important for
developing learners’ engagement with the environment and climate change and
developing their sense of agency.
‘We need to place emotional skills into focus and encourage a sense of hope’
‘The educational offer for our students and researchers must not only teach them a set of
sustainability themes, but enable them to live and behave in a sustainable way’
‘When they actually plant a tree or when they actually touch a solar panel it stays with
them and it motivates them to want to continue doing such activities’
The discrepancy between cognitive and socio-emotional learning for environmental
sustainability is also reflected in learning outcomes. The OECD’s 2018 Programme for
International Student Assessment (PISA) showed that most 15-year-olds know about
climate change and global warming (79% of students across the 37 OECD countries).
However, on average, only 57% feel that they could do something about problems such
as climate change. While students are aware of environmental and other global
challenges, they do not feel ‘a sense of empowerment and agency to make a real
difference’ (Schleicher, 2021).
The findings on the need for more action-oriented learning are in line with teachers’
own beliefs. A qualitative survey (Mulvik et al, 2021) of 140 teachers in 32 European
countries showed that most teachers thought their students would benefit from more
hands-on, experiential learning on the environment and sustainability.
14
Source: Mulvik et al, 2021.
In the same survey, only 29% of teachers report cross-curricular integration of
sustainability to be present in their schools. Some 83% responded that sustainability was
part of natural sciences, while 58% said it was included in extracurricular activities (ibid).
Teachers also listed a variety of approaches, pedagogies and resources that they use
(see figure 1 below).
Figure 1. Pedagogies and practices commonly used
Source: Mulvik et al, 2021.
Research and feedback at the consultation workshops show that the switch to emergency
remote teaching during the COVID-19 pandemic has negatively impacted action-based,
hands-on learning, including in the field of vocational education and training. Face-to-
face learning and gaining practical experience in VET schools and workplaces is crucial for
15
providing quality education to apprentices and graduates, and to prevent early school
leaving9
and encourage lifelong learning. However, in the context of COVID-19, VET
students ‘have seen their opportunities diminish in terms of the experience acquired in
the workplace, the relational capital gained, and the personal maturity achieved’
(Finlayson et al, 2021).
Integration of environmental sustainability in curricula and study programmes
Regarding curricula and courses10
, the majority of respondents favoured a cross-
curricular and interdisciplinary approach to environmental sustainability, rather
than adding it as a topic or module in a single subject (81%). A majority also favoured
the redesign of curricula and courses to fully embed sustainability (68%).
'Sustainability must not be taught as a subject per se. It should encompass all activities
and subjects. Everything should be read with sustainability eyes’.
A mapping of curricula to prepare the Council Recommendation (Mulvik et al, 2021)
showed that over half of EU Member States have defined, at least partially, competences
for environmental sustainability. Environmental sustainability is most frequently
integrated in primary and secondary education. Some countries refer to specific teaching
9
See Cedefop’s VET toolkit for tackling early leaving https://www.cedefop.europa.eu/en/tools/vet-toolkit-
tackling-early-leaving
10
Respondents could select more than one option.
16
methods in the curricula, the majority of which promote learner-centred approaches
(e.g., Finland, the Netherlands, Hungary, Latvia, Romania, Estonia, Slovenia). Austria,
Cyprus and Czechia have national curricula specifically on sustainability education.
Information on early childhood education and care (ECEC) curricula and programmes
across the EU is fragmented as responsibility for this sector may be under different
ministries and/or falls under regional or local governance competence. Finland has
established a national core curriculum for ECEC, based on respect for life, sustainable
living, and human rights, and the inviolability of human dignity.
The mapping study suggests that only one third of EU countries include multidisciplinary
approaches in curricula. Given the interconnected nature of learning for sustainability,
the structuring of curricula around single subjects appears to be a barrier to further
embedding environmental sustainability. Cross-cutting themes on the environment and
sustainable development are either integrated into certain subjects or delivered as
separate subjects (e.g. environmental studies). Most often, sustainability features in
natural science subjects across the EU, but in a growing number of countries it is
integrated into citizenship education. Citizenship education in general is part of
secondary education in all EU countries and taught at primary level in 16 EU countries.
Austria has a particularly comprehensive approach to interdisciplinarity in its curricula
frameworks and interdisciplinary competences are included as a quality criterion at
various levels of education.
Sustainability is being progressively integrated in higher education study programmes
(Lozano et al, 2019), albeit often limited to discipline-based courses. In some knowledge
areas (e.g., social sciences or environmental sciences and engineering), environmental
sustainability is more frequently integrated. Research conducted on the integration of the
SDGs into higher education study programmes globally found that 43% of the polled
universities have integrated or will integrate, the SDGs. However, many reported
embedding single goals rather than all SDGs, the most popular being climate action (SDG
13), followed by sustainable cities and communities (SDG 11) and education (SDG 4)
(Leal Filho et al 2019).
The existence of disciplinary silos within HEIs is a major barrier to fully embedding
sustainability across study programmes (Kurland et al, 2010). Lack of leadership and
management support with regard to fostering sustainability are further obstacles. Where
courses and modules on environmental sustainability exist, these are often not
interdisciplinary, and more learner-centred and collaborative pedagogies are not yet
widespread. Moreover, environmental aspects of sustainability usually receive more
attention in the literature and in the practice of HEIs over the social and economic
dimensions (Rey-Garcia et al, 2020).
Lack of suitable teaching materials and guidance was also identified as an issue
during the consultations. Whereas knowledge-based material is generally available, more
guidance is needed for educators on suitable pedagogies, competences linked to
sustainability, multidisciplinary approaches and outdoors learning. Access restrictions -
for example where subscription is necessary - can be frustrating for teachers who are
self-motivated to promote sustainability but who have limited financial resources for
support materials. Teaching materials are also often too broad and general. Clear
classification of resources by theme, education levels, target users and type of resource
can render the search for resources more interactive and dynamic and save valuable time
for educators.
17
Assessment of learning for environmental sustainability
Assessment frameworks related to environmental sustainability are lacking in many
Member States, even where relevant knowledge and competences are included in the
national curriculum or education policy documents. Without defined learning outcomes
and accompanying assessment frameworks, schools may have difficulties delivering on
curricula. In some cases, assessment of knowledge and skills related to sustainability is
part of a general assessment framework. In Estonia, for example, state examinations in
upper secondary schools can cover cross-curricular topics and topics related to
environmental sustainability.
In some countries, schools and teachers can find tools and guidance in assessment
frameworks developed by other partners, such as the Curricular Framework for
Advancing Circular Economy by eco-schools. While filling a gap with regard to
assessment, depending solely on outside partners for assessment practices, can create a
disproportionate burden for individual schools and teachers to implement and assess
learning and teaching for environmental sustainability. It may also lead to disparities
between schools and assessment practices.
In higher education, several reviews of assessment tools for sustainability found that
most tend to focus on one dimension of sustainability only, while a few use an integrated
approach (Tumbas et al, 2015). Often the focus is on environmental performance of the
institution, while teaching, research and outreach are underrepresented (Yarime and
Tanaka, 2012).
'It is challenging to design learning interventions focused on behaviour change and
evaluate their success.’
‘We need a holistic approach to learning outcomes that go beyond knowledge and skills
and focus on the social and emotional aspects of learning, creativity, inspiration and
changes in values, attitudes and behaviour.’
Educator preparedness for sustainability
Evidence from studies and consultations confirms that many teachers, trainers,
academics and youth leaders across Europe are already actively teaching for
sustainability, often driven by a sense of responsibility and duty to prepare learners to
live, work and thrive in a highly complex and rapidly changing society and economy. At
the same time, many educators are seeking support and training in sustainability
education, in particular, regarding interdisciplinary approaches, active pedagogies and
how to deal with the challenging subject matter of the climate and biodiversity crises.
Regarding the support that educators need on environmental sustainability, respondents
to the consultation survey selected11
: professional development opportunities, e.g.
workshops, guidance and mentoring, opportunities to work with local projects and on-
the-job training (61 %), opportunities to collaborate with organisations working on
sustainability activities in the local and wider community (44%) and opportunities
to take learners into the field for hands-on learning and activities (42%).
11
Respondents could select more than one answer.
18
Position papers and replies in the open fields also pointed to the general need for more
investment in teacher capacity building; to boost the status and attractiveness of the
teaching profession; improve career pathways for teachers and provide more and better
teacher training opportunities. All employees in education and training should have
opportunities to learn about sustainability, not only those with teaching responsibilities.
To inform the proposal, the Commission also organised a series of online workshops in
April and June 2021 with over 100 teachers from the e-Twinning network who are active
on sustainability and environmental issues within their schools. The teachers are
members of the SENSE (Sustainability Education Network Service eTwinning ) group
within the e-Twinning community. The workshops consisted of keynote talks,
presentations of classroom and school-wide projects by the teachers, a survey on their
experiences in teaching and sustainability and collaborative work. They highlighted the
following challenges and barriers:
 Primary and secondary pupils and students were highly motivated and
enthusiastic to work on topics related to the environment. Collaborating on
environmental and sustainability projects with students in different countries is
also a highly motivating factor.
 The curriculum does not always allow for working across disciplines. Teachers
often do not have the time, space or resources they need, even where the
curriculum has been redesigned to include sustainability.
 Working with organisations beyond the school is highly beneficial. The COVID-19
crisis has disrupted these connections and has reduced opportunities for students
to go on field trips and in general, enjoy the benefits of learning outdoors and in
nature.
19
 The shift to remote teaching had improved both staff and student digital skills and
opened up new ways of cooperating online. Teachers were more aware of
opportunities for their own professional development through online platforms.
 More quality professional development opportunities, and more opportunities to
network with peers is needed. Peer learning from other teachers would be highly
beneficial as teachers are often on their own or working with a small number of
teachers on sustainability issues.
Initial teacher education and continuing professional development
In most EU countries, environment and sustainability is present in some form in initial
teacher education (ITE). In some Member States it is obligatory, while in the majority, it
is offered as an elective topic or module (see table 1). Disciplinary silos and subject-
specific timetables in ITE represent key challenges for further embedding sustainability,
in particular through interdisciplinary approaches (Bolscho et al, 2006 and Stevenson,
2007). In addition, where there is insufficient emphasis on learning for environmental
sustainability during initial teacher training, teachers may be less inclined to take part in
sustainability-related continuing professional development (CPD) during their career. At
the same time, many countries report shortages of teacher educators or a lack of teacher
educator competences with regard to environmental sustainability.
'It is important to make professional development on sustainability as attractive as
possible for teachers’
‘Initial teacher education needs to work with associations and other actors in the field’
Some countries have created guidelines on the integration of environmental sustainability
in ITE for teacher educators, trainers, institutions and future teachers alike. Several
countries have introduced the concept of whole-institution approaches to sustainability in
ITE. This is often done by focusing on the competences needed for change towards
sustainability, rather than theoretical knowledge about sustainability. In Spain, for
example, pre-service ECEC and primary teachers should acquire competences relating to
environmental sustainability, such as the ability to foster student learning on the
interactions between science, technology, society and sustainable development.
Table 1. Teacher education on environmental sustainability, EU-27
Teacher
training on
environmental
sustainability
Member States
AT
BE
BG
CY
CZ
DE
DK
EE
EL
ES
FI
FR
HR
HU
IE
IT
LT
LU
LV
MT
NL
PL
PT
RO
SE
SI
SK
Compulsory in
ITE/CPD
○ ◌ ◌ ○ ◌ ◌ ◌ ○ ● ◌ ◌ ◌ ◌ ○ ◌ ◌ ◌ ◌ ◌ ○ ◌ ◌ ◌ ◌ ○ ◌ ○
Present in ITE ● ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ● ● ○ ○ ○ ◌ ● ● ○ ○ ○ ◌ ○ ○ ○
Present in
CPD
● ● ● ● ◌ ◌ ● ● ○ ● ◌ ● ● ● ● ● ○ ● ● ● ◌ ● ●
Note: ● – Present in the country ○ – partially present ◌ - not present. Blank cell indicates N/A
In most Member States, CPD is a professional responsibility (European Commission,
2021c), and often involves sustainability at least as an optional component. CPD related
20
to sustainability can be offered as a separate topic or integrated systematically across
courses. In Germany, efforts have been made to integrate environmental sustainability in
a structured way in existing teacher training programmes rather than offering it
additionally (ibid.). Cyprus also takes an integrated approach with all professional
development courses on sustainability education being developed around the
competences for systems-thinking, future literacy, participation, attentiveness, empathy,
engagement, interdisciplinarity, action, based on the UNECE ESD competences (UNECE,
2012) and the Rounder Sense of Purpose competences model12
. In several countries,
CPD on sustainability issues in education is offered only in the context of natural
sciences. This makes it difficult for teachers and educators to understand and treat
learning for sustainability in a holistic way and to help all teachers to embed
sustainability in their teaching practice.
‘Time is a problem. Sustainability doesn’t fit into my everyday teaching life’
‘Teacher training needs to be supported by substantial public funding so that it is free
and accessible to all teachers and available in their working time’
Lack of funding and time constraints remain major challenges in many Member States,
preventing teachers from attending CPD, including on environmental sustainability.
Making sustainability-related CPD more visible, accessible and attractive for teachers,
e.g. by creating links to innovative pedagogies, could strengthen preparedness and
competences of teachers (UNECEC, 2020). Linking CPD to career development can also
motivate teachers to participate. In Croatia and Portugal, completing CPD on
environmental sustainability allows teachers to gain points needed for career
progression.
In the field of higher education, the University Educators for Sustainable Development
(UE4SD) initiative, funded by the European Commission and running from 2013 to 2016,
brought together 53 HEIs from 33 European countries with the aim of improving
professional development opportunities for academic staff in order to reorient higher
education towards ESD (Mulà, I. et al, 2017). The study revealed the following trends
(Mader, M. et al 2013):
 education for Sustainable Development (ESD) is gaining importance in higher
education and there is a growing recognition that university educators need to
acquire ESD competences;
 university educators address sustainability issues, but do not always reflect on
their pedagogical approaches;
 in many countries, university educators lack ESD professional development
opportunities.
Only a few countries and institutions participating in the UE4SD project had ‘significant
staff development initiatives to enhance ESD in both the academic practice and
leadership capabilities of university educators’ (Mulà, I. et al, 2017). The strategies of
nine countries13
emphasised university educators’ professional development for ESD
competences whereas in 23 countries, no such need was acknowledged in either national
ESD strategies, policies or legislative documents (Mader, M. et al 2013).
In many instances, institutional progress in sustainability depended on individual
academics and their interest in building expertise and competences in ESD. Research and
12
A Rounder Sense of Purpose (n.d.). RSP EU project, Available at: https://aroundersenseofpurpose.eu/
13
Cyprus, Greece, Spain, Serbia, Slovakia, Slovenia, Ireland, United Kingdom, Belgium.
21
specialist topics in sustainability were usually drivers for activities rather than ‘critically
reflective and innovative pedagogies that extend capabilities of staff as well as students’
(UE4SD, 2014). Among the participating countries, only Slovakia and Latvia reported
having many HEIs that support ESD competence development of academics, while in six
countries this was the case for ‘several’ HEIs (Mader, M. et al 2013).
In many countries, academic teaching has traditionally received less attention than
research, a trend that is often reinforced by the focus on research in higher education
rankings and funding. While it is still rare for university educators to have or be required
to have formal teaching qualifications, countries are generally placing more emphasis on
developing the teaching competences of academic staff. However, this does not usually
involve a reorientation of the academic system and its purpose as a whole, whereas
learning and teaching for sustainability ‘invites university educators not just to embed
new elements into the existing system, but to alter that system’ (Mulà, I. et al, 2017).
While academic educators generally acknowledge the importance of sustainability
competences (Leal Filho, 2021c), and possibly even cover sustainable development in
their research, teaching or in both, they rarely critically reflect on their own teaching or
competences for sustainability (Mader, M. et al 2013). Yet, to help students develop
those competences, it is vital for HEI educators to address both content and pedagogy
for environmental sustainability and to have access to professional development that
links both aspects.
Professional development for leadership
A key point from the consultation workshops was the need for training and support for
educational leadership teams to support the mainstreaming of environmental
sustainability in education. This, however, has been overlooked significantly in practice.
Training the principals, rectors and other leaders of institutions matters, because they
can further support staff and generate a positive organisational culture in relation to
sustainability.
‘Teaching environmental sustainability has to be accompanied by leadership and
examples shown by institutions teaching it’
‘Management has an important role to play in developing a culture of sustainability’
Challenges and barriers at institutional level
Regarding specific actions that education and training institutions should take regarding
sustainability, respondents to the public survey called for more environmental and
climate change focused projects (57%), new learning opportunities for students
(57%) and reviewing operations such as management of buildings and grounds,
recycling, transport, procurement, etc. (55%). Position papers highlighted the need
for sustainable schools and campuses in terms of teaching and learning and
operations of grounds and buildings. For this to be effective, all members of the
educational community should be involved in decision-making. Appointing a
‘sustainability coordinator’ could help in overseeing sustainability-related activities,
including the pedagogical approaches to sustainability. A number of papers also called for
the EU to support higher education institutions in developing sustainability and green
campus strategies. Here, interdisciplinary approaches as well as innovative and
sustainable educational materials were called for. Further points raised in consultation
workshops were the overloaded curricula and the general workload of leaders, educators
22
and students. This was seen as major barriers to additional, let alone more integrate,
sustainability activities at institutional level.
‘For impact we need to shift from events, day-based actions and short-term projects that
are awareness-focused to behaviour-focused long-term programmes’
'The culture of the school has a significant impact on the type of sustainability education
that is delivered’
The ‘whole-school’ or ‘whole-institution’ approach (hereafter WIA) is a key
transformative strategy to support learning for sustainability. WIA encompasses teaching
and learning, planning and governance, active learner and staff participation,
management of buildings and resources (e.g. energy, waste and water reduction) as well
as partnerships with local and wider communities.
In many EU countries, WIA to sustainability take place through the global eco-schools
programme of the Foundation for Environmental Education (see chapter 3). Schools
taking part in the programme follow a seven step change process, with pupils and
students playing an active role. How the programme is applied differs considerably,
however, from country to country and from school to school, particularly with regard to
the pedagogical approaches chosen (Boeve-de Pauw et al, 2017).
A teacher survey in the context of mapping national approaches across EU Member
States showed that 52% of respondents perceived sustainability as being part of their
school culture. However, most teachers listed waste management practices as well as the
use of sustainable learning materials as proof of a ‘whole-institution’ culture, which
indicates a restricted view of WIA. Teachers who identified WIA as lacking referred to the
absence of a clear institutional vision and concrete actions from the school management
as well as a reliance on the motivation of individual teachers without sustained support
from management.
Sustainability initiatives in higher education institutions are driven by internal
initiatives, through government incentives, or through collaborative networks of
universities and other stakeholders. Lack of support from HEI administration is frequently
reported among the challenges for implementing sustainability in the sector. Where less
attention is paid to operational matters (Leal Filho et al, 2019) – such as sustainable
energy generation on campuses or implementing wider environmental training efforts
(Leal Filho et al, 2021b), pedagogical aspects, the teaching and learning of
environmental sustainability, are likely to also be underdeveloped or lacking.
There is also growing interest in HEIs in adopting a sustainable vision or sustainable
practices. While increasing attention is paid to nature in curricula, few overarching
policies exist for the WIA approach. Therefore, the integration of environmental
sustainability depends to a large extent on the resources and interest of the staff.
Challenges relate closely to staff capacity, educators’ awareness, resources, support from
local municipalities and motivation towards the integration of WIA approaches (HUMUSZ
(2016).
Lack of funding for sustainability in education and training is often associated with
insufficient prioritisation at governmental level. At institutional level, in particular in
higher education, funding gaps might appear due to a lack of national support or
prioritisation or inadequate funding strategies. The survey on ‘Greening in European
higher education institutions’ conducted by the European University Association, confirms
lack of funding as the most common challenge for HEIs to promote environmental
23
sustainability (EUA, 2021b)14
. Lacking or limited funding has many ramifications. If
environmental sustainability is not prioritised in institutional frameworks, this not only
weakens the possibility of accessing internal resources, but also often jeopardises the
chances of receiving external funding (Leal Filho, 2021b).
Funding might predominantly be used to support core tasks rather than to strengthen
sustainability. If sustainability-related tasks are not assessed, there is little incentive in
pursuing them over well-established core tasks. Performance-based funding can inhibit
take-up of sustainability, if it is not explicitly integrated in the performance agreement as
in such cases institutions can focus on aspects that yield better funding. Such missing
structural support then often results in highly engaged educators or institutional leaders
either finding other sources of funding, or pushing environmental sustainability as an
extra-curricular activity without institutional funding.
Policies and approaches at systems level
The majority of EU Member States have put in place strategies, policy documents or
action plans on learning for environmental sustainability and/or equally viable and related
concepts such as education for sustainable development and global competence.
Education for environmental sustainability is generally well represented in other (non-
sustainability specific) education strategies and policy documents, particularly in those
related to primary and secondary level.
Strategic approaches targeting early childhood education and care are rare. In
several cases, this is because regulations and frameworks for this sector are the same as
for pre-primary and primary/secondary education or only universal recommendations are
provided. Where specific legislation or strategies for pre-primary education exist, they
are often broad and not targeting sustainability or environmental issues.
Recognising the importance of vocational education and training (VET) as an enabler
for the development of competences and skills for the green transition, Member States
increasingly introduce sustainability-relevant elements in VET action plans, funds and
other linked activities.
Half of the Member States have higher education acts that address education and
training for sustainability (UE4SD, 2014). Putting them into practice through action plans
and other implementation measures needs to take into account, however, the more
autonomous governance structures at HE level (UNECEC, 2019).
14
Followed by lack of staff engagement, proper coordination and defined strategies.
24
Table 2. Strategies and policies on education for environmental sustainability across EU-
27
EDUCATION
POLICIES
RELATING
TO
ENVIRONME
NTAL
SUSTAINABI
LITY
Member States
ECEC
AT
BE
BG
CY
CZ
DE
DK
EE
EL
ES
FI
FR
HR
HU
IE
IT
LT
LU
LV
MT
NL
PL
PT
RO
SE
SI
SK
Specific
strategy ● ● ◌ ◌ ● ○ ● ◌ ● ◌ ◌
Part of other
education
strategies
● ● ● ● ● ● ○ ● ● ● ○ ●
Part of other
policy
documents
●
Primary/
secondary
Specific
strategy
● ● ◌ ● ● ● ◌ ● ◌ ● ○ ● ● ● ● ● ● ● ◌ ◌ ● ◌
Part of other
education
strategies
●
● ● ● ● ● ● ● ● ● ○ ● ●
Part of other
policy
documents
●
Higher
education
Specific
strategy ◌ ● ◌ ○ ◌ ○ ● ○ ● ◌ ◌ ◌ ◌ ◌
Part of other
education
strategies
● ● ○ ◌ ● ● ◌ ○ ◌ ◌ ● ● ○ ◌ ○ ● ◌
Part of other
policy
documents
◌ ● ●
Note: ● – Present in the country ○ – partially present ◌ - not present. Blank cell indicates N/A.
Having in place dedicated policies at an institutional level is a clear enabler for advancing
education and training for environmental sustainability. An exploratory study (Leal Filho
et al, 2021b) based on the views of several universities worldwide concluded that even
though the relations between governance and sustainability (through policies,
certification, budget, staff training, and the existence of a sustainability team) are quite
inconsistent across institutions, the existence of formal documents and commitments at
national and institutional level is regarded as important and should guide their strategies.
In the first half of 2021, 305 higher education institutions from the European Higher
Education Area took part in the European University Association survey, ‘Greening in
higher education institutions’ (EUA (2021a). Results show that 61% of higher education
institutions have a strategy in place for sustainability whilst 27% indicated that such a
strategy is under preparation. The UN’s Sustainable Development Goals (69%), as well
25
as national policies and initiatives (39%), provided guidance on framing these strategies.
European policies and initiatives (16-17%) do not as yet strongly influence university
strategies and actions for environmental sustainability (ibid.). There is scope therefore
for EU level guidance to steer higher education strategies in contribution to EU goals and
targets. The survey also identified institutional values (59%) and the engagement of
leadership (56%), students (52%) and staff (51%) as key drivers.
Systematic inclusion of non-formal education is scarce in education policies related to
environmental sustainability. Learning for environmental sustainability tends to be
integrated in non-formal education through specific initiatives and cross-sector
collaboration
Applying policies effectively on the ground is challenging. In over two thirds of Member
States (Mulvik et al, 2021) implementation needs to be improved and better supported
by awareness and capacity building, including targeted professional development for
policy makers at national, regional and local level.
Collaboration and partnerships
When asked in the consultation survey whether education and training institutions are
working with local and wider communities on environmental sustainability initiatives and
programmes, 52% of the respondents said that this was indeed the case. A relatively
high share, however, (16%) indicated that they did not know the answer.
On the extent and depth of collaboration, 36% of respondents indicated that education
and training institutions collaborate sometimes (at least once per semester) and 35% a
little (at least once per year). Collaborating ‘a lot (continuously all year)’ received the
lowest number of responses (10%). The main challenges associated with collaboration
relate to ‘lack of funding for projects and partnerships’ (58%), ‘lack of time in an
already full curriculum’ (56%) and ‘having longer-term cooperation (e.g., tends to
be limited to once-off events)’ (48%).
Many position papers also highlighted the crucial role of collaboration and partnerships,
including with key players in the local community such as youth associations,
environmental and science centres, farms, parks, museums, libraries, as well as industry.
Cooperation with local partners could help facilitate ‘living laboratory experiences’ outside
of the busy school curriculum. Schools should also be encouraged to work with higher
education institutions. Having boards or standing committees on sustainability composed
of various groups (students, parents, educators, local community groups) was seen as a
way to more sustained and effective partnerships.
'Collaboration will be more successful if it is integrated into educational programmes,
rather than being an add-on’
‘Providing a fertile ground for coordination and exchange between formal, non-formal
and informal education will be key’
‘Sustainability themes lend themselves perfectly to bringing people together’
'New technologies make it possible to connect citizens easily and effectively with the
science community…and monitor biodiversity data on larger scales than ever before’
26
Across Europe and across education and training institutions, many different forms of
collaboration between education institutions and NGOs or non-formal education
institutions can be found on sustainability and environmental issues. However, an overall
lack of coordination and effective management between stakeholders was identified as a
challenge in many Member States. Inclusion of different stakeholders in a formalised way
is less common, which in turn can affect the durability of partnerships. Transitory and
constantly changing partnerships can undermine the potential for positive long-term
impact.
Research suggests that inter-university networks and intersectoral initiatives are on the
rise. Regional centres of expertise in sustainable development, led by universities
networking with local stakeholders on awareness, education and capacity building, now
number 180 globally (Sterling, 2021). Many universities have established transfer offices
or transfer centres to support multi-stakeholder collaboration activities (Nölting et al,
2020). Multi-stakeholder, participatory and collaborative learning partnerships create
opportunities for reflective and inclusive trust-building, which can foster the development
of solutions and innovations (UNESCO, 2018).
Partnerships in early childhood education and care are often focused on integrating the
elements of nature and sustainability into the play and learning of children. This results
in an enhanced importance of NGOs and institutions focused on topics such as interaction
with nature and animals in a playful manner. While businesses, universities, or other
education institutions usually play a smaller role, their contribution can be very
meaningful. Collaboration for forest kindergartens in Hungary and Austria usually
involves ECEC institutions and programme providers such as national parks and forestry
companies or governmental organisations, including local environmental organisations or
even companies working in the tourism sector.
Monitoring and evaluation
Monitoring and evaluation frameworks on environmental sustainability, where they exist,
are mostly implemented at national level by public authorities. Other organisations, such
as NGOs focusing on sustainability and environmental education, also tend to play an
important role in monitoring, especially on programmes prepared and coordinated by
NGOs and the non-formal education sector. Cyprus, Czech Republic, Malta and Portugal
have evaluation and monitoring frameworks specifically for sustainability.
Monitoring and evaluating the integration of environmental sustainability can also be a
part of the quality monitoring and evaluation mechanisms of the general education
system. The Luxembourg National Education Report (‘Bildungsbericht’), published every
three years, offers a unique and diverse insight into the country’s education system. The
2021 edition focuses on digital learning and education for sustainable development.
Regional or local rather than national authorities might be responsible for evaluation and
monitoring. This is the case in Slovakia, where the evaluation of environmental education
takes place through regional associations.
At international level, many EU Member States report progress on education for
sustainable development (ESD) and related concepts within the framework of UNECE15
,
the United Nations Economic Commission for Europe. In 2018, national implementation
reporting covered 18 EU Member States. The self-reported data collected from the
participating countries refers to take-up of ESD in a broad range of areas, including
15
https://unece.org/environment-policy/education-sustainable-development
27
policies, regulatory and operational frameworks, assessment, whole-school-approaches
and educators’ development.
UNESCO has committed to monitoring progress in ESD of its members. Monitoring and
evaluation was an integral part of the UN Decade of Education for Sustainable
Development (DESD) during which the DESD Monitoring and Evaluation Expert Group
developed a Global Monitoring and Evaluation Framework, including a set of indicators.
Following the DESD, countries committed through the Global Action Programme for
Sustainable Development (GAP) to align monitoring and data collection to SDG targets.
The 2016 Global Education Monitoring Report, commissioned by UNESCO, was dedicated
to ‘education for people and planet’ (UNESCO, 2016). While stating progress in a number
of areas related to SDG target 4.716
, including curricula, textbooks, teacher education,
activities outside the classroom, it also acknowledged that monitoring ‘the core aspiration
of target 4.7 – acquisition of knowledge and skills needed for sustainable development –
is not easy’ (ibid.). The wide range of ESD-relevant topics poses a challenge as well as
developing relevant student assessment and surveys (ibid.). In addition, most
assessment has been focusing on school students while adults and learners in other
contexts have been underrepresented in monitoring (ibid.).
In general, monitoring and indicators have mainly targeted inputs (such as changes in
curricula or the establishment of learning for environmental sustainability strategies)
rather than measuring learning outcomes.
System-wide assessment through large-scale programmes like PISA17
, TIMSS18
or
PIRLS19
plays an important role in education monitoring across the EU. Such assessment
has grown in in the last two decades, prompting many countries to increase test-based
accountability to measure learning outcomes. More recently, large-scale assessments are
addressing learning for sustainability, highlighting, for example, the correlation between
awareness on environmental and climate challenges and pessimism (Schleicher, 2021).
According to research, there is a certain tension between what international large-scale
assessments measure and socio-emotional, hands-on or place-based learning for
environmental sustainability (Pizmony-Levy et al. 2021). A challenge will be to address
potential shortcomings in large-scale assessment by better addressing the social and
economic dimensions of sustainability and adapting for specific local contexts and
circumstances (ibid.).
‘What gets measured, gets done.’
‘Measuring impact should not be limited to indicators like electricity or water usage - the
changes in attitudes, values and behaviour of pupils and staff should also be measured’
16
SDG target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global
citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
17
The Programme for International Student Achievement by the Organisation for Economic Co-operation and
Development (OECD).
18
Trends in International Mathematics and Science Study by the International Association for the Evaluation of
Educational Achievement (IEA).
19
Progress in International Reading Literacy Study by the IEA.
28
Support at Member States and EU level
The public survey asked how education and training systems in the Member States could
best support education for environmental sustainability’. Most respondents chose more
funding to support education and training institutions and the non-formal sector
to tackle environmental and sustainability issues (62%). Almost 60% opted for
reviewing existing or developing new policies and strategies on education for
environmental sustainability (e.g., including learning environments, curricula,
educator professional development and assessment, links to the jobs market).
Strengthening collaboration between different parts of the education and
training system (for example between formal and non-formal education, or between
schools, vocational education and training and higher education) was chosen by 55%.
A number of position papers reiterated the need for increased investment in education in
order to develop the skills that learners need for digital and green transformations and
life and work in a globalised society.
‘We need to lift ecological sustainability to be one of the main goals and motives of
education at the national level’
‘Investment in environmental education by the EU and its Member States would make
education systems more effective, building resilience and forward-looking education and
training systems’
On what should be done at European level to support Member States with education for
environmental sustainability, the following three actions were seen as priority by
respondents:
 more exchange of ideas and experiences on education for
environmental sustainability (e.g., sharing examples of successful projects
and policies) (51%);
 more funding for education projects and research (e.g., Erasmus+,
European Social Fund, Horizon Europe) (49%).
 establish common principles and a shared language on education for
environmental sustainability to encourage more cooperation and projects
(46%).
29
Position papers called for green approaches and green skills to be promoted and
developed through existing EU programmes (ESF+, Erasmus+, ERDF, Horizon Europe,
Digital Europe, Life, etc.). Further research on green skills and the development of green
practices and mindset to inform policy making was also identified as a priority. Position
papers also supported the need to develop a shared understanding at EU level on
education for environmental sustainability, green competences and whole-institution
approaches. The development of the competence framework on sustainability was
welcomed, with support for defining related learning outcomes.
Supporting youth engagement
Respondents were also asked how the EU and Member States could support young
people to further engage with environmental sustainability. Priority was given by
respondents to: incentivise and support young people to develop their own ideas,
solutions and projects on environmental sustainability (61%). This was closely
followed by more opportunities to take part in EU projects and environmental
initiatives (e.g., Erasmus+; European Solidarity Corps, Education for Climate Coalition;
eTwinning, European Climate Pact, European Alliance for Apprenticeships) (60%). A
more systematic outreach and engagement of young people in EU and national
actions on environmental sustainability (e.g., dialogue, consultation, feedback
opportunities, including through apps, games, challenges) was indicated by 49% of
respondents.
30
A number of position papers call for children and young people to participate more
actively in school decision-making and organisation. This was seen as a way of
supporting active citizenship and engagement in sustainability issues. Critical thinking
skills can also be strengthened as young people can reflect on their own values and listen
actively to the opinions of others. Using digital channels and social media networks was
highlighted as crucial in reaching young people.
‘The creation of permanent and systematic mechanisms to listen and adopt the views of
the youth’
'The student population is often far more aware of environment issues than the
population at large’
Key points from consultation and research
Respondents call for more guidance on how to change behaviour and take action in
everyday life, and more opportunities to take part in decision-making related to
environmental sustainability.
Environmental sustainability should be taught through a combination of different
subjects and disciplines, rather than as a topic or module in a single subject.
Regarding support for educators, quality professional development opportunities are
seen as the main priority for action.
There is a clear need to strengthen collaboration between education and training
institutions and local and wider communities to make such cooperation more systemic
31
and continuous.
A lack of funding for projects and partnerships, together with a lack of time in an
already full curriculum were highlighted as the two most important barriers for
effective partnerships.
National education and training systems could best support learning for environmental
sustainability by providing more funding and by reviewing existing or developing new
policies and strategies on learning for environmental sustainability.
EU level support to Member States should focus on more peer learning, more funding
for projects and research and on establishing common principles and a shared
language on learning for environmental sustainability.
Young people need further support to develop their own ideas, solutions and projects
on environmental sustainability. They would also benefit from more opportunities to
take part in EU projects and initiatives.
Monitoring and indicators on learning for environmental sustainability and ESD have
mainly targeted inputs such as strategies and changes in curricula rather than
measuring learning outcomes.
32
3. Towards sustainability in learning: achieving lasting
change
The increasing number of projects and programmes across Europe related to learning for
environmental sustainability shows a growing interest and engagement in these issues.
However, many initiatives remain limited in time and scope. Given the urgency of the
climate and biodiversity crises, it is time for a step change and to move beyond isolated
initiatives to deep and systemic change in education and training. For this to happen
environmental sustainability should be embedded in all education and training
policies, programmes and processes and anchored firmly in the entire student
learning experience. Action is needed both vertically, individual to institution to
systems level, and also horizontally, meaning all stakeholders in education and training
need to work together in synergy for whole-systems change.
Short-term measures need to be continued or developed to support institutions and
educators and to help learners develop the skills and mindset needed for the green
transition. In the medium and longer term, all reform efforts in education and training
should support and align with the changes needed for a greener and more sustainable
future. It is important that learning and teaching for environmental sustainability is not
viewed as an additional task or burden for educators to implement. Neither should it be
viewed or treated separately to other education agendas of inclusion, quality, innovation,
internationalisation and student-centred learning. Learning for sustainability has rich
potential and is an excellent opportunity to make learning more relevant; to motivate
learners and educators; and to develop competences increasingly needed for life and
work.
The extensive consultations and the research gathered to prepare the Commission’s
proposal (see chapter 2) have highlighted a number of key principles and areas of focus.
To fully embed environmental sustainability into education and training, action is needed
on a range of different fronts which are detailed below.
Learning for environmental sustainability:
– Starts from early childhood education and care
– Takes a lifelong learning approach
– Creates supportive learning environments where the institution as a whole is
active on sustainability
– Is learner-centred, engaging, positive and based on real-life experiences
– Supports educators, including leadership teams, to teach and act for
sustainability
– Fosters collaboration and partnerships in local and wider communities
– Involves young people in meaningful ways
– Builds sustainability competences
– Is founded on strong policies
These nine interconnected areas are explored below with relevant examples provided
from current policy and practice in Europe and beyond.
33
Learning for environmental sustainability starts early
Early years are formative years. They profoundly shape individuals’ intellectual,
psychological, emotional, social and physical interactions and relationships throughout
their life. According to research, early years are also a crucial time window to develop a
sustainability mindset and the concept of being an active citizen (Davis, 2015), within the
family network and in local and wider communities (Elliot and Davis, 2018). Everything
‘deeply lived, practised and felt in the early years of human development remains for the
rest of one’s life’ (Didonet, 2015). Learning for environmental sustainability and
acknowledging the right of children to participate in issues related to the environment
and sustainable development (Fenton-Glynn, 2019) must therefore occur well before
children start primary school (Siraj-Blatchford et al, 2010).
Given the extent of the ecological crisis and the potential for eco-anxiety20
, it is tempting
and indeed well-intentioned to conceive of childhood as a period of carefree play and to
shelter children as much as possible from the realities around them. However, research
indicates that even very young children are adept at sophisticated thinking about social
and environmental problems (Christensen, 2021), and that the earlier learning for
environmental sustainability starts, the greater its impact can be. In fact, ideas about
children and childhood over the past 40 years have significantly changed in terms of how
we see children’s development and their capabilities (Corsaro, 2005). Children are now
perceived as active contributors and interpreters in their worlds, and as social actors as
recognised in the United Nations Convention on the Rights of the Child21
.
Building on traditions in early childhood education and care
High-quality early childhood education and care (ECEC) has an enormous potential in
developing pro-environmental values, attitudes and skills. In addition, ECEC can build on
well-established traditions to integrate learning for environmental sustainability. Many
pedagogies and practices – while not necessarily perceived or named as such – align fully
with effective learning for sustainability: holistic and integrated approaches; outdoor
learning; experiential and project-based learning that supports co-investigation and co-
construction building on real-life local situations and problems that children identify; and
authentic participation with parents and communities (Davis, 2015). Research even
speaks of a ‘pedagogical advantage’ (Elliot and Davis, 2009) that ECEC has with regard
to learning for environmental sustainability compared to other education sectors.
Play-based learning
Young children explore the world through play and play contributes to the development
of cognitive functions, as well as to communicative and social skills that also contribute
to building a child’s future sustainability mindset. Close contact with nature is seen as
foundational for learning and caring about nature. Exploring woodlands, getting wet feet,
climbing rocks, building with sticks, running on grass, turning over rocks, following
insects, and connecting with nature (Siraj-Blatchford et al, 2010) are essential for
building a strong foundation of environmental stewardship (Chawla and Derr, 2012).
20
Eco-anxiety (also known as eco-pessimism) refers to fear and worries about environmental damage and
disaster based on the current and predicted future state of the environment and the consequences of climate
change. See also https://www.ecoanxiety.com/
21
https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
34
Forest kindergartens or other early childhood education facilities with a strong nature
component have become popular because of their positive impacts on children’s well-
being, dispositions and learning.
Beyond play-based learning
Many children and young people around the world are growing up in environments where
nature is missing or severely compromised, whether in high rise apartments, urban
slums or refugee camps. ECEC therefore needs to look far beyond nature-oriented
education as a solution for todays’ problems. While acknowledging the crucial role of
children’s close contact with nature, romanticised views of nature play and nature
education in ECEC are often a product of an ‘idealised’ Western oriented childhood
existence and no longer enough to deal with today’s human-nature challenges (ibid.).
Applying innovative methods alongside more traditional approaches can further promote
learning for environmental sustainability. This can include harnessing the potential of
digital technologies. In Sweden, digital tools were successfully employed by teachers who
used a picture book about waste collection to co-construct a project with their pupils
involving handwritten letters and stories, tablets for picture taking and computers to
create short videos about their learning (Johannesson et al, 2020).
Increasingly, early childhood educators are working with children on, for example, socio-
political sustainability with a focus on poverty (Paujik et al, 2020) and socio-cultural
sustainability, focussing on storytelling to strengthen understanding and respect for
cultural heritage (Tzima et al, 2020). Such learning centres on children being recognised
as leaders and change agents whose democratic and civic participation is vital to
addressing the complexities and challenges across all sustainability dimensions:
environmental, political, social, and economic. The multi-dimensional approaches
enhance creativity, critical reflection and problem solving; recognition of multiple
worldviews, values, and cultural traditions; ethically informed relationships between
humans across the globe and between generations, and nonhuman species, and natural
elements (Elliott and Davis, 2018).
Moving forward
Providing younger children with learning opportunities for environmental sustainability
poses challenges and new opportunities. To strengthen the sector as a whole, and also
benefit its sustainability performance and practice, it is necessary to:
 improve access to ECEC, in particular for disadvantaged groups such as low-
income families, people with migrant backgrounds, those living in rural and
remote areas;
 raise the status of ECEC teachers and improve their working conditions;
 improve initial and continuing ECEC educators’ training, including on
environmental and sustainability issues;
 invest in suitable facilities and working environments that enable exposure to
nature;
 promote age-appropriate pedagogical approaches, with a focus on social and
emotional learning;
 foster engagement with families, carers, and the wider community.
Learning environments
35
To enable children’s regular contact with nature and its elements, facilities that are not
close to nature can be ‘naturalised’ through small gardens, potted plants combined with
regular exposure to nature through walks and excursions. Staff and children can actively
engage in sustainable practices by ‘greening’ ECEC facilities and their operations. They
can apply ‘green housekeeping’, including waste reduction, saving water and energy and
thus create learning environments that are both supportive of, and supported by,
sustainable practices. A whole-institution approach, involving all levels of governance and
management of ECEC facilities and services, can systemically promote and support these
practices.
Table 3. Examples of physical environments and teaching approaches to support learning
for environmental sustainability
Source: own compilation based on Korkmaz and Guler Yildiz, 2017) and Davis, 2015.
Strong policies and motivated staff as key enablers
Re-orienting and updating policy and curricula to promote environmental sustainability
and aligning with European and international sustainability policies and initiatives will
offer guidance for ECEC professionals’ sustainability knowledge and skills. Some countries
Examples of designing the physical
environments and resources in ECEC
Examples of teaching approaches and
pedagogies in ECEC
 Location close to natural
environments such as parks
 Small gardens, potted plants, access
to small animals
 Rainwater harvesting system
 A place where children sit and chat
and do activities outside
 Opportunities for children to grow
vegetables and fruits (at school) and
taste what they have grown
 Information boards about the
environment at school
 A space where natural materials are
displayed
 Ethically sourced and/or repurposed,
re-cycled items and material for play
 Visuals showing animals’ life cycles
and/or endangered animal species
 Spaces at school where solar energy
is used, water harvesting practices,
waste recycling
 Digital technologies to facilitate
practice change such as online
images, electronic timer lights etc.
 Recognise children’s interests as the
driving force for exploring nature play
experiences
 Stimulate children’s interest in
protecting the environment
 Provide opportunities for children to talk
about local and global environmental
news
 Promote opportunities for discussing
with children about values, about what
sustainability means, and how could the
Earth be a better place for all.
 Regular opportunities to be immersed in
nature through extended walks and
excursions
 Activities with children about water use,
waste, energy consumption
 Promote active transport by considering
how children come to the service each
day: car, bicycle, walk, train etc.
 Promote opportunities for children’s
voices to be heard through civic
participation in community events such
as Earth Day, local media or sending
letters to relevant authorities.
36
including Sweden and Finland, as well as Norway and Japan are already in the process of
re-orienting curricula towards sustainability (Elliott et al, 2020).
The EU quality framework for early childhood education and care22
can provide
useful policy pointers for Member States on how to improve their ECEC systems. It sets
out key principles for high-quality early childhood education and care, including by
addressing children’s social, emotional, cognitive and physical development and their
well-being.
Successful learning for environmental sustainability will not be possible without qualified
and highly motivated educators. Raising the status of the profession through investing in
training, recruitment and support will benefit the sector overall, including in meeting
sustainability targets. ECEC training courses on environment and sustainability need to
familiarise future professionals with the nature play/learning paradigm while also trying
to go beyond it and adopt other more transformative approaches.
Finland has developed a strong policy vision for sustainability in ECEC.
According to the 2018 Finnish national core curriculum for ECEC, the goal of early
childhood education is to develop the child's co-operation and interaction skills,
promote peer activities and guide ethically responsible and sustainable activities,
respect for other people, and membership of society. All activities should consider the
need for an ecologically, socially, culturally, and economically sustainable lifestyle.
Everyday choices and actions should reflect a responsible attitude towards nature and
the environment, and early childhood education should promote sharing,
reasonableness, sustainability, and the repair and re-use of resources.
The GemüseAckerdemie, meaning Vegetable Academy, aims to re-establish
connections between children and nature. The programme supports teachers,
school staff, volunteers and parents to help children learn about the theory of growing
food and apply this knowledge by sowing, caring for and harvesting vegetables. The
programme is designed to engage not only the children, but also their teachers and
families. Annual impact reports show that participants feel a stronger connection with
nature and understand and value their food more. The award-winning programme
which began as a pilot in 2013 is now running in 400 kindergartens and schools in
Germany, Austria and Switzerland, including in disadvantaged areas.
inherit.eu
Since the early nineties, Denmark has designed and implemented forest
kindergartens across the country, which connect pedagogical approaches to nature
with engagement in sustainable practices and interaction with nature. Children conduct
all kindergarten activities outside in natural settings, depending on the surroundings of
individual schools and the ideas and knowledge of the educators. Since the first forest
kindergartens were established, their popularity has grown enormously. Today, one in
ten Danish kindergartens are outdoors and the idea has spread to other countries.
Key points for early years learning for environmental sustainability
Learning for environmental sustainability needs to start from a young age as early years
are crucial to develop a sustainability mindset and to foster environmental stewardship
and active citizenship.
High-quality ECEC can foster pro-environmental values, attitudes and skills by building
22
2019/C 189/02
37
on well-established traditions, such as play-based learning, and by using the potential of
innovative approaches and resources, including digital tools.
Children need ample opportunities to develop a connection with nature as well as
opportunities for civic participation.
Successful early years learning for environmental sustainability requires strong policies
that support whole-institution approaches; investment in learning environments, that
enable regular exposure to nature; building staff capacity to apply sustainability
pedagogies in their daily practice; strong links with families and the wider community.
Learning for environmental sustainability is lifelong
Putting our society and economy on a sustainable path provides new personal and
professional opportunities for people but also requires continuous efforts to understand
the complex nature of sustainability and the environmental crises and to develop the
skills and understanding to address these challenges. Learning for environmental
sustainability can and should therefore be lifelong; occurring throughout people’s lives in
many places and contexts covering the full spectrum of formal, non-formal and informal
learning, from early years into older age.
How different forms and sectors of education and training can contribute to learning for
sustainability is presented below. To help educators and institutions integrate futures
thinking and other critical sustainability competences, the Commission has developed a
sustainability competence framework to be used in a lifelong learning context (see
chapter 4). Building these skills can help people to adapt, manage and contribute
positively to a safer and more sustainable future.
Learning for sustainability in formal education
A large part of learning for environmental sustainability can and should take place in
formal education and training23
. Early childhood education and care has – as
highlighted above – a major, albeit underdeveloped, role to play in developing a caring
attitude towards nature and in building a sustainability mindset. Schools at primary and
secondary level, including VET schools, have a large societal reach and ripple-on effects
can occur with parents, families and the wider community. While the integration of
sustainability in schools is more advanced compared to other education and training
sectors, the huge potential of schools to advance learning for sustainability is not yet
fully realised, with large differences across the EU (see chapter 2). The changes needed
to fully embed environmental sustainability require a whole-of-system approach, that is
based on the learner’s experience and takes into account pedagogy and curriculum,
support for educators, learning environments, including buildings and outdoor spaces,
diverse actors, both in schools and outside and connection to local and wider community.
VET plays a key role in formal education and training for environmental sustainability,
equipping learners with cross-cutting sustainability competences, such as systems
thinking and futures thinking, as well as sector specific skills. The UNESCO Strategy for
23
The Council of Europe refers to formal education as ‘the structured education system that runs from primary
(and in some countries from nursery) school to university, and includes specialised programmes for vocational,
technical and professional training. Formal education often comprises an assessment of the learners' acquired
learning or competences and is based on a programme or curriculum which can be more or less closed to
adaptation to individual needs and preferences. Formal education usually leads to recognition and certification.
https://www.coe.int/en/web/european-youth-foundation/definitions
38
Technical and Vocational Education and Training 2016–21 (UNESCO, 2016a) sets out a
vision of ‘transformative VET’, which is based on economic development, equity and
environmental sustainability. While the main function of VET is to build competences and
train young people and adults, it increasingly involved in regional and local development
and providing technology transfer to SMEs (Rosenfeld, 1998 and Toner and Dalitz, 2012).
The Council Recommendation on vocational education and training for sustainable
competitiveness, social fairness, and resilience24
recognises that ‘vocational education
and training is a driver for innovation and growth and prepares for the digital and green
transitions and occupations in high demand’. Greening VET requires a mind-set shift,
from industry-centred thinking to sustainable development-centred thinking, both at
system level and at the level of education and training providers and workplaces.
Higher education (HE), in all its diversity and through all of its roles and missions –
learning and teaching, research and innovation, and service to society, has a major
contribution to make in preparing and empowering our societies to be more
environmentally sustainable, and to manage the impact of those changes. This is
relevant in terms of equipping their graduates with the knowledge, skills and
competences they need for a rapidly changing global context, directing research and
innovation to manage the impacts and explore and design solutions with regard to
climate change, and placing sustainability at the heart of community outreach. At the
same time, higher education systems are themselves affected by climate change, with
impacts on infrastructure and campus management, where they can also act as role
models for environmentally sustainable practice and operations.
Expectations for higher education institutions (HEIs) to be leaders of change in the green
transition are high, not least from many of their students who may be at the forefront of
campaigning for a more environmentally sustainable society or global solidarity with
regard to climate change. HEIs as ‘learning laboratories’ (Waas et al, 2012) or ‘centers of
sustainability innovation and excellence’ (Clugston, 1999) require their activities to be
‘ecologically sound, socially just and economically viable, and that they will continue to
be so for future generations’ (Waas et al, 2012). To achieve that, HEIs need to review
and/or reevaluate their missions, curricula, research, community and campus operations
priorities (Yarime and Tanaka, 2012).
Having strong leadership on sustainability, along with an engaged and committed
academic community, may open opportunities for the students, researchers and staff to
improve both their expertise on, and their contribution to, environmental sustainability
across all of their programmes, at all levels. In addition, a higher education institution
can have a recognised role in their city, region or even country, and become a role model
in both educating their students and staff on environmental sustainability and offering
upskilling and reskilling programmes, such as micro-credentials25
, to lifelong learners.
Engagement on sustainability efforts opens opportunities for collaboration and
networking across institutions and among them at the local, regional, national and
international level, in addition to inspiring other institutions to follow similar strategic
pathways.
Research and outreach, as specific university dimensions, have been playing an
important role in education for environmental sustainability. Through initiatives in these
areas, HE can address environmental sustainability and the SDGs through
24
2020/C 417/01
25
A micro-credential is a qualification evidencing learning outcomes acquired through a short, transparently-
assessed course or module. Micro-credentials may be completed on-site, online or in a blended format. The
flexible nature of them allow learning opportunities to be opened up to citizens, including those in full-time
employment.
39
interdisciplinary and transdisciplinary research, national and local implementation,
capacity building, public engagement and cross-sectoral collaboration, among others
(SDSN, 2020). At the same time, by advancing knowledge in these areas, research and
outreach can support educational initiatives and contribute to a deeper and more
comprehensive understanding of sustainability issues
Non-formal learning and sustainability
Formal educational systems alone cannot respond to the rapid and constant
technological, social and economic change in society. Non-formal education26
is an
integral part of lifelong learning for sustainability, allowing young people and adults to
acquire and maintain the skills, abilities and the outlook needed to cope with and adapt
to a continuously changing environment.27
Non-formal education providers, including local community groups, youth
associations, the scouting movement, parks, farms, science centres, museums
and libraries hold considerable potential to bring environmental learning to wider
audiences than those reached by formal education. In fact, participation in non-formal
education and training surpasses participation in formal education and training among
adults (OECD, 2019). On average across OECD countries taking part in the Adult
Education Survey, 16% of 25-34 year-olds were taking part in formal education and
training while 50% of the same age group were taking part in non-formal education and
training. (OECD, 2019).
Non-formal education can contribute to learning for environmental sustainability both on
its own as it sector and in terms of its relations with formal education. The absence of the
structures and frameworks under which formal education operates can be a strength, as
‘non-formal learning provides an opportunity for education to rely more on the natural
process of learning, by allowing it to be active, volitional and internally mediated’
(Heimlich, 1993). ‘The value of non-formal education arises because the formal education
system is adapting slowly to the socio-economic and cultural changes of the world in
which we live’ (Boeve-de Pauw and Halbac-Zamfir, 2020). Non-formal education is often
based on hands-on, real-life experiences, teaching methods and pedagogies than formal
education. Organisation and planning of learning in non-formal education is often taken
on by the learners themselves, which support the more effective intrinsic, rather than
extrinsic, motivation for learning (Norqvist and Leffler, 2017). Non-formal (adult)
learning also plays a significant role in promoting social inclusion, active citizenship as
well as personal development and well-being.
Non-formal education is therefore well-positioned to adapt to, and adopt, new topics,
discoveries and initiatives for environmental sustainability and implement them in new or
existing programmes at a faster rate than may be seen in formal education. Learners
also have an opportunity to develop and follow their own interests outside of formal
education which can boost their engagement and learning.
26
The Council of Europe (CoE) refers to non-formal learning ‘as planned, structured programmes and
processes of personal and social education […] designed to improve a range of skills and competences, outside
the formal educational curriculum.’ Non-formal education typically happens in ‘youth organisations, sports
clubs, drama and community groups’. Certification of non-formal education achievements is generally difficult.
According to the CoE, non-formal education should also be: ‘voluntary; accessible to everyone […] with
educational objectives; participatory; learner-centred; about learning life skills and preparing for active
citizenship; […]; holistic and process-oriented; based on experience and action; […]’.
https://www.coe.int/en/web/european-youth-foundation/definitions
27
See Council of Europe. Recommendation 1437 (2000), CM/Del/Dec(2000)698/3.1.
40
Initiatives, pedagogical methods and materials developed in non-formal education can
inspire and complement work underway in schools and other formal education providers.
The scouting movement, a voluntary non-political educational movement for young
people, was quick to address the SDGs and produce teaching materials, both for their
local units as well as to inspire actors in formal education (ibid.). As part of the reform of
the Danish primary and lower secondary education, primary schools are required to work
with local sports, cultural associations, life, leisure and club activities during the school
day. Schools thus make connections with their local communities, and between the
children’s times and activities in and outside of the classroom (Ministeriet for Børn,
2016).
To foster uptake and impact of non-formal learning, including for environmental
sustainability, recognition and validation of non-formal education need to be
improved. Recognition of non-formal learning can improve access to formal education
and make it more attractive for workers and employers to invest in non-formal
education, such as on-the-job training, knowing that it can be recorded and built upon.
Micro-credentials can be used to give visibility to non-formal learning and offer a flexible
and accessible route for workers and learners to develop the skills they need. Increased
investment in non-formal education is key to scaling and developing activities. This will
positively impact the building of sector-specific expertise and capacity; the development
of educational activities and materials by non-formal educational providers; and
collaboration between non-formal and formal education providers.
A number of position papers submitted as part of the public consultation also pointed to
the need to mobilise local communities in urban areas to promote learning for
sustainability. This can help tackle the problem of people in cities and towns spending
less time outdoors and losing connection with nature. ‘Learning cities’ can bring together
local organisations, businesses, museums, science centres, libraries, schools and other
formal and non-formal education providers to build awareness, understanding and
engagement with climate change, biodiversity loss and other environmental issues.
According to UNESCO a learning city is one that:
 effectively mobilises resources in every sector to promote inclusive learning,
from basic to higher education;
 revitalises learning in families and communities;
 facilitates learning for and in the workplace;
 extends the use of modern learning technologies;
 enhances quality and excellence in learning;
 fosters a culture of learning throughout life.
The UNESCO Global Network of Learning Cities28
supports and improves the practice of
lifelong learning in member cities by promoting dialogue and peer learning, capturing
good practice, fostering partnerships, providing capacity building, and developing tools
and instruments to support learning cities.
All forms of learning, formal, informal and non-formal, need to be underpinned by the
ability and willingness to learn in a life-long context, including for sustainability. It is
crucial for individuals to develop learning to learn competences. The LifeComp
Framework29
, developed by the Commission in 2020, can be a reference point for
building personal, social and learning to learn competences.
28
https://uil.unesco.org/lifelong-learning/learning-cities
29
https://ec.europa.eu/jrc/en/lifecomp
41
Informal learning and sustainability
Informal learning30
, while not usually part of explicit policy design, plays a significant role
for many people in developing awareness and understanding of the environment and
sustainability. People learn from family, friends and neighbours, in local communities at
work and through play, reading and sports. The mass media are a key player in informal
education, for examples through films, documentaries and music. Mass-communication
and social media play an ever increasing role in the lives of adults, young people and
children. Informal learning can partly compete for attention and content with formal
education and increasingly shape people’s opinion and values. In the SEEd Youth
Listening Project, a 2019 survey among more than 1700 mostly school-aged young
people from the UK (SEEd. 2019), television and social media were named second and
third most important sources of information for young people on sustainability and
climate change after geography lessons.
While innovative practices and the use of digital media for learning are gaining ground,
policy makers, education institutions and staff need to better reflect these realities so as
to make the most of informal learning, connect formal and informal learning and be
closer to learners’ real-life experience. Media (including public broadcasters, social media,
digital platforms and streaming services) can help learners and their families to
understand climate change, biodiversity loss and sustainability. They can encourage
young people to create and share content on environmental issues and share stories on
how learners can take action within their local communities.
The vigour and engagement of young people around the world on environmental issues
has triggered intergenerational learning, including by decision-makers. Youth-led
action on climate and the environment has influenced and initiated policy measures for
sustainability. The Green Deal acknowledges the motivation and input by young people
as a driving force for designing and stepping up EU policies towards the green transition.
In turn, and older people have much to contribute when it comes to sustainability and
learning for sustainability. Given the central role of informal learning in any education
process, parents, carers, grandparents and families need to have an active role in
learning for the environment and sustainability. Including families in learning for
sustainability, means to both build on their competences and build their competences.
Tapping into the sustainability competences of parents, carers, grandparents and other
relatives can lead to a richer learning experience. At the same time, it cannot be
assumed that parents’ will be able or willing to continue at home what has been learnt in
ECEC facilities, schools or other education and training institutions. Therefore, helping
parents and families to understand environmental challenges and how they can become
agents of change can help promote a sustainability mindset across society.
European School of Sustainability Science and Research, a network of 62
European universities, is engaged on the nexus between research and education
initiatives on environmental sustainability.
https://esssr.eu/
The European Youthpass is a tool to document and recognise learning
outcomes from youth work and solidarity activities. The Youthpass is part of the
European Commission's strategy to foster the recognition of non-formal learning. It is
30
The Council of Europe refers to informal learning as ‘a lifelong learning process, whereby each individual
acquires attitudes, values, skills and knowledge from the educational influences and resources in his or her own
environment and from daily experience. Learning in this way is often unplanned and unstructured.’
https://www.coe.int/en/web/european-youth-foundation/definitions
42
available for all projects and activities within the Erasmus+: Youth in Action and
European Solidarity Corps programmes.
The UN’s Youth Climate Movement is a formalised international network of
youth organisations that provide non-formal learning to inspire, empower and mobilise
a generational movement of young people to take positive action on climate change.
The Umweltberatung in Austria (eco-counselling) has developed the Energy
Efficiency Driving License, a tool for energy saving in private households, small and
middle-sized enterprises and communities in order to meet the needs for climate
protection and energy saving.
The Young Reporters for the Environment programme by the Foundation
for Environmental Education combines formal, non-formal and informal learning. It
runs in over 40 countries worldwide, supporting young people to explore and take
action on environmental issues through photos, videos and news articles. Participants
(11-25 year olds) are encouraged to become ‘citizen journalists’ investigating local
environmental issues and solutions. Participants acquire a range of skills and
competences through the programme such as communication skills, teamwork, critical
thinking, civic engagement and leadership. National bodies coordinate the
programme and young people can join either through their school, through non-formal
education (e.g. youth group or summer camp) or as an individual. An international
competition is held annually where young people identify a local environmental issue
and put forward possible solutions.
https://www.yre.global/
An intergenerational green project which combines both aspects of learning
from and by adults is being implemented in Germany, where older adults are trained
over a period of two years to work with young children as nature ambassadors in ECEC
facilities.
Key points for lifelong learning for sustainability
Learning for environmental sustainability needs to happen on an ongoing basis for
learners of all ages, in and outside of formal education and training and in many
different contexts and settings. This is vital to ensure that people adjust, adapt to and
benefit from the opportunities of the green transition.
Formal education and training, from early years to adult education, has a key yet still
underdeveloped role to play in learning for sustainability.
Non-formal learning can provide hands-on and innovative learning experiences and
connect children, young people and adults to their local communities and issues.
Informal and intergenerational learning can be powerful in building knowledge,
awareness and skills and mindset for sustainability.
43
Learning for environmental sustainability requires supportive learning
environments
To be effective, learning and teaching for sustainability needs to be conceived around the
entire experience offered to learners, in- and outside of the classroom, during dedicated
learning time as well as beyond (e.g. on campus, outdoor areas, cafeteria, extra-
curricular activities etc.). It also recognises experiences gained by learners through
informal learning. A learner- and learning based approach goes beyond changing
pedagogical practice to understanding all actors, including educators, as learners, and all
institutions as learning organisations (Sterling, 2001).
Mobilising the institution as a whole
The ‘whole-institution’ approach (WIA) is an established concept that enables schools,
HEIs and other institutions to respond to new and complex challenges. It helps
organisations move from isolated examples of effective practice by individual teachers or
teams of teachers to continuous, and sustained change across the institution as a whole.
Viewing schools as learning organisations is a useful frame that can help schools and
systems plan for and effectively embed sustainability. It is a concept of a school
community that encourages and enables teachers and school leaders to improve both
their pedagogical and their organisational practices concurrently through local
collaborative research, networking and continued professional development. Such schools
do not exist in isolation; they are linked and embedded within a learning system where
decision-makers can learn from the developments that are taking place in and around
schools (European Commission, 2021a).
WIA for sustainability is a key transformative strategy which involves the inclusion of
sustainable practices and processes across the organisation: governance; teaching and
learning design; campus and facilities management (e.g. conserving water and energy,
providing healthy food, minimising waste and providing green and healthy school
grounds); active student and staff engagement as well as cooperation with partners and
the broader communities and students (UNESCO, 2016b). Promoting a whole-institution
approach is one of the commitments in UNESCO’s Berlin Declaration on Education for
Sustainable Development31
.
The following enabling factors can help ensure an effective and durable whole-institution
approach and develop a culture of sustainability:
Vision and planning. Including sustainability in the organisation’s vision, mission
statement and core operations can be impactful and can support implementation,
monitoring and quality assurance.
Shared leadership. Education leaders have a key role to play in raising
awareness, motivating and involving all staff as well as parents and students in
developing a shared vision for sustainability. However, a ‘heroic’ leadership style
is not sustainable over time (Abrahamsen and Aas, 2016). Shared or distributed
leadership (Bennell, 2015) means that both educators and learners are involved in
planning and decision-making. This helps foster a feeling of ownership towards
sustainable practices, and can help build student and staff competences.
31
https://en.unesco.org/sites/default/files/esdfor2030-berlin-declaration-en.pdf
44
Adaptability. Adaptability refers to the way in which institutions adapt to internal
and external demands or opportunities for change. An effective educational
organisation can respond to these demands and by doing so, improve.
Initiative and an open-minded attitude of key actors (preferably several)
within the institution. WIAs need educators to innovate and the buy-in of
leadership teams to turn into lasting and empowering bottom-up initiatives.
Without a person – a ‘change agent’, – or the commitment of the leadership team,
however, the WIA initiative may not trigger change. Broad stakeholder
engagement can promote transparency, trust, shared responsibility and ongoing
reflection on how to improve on a continuous basis.
Student engagement. Integration of sustainability topics at the operational level
can be an important pedagogical tool for skills development. Participation in
school elections and having a student body that participates in decision making,
for example, can foster active citizenship (Saha and Print, 2010).
Evidence and evaluation. Gathering, analysing and using a range of qualitative
and quantitative data is important to create a holistic picture of the education
institution and to develop clear strategies. Self-evaluation has emerged as a key
mechanism to support whole-institution approaches to change and innovation.
Aligning the education institution as a whole with sustainability is a long-term process.
Institutions therefore require support to design, monitor and evaluate sustainability
strategies and/or embed sustainability in existing processes and measures. Education
leaders need a sufficient level of autonomy for decision-making in order to facilitate
innovation and change.
Education and training institutions can also be supported to take part in eco-certification
programmes which can bring environmental, educational and economic benefits. Such
support could include agencies or bodies to support whole-school approaches; mentoring
and networking of schools; templates and guidance and financial support. Labels, award
schemes and digital badges can also serve to recognise and incentivise action on
sustainability.
Traditionally, higher education institutions are structured around faculties and
departments that are autonomous to varying degrees. This can undermine institution-
wide approaches to sustainability. Consequently, the higher education landscape is still
characterised to a large extent by individual sustainability projects and sustainability
issues being addressed in individual courses (Rieckmann and Bormann, 2020).
As with other education and training sectors, a whole-institution approach in higher
education is conducive to transformative learning for a more environmentally sustainable
future (Leal Filho et al, 2018). This approach should integrate teaching and learning,
research, community engagement and all aspects of campus operations, and facilitating
cooperation among all study areas and actors – leaders, academic and other staff,
students and the local and wider community.
Whole-institution approaches at school level
The Eco-School Programme is the largest and best-known global environmental
education programme for educational institutions, in which environmental and ESD
related competences and activities are evaluated at institutional level through the
45
awarding of a ‘Green Flag’ and ‘Green Key’. The programme is run by the Foundation for
Environmental Education. To become part of the programme and be recognised as an
eco-school, schools must implement the following steps:
1. Form a student-led eco-committee
2. Carry out a sustainability audit
3. Design a corresponding Action Plan
4. Monitor and evaluate the implementation of the Action Plan
5. Link Eco-Schools activities to the curriculum
6. Inform all school staff, pupils, and wider community of the eco-school activities
7. Produce an Eco-Code describing the school’s commitment to sustainability
The Eco-Schools programme is now being expanded to higher education.
https://www.ecoschools.global/seven-steps/
In Cyprus, the Schools Sustainable Environmental Education Policy (SEEP) is an
official whole-institution programme adopted by the majority of primary and secondary
schools in the country. SEEP focuses on ensuring that sustainability becomes part of
school planning. The issues included in the SEEP are agreed by the institution as a whole,
and students and staff engage with the environment and sustainability through the
curriculum’s thematic units. School self-evaluation measures impact at a pedagogical,
organisational and social level, and the outcomes form the basis for longer-term
implementation.
An example of a whole-institution approach to greening in the VET sector is
the Sustainable Vocational Education and Training Koning Willem College in the
Netherlands. This institution renewed its vision as a ‘village’ with a circular eco-system,
integrating sustainability in curricula, pedagogy and school facilities. The college has
electric cars, bicycles, solar panels, green insulation, and sustainable heating and
ventilation and an ‘energy transition house’ acts as a knowledge and practice centre.
Whole-institution approaches in higher education
41 European Universities, comprising more than 280 higher education
institutions, and funded through Erasmus+ and Horizon Europe, integrate
environmental sustainability across their missions, policies and operations:
Una Europa comprises eight leading research-intensive universities from all corners of
Europe - Freie Universität Berlin, Università di Bologna, University of Edinburgh,
Helsingin Yliopisto, Uniwersytet Jagielloński w Krakowie, KU Leuven, Universidad
Complutense de Madrid and Université Paris 1 Panthéon-Sorbonne. Una Europa partners
are united by a joint commitment to sustainability and share an aspiration for the
‘sustainable university’ as an institution that rises to meet global and societal challenges.
Una Europa institutions develop communities, opportunities, spaces, and projects to
meet these challenges.
The Una Europa Focus Area on Sustainability brings together the academic communities
of the eight partner universities to work on joint innovative formats for education and
research, including a joint Bachelor, a Micro-Module and a continuing education
certificate in the area of sustainability. Workshops and training opportunities enable
inter-disciplinary groups of doctoral candidates from partner institutions to exchange on
aspects related to sustainability.
A Task Force on Sustainability and Climate Protection, led by Freie Universität Berlin, has
been established to connect sustainability experts and professional staff across all Una
Europa partner universities. The Task Force is currently developing a joint Sustainability
46
and Climate Protection Strategy, which will set concrete targets and ambitious objectives
in the areas of governance, teaching and community engagement, operations as well as
healthy and resilient communities.
https://www.una-europa.eu/
Launched in 2008, the Austrian Sustainability Award was designed to raise
awareness of and connect sustainability initiatives in higher education institutions. The
award seeks to recognise longer-term processes and improvements, rather than
individual or one-off projects. Prize categories include curriculum and instruction;
research; student initiatives; communication and decision-making and regional and
international cooperation. The award is run jointly by the Federal Ministry of Education,
Science and Research and the Federal Ministry of Climate Action, Environment, Energy,
Mobility, Innovation and Technology. The popularity of the award is growing year on year
and increasingly groups of universities work together on joint project submissions.
Investing in green and sustainable infrastructure
Learners’ physical surroundings32
, whether inside buildings or outdoors in grounds and
campuses, have received more attention in recent years (Barrett et all, 2019), some
liking them even to ‘the second teacher’ (Sanoff, 2001). Learning environments can
significantly impact pedagogical practice and student learning in a positive or negative
sense (Barrett et al, 2019). However, the basic structure of teaching spaces has evolved
relatively little over the past century’ (Sanoff, 2001).
There is a pressing need to adapt physical sites of learning (e.g. school and university
buildings and campuses) for the digital and green transitions. Education infrastructure
accounts for 8% of education expenditure in EU Member States and is the largest share
of international and national financial investment in education. However, in the EU, many
education institutions are poorly equipped for 21st century learning. Buildings and
grounds often need basic renovation and investment in energy efficiency and sustainable
digital infrastructure. It is crucial to ensure that the potential of all learning spaces,
physical and digital, is used effectively and that schools, campuses and other education
institutions can provide sustainable, efficient, healthy and resilient learning environments
for all.
More flexible and innovative learning spaces can enable educators to guide student
discovery, facilitate their learning and the development of new skills and competences,
and to promote curiosity, innovation and autonomy. Supporting green facilities can help
raise awareness among learners, parents and the local community and can boost
knowledge and competences on how to save energy in buildings, reduce CO2 emissions
and contribute to reducing the environmental footprint. The Green Free School (Den
Grønne Friskole), one of around 200 eco-schools in Denmark, is made entirely from
sustainable materials and places experiential learning and eco-pedagogy at the heart of
its syllabus (Clasper, 2020).
32
The OECD defines ‘educational spaces’ as ‘a physical space that supports multiple and diverse teaching and
learning programmes and pedagogies, including current technologies; one that demonstrates optimal, cost-
effective building performance and operation over time; one that respects and is in harmony with the
environment; and one that encourages social participation, providing a healthy, comfortable, safe, secure and
stimulating setting for its occupants. In its narrowest sense, a physical learning environment is seen as a
conventional classroom and, in its widest sense, as a combination of formal and informal education systems
where learning takes place both inside and outside of schools. (Manninen et al., 2007).
47
Putting education and training infrastructure to multi-functional use (e.g. community
associations using school or campus infrastructure during evenings or at weekends) can
also support lifelong learning for sustainability, and strengthen collaboration and
partnerships with the local community. In Lithuania, schools facilities are used at
weekends for extracurricular activities or as space for youth organisations. In Malta,
schools serve as spaces for volunteering on a regular basis.
The EU supports Member States’ efforts to upgrade existing and invest in new school
buildings though a number of funding programmes, including InvestEU (the Social
Investment and Skills Window), European Regional and Development Fund (ERDF) and
the Recovery and Resilience Facility (RRF) (for further information on funding
programmes see chapter 5).
Latvia has supported the renovation and development of schools and
multifunctional community centres in economically and socially disadvantaged areas.
Small rural schools were facing closure due to demographic decline, growing migration
and resulted in decreasing numbers of students. To prevent school closure and increase
the quality of education provision, schools were ‘opened up’. While maintaining and
expanding their typical functions, schools added adult education activities, specific
services for young children and their families, activities supporting entrepreneurship and
increasing employability potential through partnerships and civic participation.
Key points for supportive learning environments
To fully embed sustainability into education and training, learning and teaching for
sustainability should be conceived around the entire experience offered to learners, in-
and outside of the classroom, during dedicated learning time and beyond.
Whole-institution approaches to sustainability are vital for deep and transformative
change. This requires vision and planning, shared leadership, adaptability and active
engagement of staff and student engagement.
Self-evaluation and using a range of qualitative and quantitative data can support
whole-institution approaches to change and innovation.
In the EU, many educational buildings and grounds are poorly equipped for 21st century
learning. Renovation and investment is urgently required.
The potential of all learning spaces needs to be leveraged to provide sustainable,
efficient, healthy and resilient learning environments for all.
Learning for environmental sustainability is engaging and positive
Practical, hands-on and real-world learning for sustainability can show a positive way
forward and help overcome negative perspectives and feelings about the future. Learning
and teaching that addresses – to an equal extent – hands, hearts and minds (Sipos et al,
2008), is the basis for transformative learning that can enable us to ‘see the world
48
differently’ (Sterling, 2001)33
. Sustainability in education and training is therefore not
simply a topic to be added to the curriculum but concerns itself just as much with the
how of learning and teaching. Integrating a futures perspective is crucial to ensure that
learning does not remain about sustainability but engages learners for sustainability.
The following section provides a snapshot of methods, approaches and pedagogies that
can foster sustainability and enrich learning in general. Positive impacts can include
boosting student motivation; critical thinking, creativity and decision-making skills as
well as fostering responsible citizenship (Hicks, 2012). It highlights the tremendous
potential and opportunity of learning for sustainability to make all learning more
engaging and relevant; to motivate learners and educators and to develop competences
increasingly needed for life and work.
Active and interdisciplinary learning
Learning for environmental sustainability requires knowledge and skills from different
fields in an integrated manner, hence it is interdisciplinary (Annan-Diab and Molinari,
2017) and therefore relevant for educators of all subjects. Promoting interdisciplinary,
participatory, real-life and project-based approaches is not sector-dependent, but
can advance learning for environmental sustainability in all settings and with learners of
all ages.
Research shows that learning is more effective when it is collaborative (Schnitzler,
2019) and collaborative practices can be integrated in all subjects and in a variety of
settings. Forest, earth pedagogies and eco-pedagogy in particular can foster
learners’ personal relationship with nature, encouraging them to experience being part of
an interconnected system (Misiaszek, 2018). Forest and earth pedagogies are usually
combined with outdoor learning and improve both cognitive and affective relations with
nature as well as collaboration. Statistically significant gains in ecological understanding,
environmental values and attitudes have been found with such approaches, while
qualitative results indicate changes in behaviours, knowledge and attitudes (Manoli et al,
2014).
Sciences and science education have traditionally played an important role in
advancing environmental education and learning for sustainability. They will continue to
do so in concert with all subjects needed for the green transition. And while scientific
knowledge does not lead necessarily to positive action and sense of agency, students’
environmental awareness is associated with their science competences. PISA 2018
showed that those 15-year olds that scored highest on questions on environmental
science were the most familiar with complex environmental issues. In contrast, students
with lower achievement in science, ‘often reported an almost naïve optimism that the
environmental challenges will go away in the future’ (Schleicher, 2021).
The goal of the European Green Deal is to turn climate and environmental challenges into
opportunities and make the transition just and inclusive for all. While not all solutions will
be and should be scientific and technological, many of the European Green Deal policy
areas are STEM34
intensive. Active and engaging learning for environmental sustainability
33
Transformative learning uses new information to change learners’ perspectives, beliefs, and behaviours
through reflecting what we know and do not know. This approach includes the ability to integrate, connect,
confront and reconcile multiple ways of looking at the world.
34
STEM: Science, technology, engineering and mathematics.
49
can potentially increase interest and motivation to study STEM in school, VET and higher
education and pursue careers in STEM and sustainable development.
To encourage learners to recognise and make links between the social, economic and
environmental dimensions of sustainability (IDoS, 2019), STEM learning can be enhanced
through a STEAM approach. STEAM35
uses interdisciplinary pedagogies, removing
traditional barriers between subjects and connects STEM education with arts, humanities,
and social sciences. It encourages the blending of knowledge in STEM and non-STEM
fields of learning and study. Learning and teaching are contextualised in political,
environmental, socio-economic, and cultural challenges, thereby connecting to real-world
problem solving, collaboration, inquiry and critical thinking. STEAM focuses on innovation
and the process of designing solutions to complex problems, including with innovative
technologies. The approach can also strengthen links and interaction between formal,
non- formal and informal learning and build links to the world of work. Despite the
positive educational outcomes associated with the STEAM approach, it is not yet widely
implemented across Europe (Eurydice, 2011). Enquiry-based learning and citizen
science36
are key science pedagogies that can further support learning for
environmental sustainability, while science literacy, including observation and
experimentation, curiosity and critical thinking, is crucial to approach sustainability in an
innovative way.
In VET, a teaching approach of note is sustainable entrepreneurship (Schaltegger
and Wagner, 2011). Sustainability and entrepreneurship share the concept of longevity –
that is, ensuring goods, values or services that are long-lasting; preserving current
resources for future generations (sustainability) and developing unique solutions for the
long run (entrepreneurship) (Greco and de Jong, 2017). Sustainable entrepreneurship
can be defined as ‘the discovery, creation, and exploitation of entrepreneurial
opportunities that contribute to sustainability by generating social and environmental
gains for others in society’ (Shepherd and Patzelt, 2011).
In higher education, a study with 390 researchers from European HEIs has shown that
one of the most effective approaches to promote learning for environmental sustainability
is fostering eco-justice and community relations, followed by place-based
environmental education and traditional ecological knowledge (Lozano et al,
2019). In addition, practical and community-related pedagogical approaches can
be instrumental in developing sustainability competences (ibid.).
The EU STEM Coalition is an EU-wide network of national or regional
organisations that coordinate and implement strategies and policies for better STEM
education in Europe.
https://www.stemcoalition.eu/
The platform eu-citizen.science gathers projects and resources and forms a
community around a diverse range of fields, including biodiversity, ecology and
environment, geology and earth science.
https://eu-citizen.science/
The Climate Academy at the European School II in Brussels is a two-year
multidisciplinary programme offered to students aged 14-18. By combining different
subjects, interests and skills, students learn about the climate crisis in a systemic
way. Activities have included making documentary films, podcasts and a mural at the
35
STEAM: Science, Technology, Engineering, Arts and Mathematics
36
Citizen science actively involves the public in scientific research that generates new knowledge or
understanding. Trough citizen science people share and contribute to data monitoring and collection programs.
50
school on climate change. The Academy brings together students with high potential in
science and arts and develops their social entrepreneurial skills to design and manage
projects with local and global impact. In the words of one student: ‘rather than
rendering us hopeless, it invigorates me to work for justice, climate justice all over the
world and for future generations.’
https://www.climateacademy.eu
The EU project VET4LEC examined inclusive VET in the low-energy
construction sector. It found that deeper knowledge and understanding of energy
efficiency, higher technical skills, and a holistic approach to the building process is
required. For this to happen inter-disciplinarity, broad occupational profiles and cross-
cutting skills, including problem solving and communication are necessary.
https://www.fiec.eu/our-projects/completed-projetcs/vet4lec
Promoting nature-based and outdoor education
Learning in nature and not only about nature can help learners develop a connection and
a caring attitude towards nature and support sustainable behaviour. Research indicates
that environmental knowledge alone has little impact on pro-environmental behaviour
(Otto and Pensini, 2017). In fact, between knowledge and connectedness to nature, the
latter has the strongest relation to ecological behaviour. Research with primary children
showed that while connectedness with nature explained 69% of the variance in ecological
behaviour, environmental knowledge only accounted for 2% (ibid.).
Developing empathy for nature and acquiring knowledge about nature are closely
related. Learning about natural phenomena can increase awareness that all living things
are interrelated and spur a closer connection with nature. Thus, when coupled with an
emotional connection to nature, ecological attitudes and ultimately behaviour will be
more solid (ibid.).
There is strong evidence that being in nature not only enhances ecological attitudes and
actions, but learning outcomes and personal development in general (Bilton, 2010).
Exposure to nature positively influences ‘perseverance, problem-solving, critical thinking,
leadership, teamwork and resilience’ (Kuo et al, 2019). The effect of nature on attention,
self-discipline and motivation is such that green views from windows can lead to
improved learning outcomes for students (ibid.).
The relationship between early childhood education and care and outdoor learning is
especially strong. Being outdoors has traditionally been part of a child’s daily routine,
including in kindergartens and other ECEC facilities. Childhood is the time for discovering
and making sense of the world, including the natural world around us. The sense of
wonder and the natural curiosity that most children display for their surroundings are
often heightened through contact with nature. Combining nature experience with play is
among the most effective ways of learning at an early age and provides a strong
foundation for further social, emotional and cognitive development. In addition,
promoting outdoor experiences at an early age, is likely to be beneficial for developing
environmental stewardship. The more frequently children are in contact with nature, the
stronger the impact on knowledge and behaviour appears to be (Otto and Pensini, 2017).
Despite the benefits, children are spending less and less time outdoors. Between 1971
and 1990, there was a 50% reduction in the time children spent playing outside (Hillman
et al, 1990). In 2016, 12,000 parents in 10 countries participated in a survey which
found that children aged 5 to 12 spend on average less than one hour a day playing
51
outside (Martinko, 2016). Common challenges identified by ECEC facilities and schools to
outdoors activities include (Rooney et al, 2019):
 Health and safety concerns as well as legal barriers (e.g. restrictions on preparing
food outside, or on eating self-grown vegetables)
 Minding and supervising learners outside
 Lack of time - additional preparation, paperwork and other efforts required
 Parental concerns and/or a lack of understanding regarding the value and benefits
of learning outdoors
 Weather conditions
 Lack of funding/limited budget for improving outdoor spaces
 Inclusion – working with children with special needs
 Lack of teacher experience with outdoor education
Educators are bringing nature and nature-based approaches into formal education in
many ways, including through school gardens, green campuses, plants or green walls in
the classroom, holding class outdoors, excursions into nature, collaboration with nature-
active partners (e.g. nature centres, farms, forests, zoos and aquariums). Not all of these
require substantial amounts of funding. Many, however, do need more time and space
than is often provided in educational institutions and curricula. Allowing more time and
space for learning in outdoors settings can benefit learners and educators alike, improve
educational outcomes, and create strong incentives for positive action for the
environment and sustainability.
The Erasmus+ project Take me out has developed guidance and material for
outdoor education and learning, including a handbook for teachers with case studies on
outdoor education; online modules for teachers and outdoor teacher standards.
Early years’ professionals should:
 be passionate about being outside;
 understand the importance, significance and benefits of outdoor education in
kindergarten;
 be able to apply techniques and safe practices associated with various outdoor
activities
 be interested in gaining practical experience in outdoor activities and learn
about best practices on an ongoing basis;
 have a basic knowledge of natural sciences, are able to identify known plants
and animals, know natural phenomena
http://takemeoutproject.eu/about-project/
Curricula and educational programmes
With the UNESCO-led Berlin Declaration on Education for Sustainable Development37
,
over 80 ministers and vice ministers and 2 800 education and environment stakeholders
committed in May 2021 to taking concrete steps to transform learning, including by
making environmental and climate action a core curriculum component by 2025. Policy
37
https://en.unesco.org/sites/default/files/esdfor2030-berlin-declaration-en.pdf
52
steering and political support are indispensable to ensure and sustain broad commitment
to enable transformative change of education and training for sustainability. At the same
time, there is an inevitable time lag for desired policy changes to become classroom
practice. Research indicates that it can take from 8-14 years for education reforms to
achieve their desired results (Borman et al, 2003).
Reviewing and reforming education and training curricula for sustainability, requires
policy makers and stakeholders to set out and develop relevant learning content and
objectives. For each of the 17 SDGs, UNESCO has set out learning objectives which are
structured around cognitive, socio-emotional and behavioural learning, and include
suggested topics as well as examples of learning approaches and methods (UNESCO,
2017). An accompanying resource bank provides relevant material for each SDG for
educators at pre-primary, primary and secondary education levels38
.
Addressing sustainability in a comprehensive manner needs sufficient time allocation in
the curricula; an in-depth understanding of the topic from multiple perspectives, at local
and global levels and learning across all learning dimensions - cognitive, social and
emotional - to develop sustainability competences. A further consideration is providing
targeted, flexible access to relevant education and training. Workers, learners and job-
seekers require upskilling and reskilling that support their needs and can be easily
accessed. During the pandemic, there has been a significant uptake in online and/or
short learning opportunities leading to micro-credentials, a development which is
expected to continue. Education and training providers should consider the development
and use of micro-credentials as part of their offer for learning opportunities for
environmental sustainability.
The figure below shows different approaches by Member State to integrating the
environment and sustainability in curricula.
Figure 2. Approaches to learning for environmental sustainability in curricula
Source: Mulvik et al, 2020
Effective curriculum integration that fosters learners’ skills requires local adaptation,
collaboration and partnerships, quality teacher professional development, suitable
resources and support. Throughout Europe, school plans that focus on enhancing
38
https://en.unesco.org/themes/education/sdgs/material
53
sustainable development in the curriculum and classroom through projects and/or the
promotion of voluntary schemes for ESD recognition and certification are becoming
increasingly popular (UNECE, 2016). Care is needed, however, to not let useful
collaboration between teachers and outside experts/partners diminish or replace the
necessary investment and support for developing the sustainability competences of
teachers (Keddie and Holloway, 2019).
In Italy, from the 2020/2021 school year, environmental sustainability has
been introduced as part of the compulsory civic education curriculum in primary and
secondary education. The three pillars of the curriculum are: Citizenship and
Constitution, Digital Citizenship and Sustainable Development. In primary and lower
secondary, competences include: taking care of oneself, the community and the
environment; fair and sustainable development, respecting the ecosystem and
conscious use of environmental resources. In upper secondary competences include:
respecting, caring for, preserving and improving the environment; assuming the
principle of responsibility and participating in public life as active citizens.
In 2018, Ireland’s National Council for Curriculum and Assessment (NCCA)
carried out a study to map existing curriculum frameworks against competences for
sustainability and to identify opportunities for teaching and learning the UN’s
SDGs. Since then, the NCCA has been working to integrate opportunities and linkages
to the SDGs in new and redeveloped curricula. A new Politics and Society curriculum
has been introduced in upper secondary education where students undertake a
citizenship project.
The VET system in Romania introduced the Local Development Curriculum
which is developed by the school in partnership with companies and is tailored to local
labour market trends and needs.
To build sustainability competences and green skills, the Finnish National
Agency for Education is working to develop a set of optional courses in Technical and
Vocational Education and Training (TVET). A network of TVET-institutions, financed by
the National Agency, has created a study unit on Global Education and Voluntary
Development Work which is offered to a number of vocational education sectors. A new
unit on Climate Responsibility is being offered in 2021.
The German standard job position on environmental protection and
sustainability, which is part of all new VET curricula, encompasses a set of six core
skills and competences which apprentices across all sectors should acquire during their
apprenticeship. These are:
 Avoiding operational burdens on the environment and society in the
apprentice’s own areas of responsibility;
 Using materials and energy in economic, environmental and social ways;
 Complying with environmental-protection rules;
 Avoiding waste, engaging in recycling or disposal of substances and materials;
 Developing proposals for sustainable action in the area of work;
 Cooperating for economic, environmental and social sustainable development
and communicating with the target group.
54
Aligning and redesigning student assessment
Defining and measuring flexible and adaptable learning outcomes for environmental
sustainability can support the visibility and delivery of environmental sustainability
learning and provide clear evidence of related competences. Given the attention placed
on high-stakes39
exams in many countries, developing and implementing summative
assessment40
of learning for environmental sustainability could help to scale learning and
teaching in this domain (UNESCO, 2018). However, summative examinations, in
particular if high-stakes, can undermine innovative education programmes and
approaches, including by ‘teaching to the test’ or by significantly narrowing the
curriculum (Looney, 2009).
To better reconcile innovation with assessment, including for education for environmental
sustainability, policy makers, institutions and practitioners can:
 identify and promote existing innovative approaches to assessment and
examinations;
 rethink alignment between standards (for assessing students, curricula and
testing);
 use multiple measures of student and school performance to evaluate quality and
outcomes;
 create a better balance between high-stakes examinations and school
empowerment (ibid.).
Rather than seeing student assessment solely as a tool to measure student achievement,
policy makers and practitioners consider it increasingly a tool for learning (looney, 2009).
Seen as such, assessment has a ‘formative’ role – ‘allowing teachers to identify gaps in
student learning and to adapt teaching appropriately’ (ibid.).
To be able to fully appreciate the complexity of sustainability, a range of assessment
methods can be used to measure students’ learning outcomes, from summative to
formative assessments, self- and peer-evaluation. Formative student assessment41
is
especially conducive to innovative teaching methods, including for environmental
sustainability. It is also supportive of a lifelong learning approach which requires
learning-to-learn competences and self-assessment skills (ibid.).
39
National or regional assessments ‘are tests of student achievement, but are conducted primarily to evaluate
the performance of a system as whole, to hold schools accountable for student results, and/or to provide
feedback to schools and teachers. Summary assessments include examinations with civil effect for students, for
example, graduation/completion of a programme, or formal admission to vocational or upper secondary school,
or university’ (Looney, 2009).
40
Summative assessments ‘include tests and examinations that seek to provide summary statements of
student achievements and capabilities. Summary assessments may be conducted at the end of a unit of study,
to determine student readiness for promotion from one grade to the next’ (Looney, 2009).
41
Formative assessment ‘refers to the frequent, interactive assessment of student understanding and progress
to identify learning needs and adapt teaching. Formative assessment differs from summative assessment in
that the information gathered is used to shape improvements, rather than serve as a summary of student
achievement’ (Looney, 2009).
55
Table 4. Assessment approaches to measure sustainability competences (by frequency of
use)
Tool Brief description
Scaled self-
assessment
Students rate their own competence development based on a pre-
determined scale
Reflective writing Students respond in writing to prompts reflecting on their competence
development
Scenario/case test Students are presented with a case and asked to respond to
competence-requiring prompts
Focus
group/interview
Students respond to prompts, verbally reflecting on their competence
development
Performance
observation
Students are evaluated while carrying out course activities in or out of
the classroom
Concept mapping Students are given a prompt and asked to create a two-dimensional
image with nodes and connections (specific to systems-thinking
competence)
Conventional text Students take a test which may include multiple choices or short
answers linked to competences
Regular course work Students complete regular course work which is analysed for evidence
of competences
Source: Authors
As higher education institutions tend to have a large degree of autonomy, assessment
strategies and frameworks for knowledge and competences related to environmental
sustainability tend to vary widely across institutions, and can depend to a large extent on
the importance given to environmental sustainability in institutional strategies and by its
leadership.
Institutional assessment
Internal and/or external review and quality assurance mechanisms of education and
training organisations can also focus in part sustainability.
School self-evaluation and the diagnosis of school needs, insight and understanding
followed by action for improvement and review can be effective in implementing whole-
institution approaches for sustainability. School self-evaluation has been shown to lead to
greater sensitivity about areas in need of improvement. The process of school self-
evaluation allows teachers to develop a perspective beyond their own classroom,
particularly when they are involved in decision-making. In addition, policy makers can
provide various tools, guidelines and approaches, adapted to local contexts and needs,
which can support schools in their self-evaluation and organisational development.
Human and financial resources and time also needed to conduct effective school
strategies for sustainability.
56
Figure 3. Evaluation of ESD School Plan in Cyprus
Source: UNECE (2014). Questionnaire for 2014 Informal Country Reporting on the Implementation of the
Priority Action Areas.
In VET, it is useful to refer to the updated EQAVET Framework42
stating that the goals
and objectives of VET should be described for the medium and long terms, and linked to
European and Sustainable Development Goals taking into account environmental
sustainability considerations.
Assessment and evaluation strategies across the higher education institution can
measure the extent to which environmental sustainability is included in programmes and
the impact of such inclusion. Self-evaluation by students and staff can also be a useful
tool for evaluation.
In Hungary, self-assessment through the Green Kindergarten system is
available for all kindergartens on a voluntary basis. ECEC facilities can obtain the title
of ‘Green Kindergarten’ following a 20-point system of criteria and indicators. Primary,
secondary, vocational schools and dormitories for school students can obtain the
national Eco-school title following successful self-assessment on the basis of a variety
of criteria and indicators.
In Slovakia, the National School Inspectorate carries out inspections every
year to evaluate the level and implementation of environmental sustainability as a
cross-cutting topic. It randomly selects schools across Slovakia and publishes official
reports on its inspections.
In Estonia, while national examinations for school education cover cross-
42
https://ec.europa.eu/social/main.jsp?catId=1536&langId=en
57
curricular topics and topics related to learning for sustainability, universities tend to
use various assessment approaches, including testing, grading, projects and portfolios
to assess student sustainability competences.
In Finland, complying with sustainable development values when planning
their activities is an assessment criteria for ethics in the vocational sector.
Involving students in meaningful ways
Pedagogical research focuses
increasingly on the positive
impact of student participation on
learning for sustainability.
Students have been in many
cases a driving force, advocating
for sustainability to be included in
schools’ visions and strategic
plans (Mulvik et al, 2020).
Conversely, not including students
in the development of school
policies and actions, limits student
engagement on these issues
(Kelsey, 2003 and Schröder et al,
2020). Schools that welcome
active student participation will be
more successful in shaping and
putting into practice education for
environmental sustainability than
schools with a more
administrative, top down
approach where students are
considered as ‘passive’ players
(Kelsey, 2003). Based on Roger
Figure 4. Hart’s model of student involvement
Hart’s model (Hart, 1992), figure 4 shows the various levels of involvement of young
people from superficial involvement to co-decision making responsibility.
Student agency can contribute to developing learners’ feelings of ‘ownership’ towards
sustainability (Gayford, 2008), which is crucial for positive action. Student-led
sustainability projects can shift hierarchies and improve engagement and action for
sustainability (Vare, 2021). Involving students in meaningful ways requires learner-
centred pedagogies; providing guidance and support to educators, and flexibility at the
education institution.
In France, all lower and upper secondary schools elect ‘eco-delegates’ who
develop and support sustainability initiatives in their schools. Students elect at least
two delegates (one male, one female student) and the elections are compulsory. Eco-
delegates are described as being ‘co-pilots and ambassadors’ of sustainability related
projects in the schools. They lead sustainability projects, inform students and
58
encourage them to get involved. The elections and eco-projects carried out throughout
the year help students to become actively involved in making schools more
sustainable. Self-assessment and prior learning recognition tools are available to
support the ‘eco-delegates’. The programme is run by the Ministry of Education. A
2030 ‘green school award’ has also been launched to support the best projects carried
out in schools.
EkoSkola in Malta aims to provide young people with opportunities to voice
their opinions on matters that directly or indirectly influence their present and future.
One such forum is the Eco-Schools Parliamentary sessions during which students
engage in discussions on sustainable development with the country’s Members of
Parliament. During the session, ideas voiced by young people are collated in a
parliamentary motion. This initiative gave rise to formal meetings of students with the
Permanent Committee on the Environment and Planning.
The need to increase students’ engagement towards sustainability in higher
education in Europe and beyond is part of the rationale behind the Green Office
Movement. The movement aims at having student-led and staff-supported
sustainability offices to promote sustainability practices and education. Strategies
recommended by the movement to increase student engagement include:
 Workshops and sustainability events: promotion of training events on different
sustainability topics – to cover all teaching areas and students’ interests;
 Challenges or competitions: either between faculties/courses or students groups,
this strategy mobilises the academic community to consider different and more
diverse strategies for sustainability education;
 Summer school programmes on sustainability: this strategy is known to have great
beneficial outcomes to education, and by offering creative and multidisciplinary
programmes, students can become sustainability agents in their contexts.
https://www.greenofficemovement.org/
Potential of digital technologies to support learning for sustainability
The COVID-19 crisis and the temporary closure of educational buildings and campuses in
2020 and 2021 saw digital technologies and tools being used at an unprecedented scale
in education and training. The forced shift to emergency remote teaching brought a new
awareness and understanding of the benefits, constraints, challenges and risks of using
educational technologies for teaching and learning. The consultations showed that for
many teachers there were new opportunities to connect with learners on sustainability
using digital tools and platforms. For example, eTwinning projects were started on ocean
health, healthy eating and well-being. New connections were made with local
communities, including libraries and museums who provided digital resources and
platforms. Yet many spoke of the constraints of not being able to continue existing
partnerships and projects and that hands-on activities and field trips were cancelled.
Technology and nature may seem for some, however, as two opposing forces, with
increased screen time taking children and young people away from nature. Technology
also has an environmental impact and there is a need for students to learn about the
environmental footprint of technology use.
Similar to any area of learning, digital technologies, when used in purposeful and
accessible ways, can enhance learning for sustainability. Digital technologies can
potentially support innovative pedagogies and resources; increase student motivation;
59
facilitate communication and collaboration; and offer flexibility on how, where and when
learning takes place. Digital technologies can also support citizen science (e.g.
monitoring environmental changes locally using apps) while virtual field trips, labs and
museums can allow for immersive and experiential learning experiences. Technology can
also enable pre-service and in-service educator professional development by allowing
access at scale to online training courses, resources or communities of practice on the
environment and sustainability.
Recent research also points to the growing possibilities of using technology in outdoors
learning (e.g. mobile phones, drones, tablets, augmented reality)43
. There are key
arguments in research for, and also against, such an approach (Hills and Thomas, 2020).
Technology is seen by some as a distraction and can diminish the experience of learning
outdoors by placing a barrier between the learner and outdoors. Others point to the
potential of technology to enhance learning and connect learners with each other and
with nature, for example taking pictures in nature and reflecting and sharing these
afterwards with their peers. Hills and Thomas put forward a conceptual framework to
help facilitators to critically evaluate whether and how technology could enhance or
impact negatively on the learning experience. The framework takes into account
pedagogical considerations (e.g. facilitator and student digital skills, resources available);
affordances of digital technology (e.g. threats and opportunities) and consequences of
decisions (e.g. distractions, technology allowing for new tasks).
Overall, in the consultations to prepare the proposal, the role of digital technologies in
learning for sustainability was seen as an area which is currently underexplored. There
was a clear call for further research and sharing of good practice in this field.
GLOBE (Global Learning and Observations to Benefit the Environment) is an
international science and education programme connecting students, citizens, teachers
and scientists from 126 countries. Students and the public at large conduct scientific
observations and data collection using smartphone apps (e.g. testing water quality in
rivers, air pollution and observing weather patterns). Interactive maps and
visualisations systems support the analysis, interpretation and presentation of research
findings. Training modules and resources for teachers are available through the
programme.
https://www.globe.gov/
Key points for engaging and positive learning for sustainability
Learning for environmental sustainability requires interdisciplinary approaches,
integrating knowledge and skills from different fields.
Forest, earth pedagogies and eco-pedagogy can foster learners’ connection to nature
and improve learning outcomes. Participatory, real-life and project-based learning can
help build sustainability competences in all phases and stages of education and
training.
Sciences and science education have traditionally played an important role in
advancing environmental education and learning for sustainability. Further emphasis
should be given to the ‘STEAM’ approach which removes traditional barriers between
43
On outdoor learning and technology see also the report from the international conference on ICT and
Outdoor Learning August 2021 organised by the Centre for School and Outdoor Education, Slovenia in August
2021 https://www.csod.si/stran/programme
60
subjects and connects STEM education with arts, humanities, and social sciences.
Effective and comprehensive learning for sustainability requires an understanding of
the topic from multiple perspectives and levels; cognitive, social and emotional
learning and sufficient time allocation in the curricula.
Defining and measuring learning outcomes for environmental sustainability can boost
the visibility and delivery of environmental sustainability learning and provide clear
evidence of related competences.
Active involvement of students, e.g. through student-led sustainability projects, can
improve engagement and action for sustainability.
The role of digital technologies in learning for sustainability is an area which is
currently underexplored. More research and sharing of good practice is needed to
explore the tensions and opportunities of using digital tools and technologies to learn
about and for the environment.
Learning for environmental sustainability requires capacity
building of educators and leadership support
Teachers and trainers are powerful agents for the educational response needed for the
green transition. Whatever their discipline or sector, all educators are sustainability
educators who need to support their learners in preparing for a more sustainable future.
Educators require time, space and trust to adopt pedagogies and practices that enhance
sustainability learning in their context; to approach sustainability education in
interdisciplinary ways, work in teams and help develop a culture of sustainability within
the institution.
Many of the key findings on capacity building of academic staff on environmental
sustainability from the recent study by the European University Association (EUA, 2021a)
could apply to educators in any sector and setting of education and training:
- Community of practice: through meetings, mailing lists or newsletters, staff
members can form groups to share ideas, provide learning opportunities and even
undertake pilot projects, which could later be scaled to department, faculty or
university/institution level;
- Continuing professional development: staff should have opportunities for
training on sustainability, to understand its relevance to their role and context;
such opportunities should be recognised as professional development – and can
support their career - and also act as knowledge and awareness-raising
initiatives;
- Institutional incentives, recognition and rewards: acknowledging the efforts
of staff is fundamental for motivation and to recognise their key role in the
institution’s sustainability journey. This may be achieved through certification or
career progression for instance. Incentives can also be used to counter reluctance
or hesitation to participate in sustainability efforts.
Pedagogical modules and resources on sustainability, including on assessment, can help
teachers adapt their teaching methods for sustainability and use new tools and materials
in a range of settings, both in- and outdoor. Guidance on identifying eco-anxiety and
eco-pessimism is vital so they can help their pupils and students to overcome feelings of
overwhelm and fear and develop critical thinking and media literacy skills. Teachers can
61
also benefit from accessing centres of expertise, for example, centres for environmental
education, industry, local authorities, youth organisations and NGOs.
Embedding sustainability in initial and continuing professional
development
Research and experience provide us constantly with new findings on learning for
environmental sustainability. Thus, educators need to be able to learn, un-learn and re-
learn on an ongoing basis. Helping their learners to build sustainability competences in
innovative and engaging ways requires that educators develop their own knowledge,
skills, attitudes and values for sustainability and develop the pedagogical competence
and confidence to teach it.
Designing quality professional development for environmental sustainability raises many
issues which need further discussion and research. These include the provision of training
in diverse settings, including in nature, environmental centres, companies, public bodies;
assessment with regard to sustainability of learners, educators and institutions; creation
of mandatory elements of learning for environmental sustainability in educators
professional development as well as their reflection in competence frameworks.
Stakeholders during our consultations suggested that training be designed in a more
open way, in non-educational settings and with or delivered by external organisations.
On-site training, for example, in companies, outdoors, in labs and other settings and
following training with or by industry, environmental and other organisations can benefit
both parties. It can provide educators with real-life examples, help non-educators
understand the needs and challenges of the education system and help both to better
acknowledge and advance their respective roles with regard to learning for environmental
sustainability.
With regard to school education, policymakers can strengthen the alignment of initial
teacher education (ITE) with strategies and policies on learning for environmental
sustainability. Making learning for environmental sustainability an integral, which means
in most cases, obligatory, part of ITE will benefit integration of environmental
sustainability across education and training and increase take-up and commitment in
continuing professional development (CPD).
The inclusion of educators in developing policies is a key element for gaining a better
understanding of teacher experiences and diverse needs and developing strategies,
including on ITE and CPD, that are accepted and implemented. More research is needed
in working structures of teachers and how they could enable the implementation of new
initiatives.
The European Commission's report on Teachers in Europe44
offers relevant insights for
CPD, which are applicable also in the area of learning for sustainability (European
Commission et al, 2021):
 Teachers tend to participate in a wider variety of training opportunities in
countries where time for CPD is defined for every teacher.
 In the countries where schools are required to have a CPD plan, teachers tend to
participate in more varied CPD.
44
The reference group are lower secondary teachers.
62
 Teachers who had the possibility of taking paid study leave for a week or longer
perceive lower levels of tension between CPD and their work schedule.
When designing ITE and CPD for sustainability, it is important that teachers can benefit
themselves from methods and approaches that are conducive to learning for
sustainability, including learner-centred, experiential, project-based and place-based
learning. If teachers engage in active learning themselves, it can help them apply it in
their practice.
School-based CPD and collaborative schemes, where teachers define their own training
needs and CPD happens at the school site, have been proven particularly impactful for
teachers’ own learning (Boeskens et al, 2020). Such approaches, which align well with a
whole-institution approach to sustainability, focus more directly on classroom practices
and the actual needs of teachers and their student at that school (ibid.). Peer-to-peer
learning and mentoring are other highly effective and relevant forms of CPD which have
gained traction in recent years (ibid.). The 2020 Council conclusions on European
teachers and trainers for the future45
call on Member States ‘to provide impactful and
research-based continuing professional development opportunities for teachers and
trainers, based on collaboration, peer observation and peer-learning, guidance,
mentoring and networking’. They also highlight that ‘is beneficial to offer various training
models, including face-to-face, virtual, blended and work-based learning’. Supporting
teacher training centres, agencies and NGOs that provide CPD as well as guidance on and
tools for online learning, to increase their outreach to teachers would also be beneficial.
In Luxembourg, education for sustainable development (ESD) is being implemented in
VET, and integrated in teacher and trainer CPD (INFPC, 2016). In Slovakia, a pilot
scheme on environmental educational in the Banská Bystrica region resulted in the
development of educators competences for outdoor learning. Learnings from the pilot will
support the development of methodologies for teachers and the in-service training course
‘environmental education for sustainable development’. Building on findings from pilot
programmes, Germany is also exploring the inclusion of key competences for
sustainability in continuing vocational training of training personnel (Cedefop, 2021).
In higher education, a stronger focus on teaching supported by professional
development for academic teaching staff is of particular importance to develop students’
sustainability competences and skills. The more complex environmental themes (e.g.
climate change or curriculum greening) require teaching staff to develop new, and
update, their competences, both in terms of content, teaching approaches and
engagement with students.
In this regard, the UE4SD project46
, mapped a range of leading practice examples across
Europe of professional development in higher education for sustainability. The examples
demonstrate diverse ways of increasing the competences and capacities of academic
teachers and of transferring them to their teaching practice. Key lessons from the
examples include (UE4SD, 2015):
 The most common types of professional development initiatives benefit from
cooperation within existing university networks; they include international, national
and institutional programmes and activities.
 A wide variety of pedagogical approaches are applied in professional development
initiatives, ranging from participatory approaches and team-based learning to action
research and project-based learning.
45
2020/C 193/04
46
See also chapter 3.
63
 An important factor in changing the culture of teaching and learning is to open up
space for critical debate and to build a supportive environment to review and rethink
educational content and approaches; particularly through a whole-institution
approach.
 The overall impact of professional development initiatives in terms of number of
educators reached differs depending on the type and scope of the activities. All can
have a positive effect on educators and their students.
 The role of financial and non-financial support is important for the availability of
professional development opportunities for university educators.
Non-academic staff also benefit from training, not only to support the development of
sustainability efforts on campus, but also to become leaders in their sectors and
contexts. By involving all staff, sustainability leadership and sustainability teaching can
become competences to support education and can promote good practices across all
parts and processes of the organisation.
Educators’ professional development can benefit from competence models and
frameworks for sustainability competences. A reference point for many HEIs across
Europe and beyond has been the UNECE framework of ESD competences (UNECE, 2011).
Over time, several other frameworks defining competences for sustainability in higher
education have been developed and attempts have been made to converge them ‘toward
an agreed‑upon reference framework’ (Brundiers, K. et al, 2021).
Actions at EU level provide opportunities for developing interdisciplinary cross-country
approaches to key topics of education for environmental sustainability, development of
pedagogical approaches and tools, guidelines for assessments or competence
frameworks. Educators are also provided with opportunities for networking and peer-
learning as well as developing sustainability competences. The Erasmus programme with
its cross-cutting green dimension offers a range of supports for educators, including
through the Erasmus+ Teacher Academies, the eTwinning community and the School
Education Gateway.
In VET, the Osnabrück Declaration on vocational education and training as an enabler of
recovery and just transitions to digital and green economies47
was adopted by Ministers
in charge of vocational education and training of the Member States, the EU Candidate
Countries and the EEA countries, the European social partners and the European
Commission. It points to the training and professional development of teachers, trainers
and guidance counsellors as key to enabling the green transformation.
In Bulgaria, all pre-service teachers for preschool and primary receive
ecological training in the form of an ‘Ecopedagogy’ course as part of their bachelor’s
degree. The course enables them to master the basic concepts in the field of ecology of
human development and approaches to environmental education.
In 2013 a teacher education programme was launched in Estonia to help
formal and non-formal educators to implement active learning methods and cross-
curricular approaches on the environment and sustainability. Schools attend courses on
sustainability in teams, typically two or three teachers of different subjects and one
school leader. At the end of the course the team work together on a school-wide
project related to sustainability.
47
https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf
64
ÖKOLOG is a school programme and network supported by the Austrian
Federal Ministry of Education, Science and Research. The approximately 600 ÖKOLOG-
schools and 10 ÖKOLOG-university colleges of teacher education focus on
environmental, social and ecological issues, a whole-institution approach and student
engagement. This long-running programme has impacted thousands of learners and
communities. ÖKOLOG has also developed a competency compass for teachers
which covers: developing attitudes towards the environment and sustainability; build
up, reflect on, pass on environmental knowledge; evaluate, decide, act; and
methodical and didactic approach.
Career progression and new roles for educators
Encouraging and motivating teachers to take part in CPD related to sustainability is
crucial, including by linking it to career progression and development. The close link
between CPD and career development is underlined by the fact that single-level career
structures for teachers where advancement depends on years of service tend to put less
focus on CPD. Only three out of 14 countries in Europe with single-level career structures
include CPD as a criterion for salary progression (Mulvik et al, 2021). Reversely, more
than half of the countries with multi-level career structures consider CPD for career
progression (ibid.).
The European Commission’s 2020 policy guide on Supporting teacher and school leader
careers (European Commission, 2020c) provides findings and pointers on rethinking and
redesigning educator career paths. Based on established models in different European
countries, it identifies several types of teacher and school leader career paths which also
apply to, or can be adapted to learning for environmental sustainability48
:
 Moving upwards (by gaining a position of increased decision-making and
responsibility, e.g. teacher to school leader; school head of a larger school);
 Moving up and along (by becoming a more competent teacher or school leader;
 Moving sideways (by taking a different – temporary or permanent – role within
school, e.g. sustainability coordinator);
 Changing contexts (by making a choice to work in a different context, e.g.
become school leader of an innovative green school, move from urban to rural
school);
 Adding layers of system (by networking/contact with local, regional or national
stakeholders, which requires broader expertise e.g. teacher as a project leader of
a regional initiative for learning for environmental sustainability; school head
acting as advisor to ministry on learning for environmental sustainability);
 Moving in and out (by looking beyond the immediate school community e.g. a
temporary post with a sustainability NGO; becoming a researcher on learning for
environmental sustainability; changing profession to become a teacher; school
head returning to classroom teaching).
Further support measures could include embedding sustainability criteria in teaching and
learning award schemes.
In higher education, the allocation of specific roles to promote sustainability is also
recognised as important for leadership, motivation and particularly to inform teaching
and learning. National frameworks allowing for more flexibility in academic career
48
The different paths are not exclusive and may be experienced at the same time, or one after the other.
65
development could support educators to engage in and be rewarded for sustainability
education.
Role of leaders and shift to distributed leadership
The role of principals for educational development and change management in schools
and other education and training institutions has received growing attention in recent
years (Hattie, 2008). School leaders play a key role in improving school outcomes by
motivating and supporting the capacity building of staff, as well as influencing the school
climate, culture and environment (Pont et al, 2008).
School leaders are ‘key intermediaries between the classroom, the individual school and
the education system as a whole’ who bridge the gap between policy and practice, link
their institution to its environment, and can contribute to improving student learning
(ibid.). They have a crucial role in driving forward whole-school or whole-institution
approaches. School leaders need pedagogical, managerial and leadership competences
(European Commission, 2020cb). While leadership is complex and depends on contextual
factors, certain personal attributes are beneficial: maintaining mutual respect and the
attitude of being a team player; being able to look to the future; being open to new
models, the capacity to innovate, and change-management skills; and appreciating the
value of life-long learning (ibid).
Successful leaders of sustainable schools display attributes that characterise effective
school leaders in general. In addition, they put sustainability at the heart of their school,
embedding it in all operations within and outside of the school. It is typical for leaders of
green schools to use sustainability to advance other education agendas, including
improving basic skills such as literacy and numeracy (Jackson, L. et al, 2008), or
introducing interdisciplinary learning and teaching beyond matters of sustainability (Leo,
U.; Wickenberg, P., 2013). They also look outwards beyond the school context and have
an optimistic worldview. Personal conviction and values seem to be strong drivers for
leaders to develop sustainability within their institutions (Jackson, L. et al, 2008).
To effectively implement learning for sustainability, school leaders have, and clearly
communicate, a vision for sustainability to learners and staff. Communication should not
be limited to documents, such as school development plans but be present throughout
school life, including in individual encounters such as performance appraisals with
teachers (Leo, U.; Wickenberg, P., 2013).
Distributing leadership responsibilities among different members of the school community
appears to be especially effective for fostering learning for environmental sustainability
(Jackson, L. et al, 2008). In this way, more staff can actively participate in and shape the
school’s strategy, thus reducing the burden on school leaders while at the same time
embedding sustainability more deeply across the whole school (ibid.).
Given the crucial role of school leaders for supporting their staff and institutions to
advance on sustainability, it is important that current and potential school leaders receive
support and development opportunities to effectively fulfil their responsibilities. With the
exception of a few countries, leadership rarely features in ITE (European Commission,
2020c). CPD for school leaders or potential school leaders is more widely available, yet
far from being a systemic feature. Several European countries have invested in specific
training programmes and institutions, including Norway, France, Denmark or Albania
(ibid.).
66
Identifying and selecting future school heads might be facilitated by defining the
competences expected of school leaders. In Europe, the Czech Republic and Norway have
developed specific competence frameworks for school leaders (ibid). Reviewing and
designing competence frameworks for school leaders with a view to include sustainability
leadership can help embed sustainability across all schools.
Developing leadership in higher education is especially important given the exposed role
of HEIs to generate cutting-edge sustainability research and link it to societal practice. In
addition to their expertise in research and teaching, HEIs are seen as trusted and neutral
actors in the public sphere and can possess therefore considerable prominence and
influence (SDSN Australia/Pacific, 2017). A European University Association survey (EUA,
2021a) highlights that support for governance and engagement in driving forward
strategies and actions for environmental sustainability in HEIs, are both key and need to
be improved across European HEIs.
Academic leadership can support mainstreaming learning for environmental sustainability
by focusing on:
 effective engagement amongst higher education leadership;
 strategic practices for environmental sustainability and the impact on their
institutions;
 whole-institution approaches to sustainability;
 leadership dynamics that share responsibilities by including academic and
administrative staff, researchers, project leaders, as well as student leaders.
The most effective leaders in HE ‘listen, link and lead’ (in that order) and ‘model, teach
and learn’ (SDSN Australia/Pacific, 2017). This means listening actively with a disposition
for change and a set of options, linking received feedback to a concrete strategy and
actively helping staff in applying that strategy while showing flexibility to adapt it (ibd.).
As with school leadership, selection, including by defining expectations, criteria and
competences with regard to HE leaders, is crucial. This might necessitate revising
selection procedures and/or reviewing how prospective leaders are identified (ibid.).
Likewise, professional development opportunities and networking for HE leaders will
greatly benefit HEIs sustainability agendas. The Sustainable Development Solutions
Network’s guide for universities, HEIs and the academic sector (SDSN Australia/Pacific,
2017) can help HEI leaders to introduce and improve SDG implementation across their
institution.
Beyond formal roles
Leadership for sustainability is not limited to formal institutional leadership roles.
Increasingly, education and training systems try to identify ‘’system leaders’, who have
been successful in their own schools and are in a position to support other local schools,
or, indeed, become involved in an even wider network’ (European Commission, 2017).
Such system leaders can be school principals, but also teachers or other staff. Working
effectively with change leaders, including for sustainability, means (ibid.):
 identifying change leaders;
 bringing them together (or working through self-organisation);
 making them visible and providing support.
Key points for capacity building of educators and leadership support
Whatever their discipline or sector of education, all educators are sustainability
educators who need to support their learners in preparing for a more sustainable
67
future.
Educators require time, space and trust to adopt pedagogies that enhance
sustainability learning; to approach sustainability education and training in
interdisciplinary ways, work in teams and develop a culture of sustainability within the
institution.
Environmental sustainability should be embedded in all initial teacher education
programmes; continued professional development programmes and teacher
professional standards and frameworks in order to support educators’ competence
development with regard to sustainability.
Educators require opportunities and incentives to take part in professional development
programmes related to sustainability, for example by linking them to career
progression and development and creating roles for educators such as sustainability
coordinator.
Education leadership teams should be supported in managing organisational change
with dedicated professional development and guidance for their roles.
Leadership for sustainability is not limited to formal institutional leadership roles.
Change leaders can be found in many different parts of the education system, in
teaching or non-teaching roles.
Learning for environmental sustainability fosters collaboration and
partnerships
Cross-sector collaboration
Cross-sector collaboration and partnerships on sustainability can provide expertise,
resources and a real-world context for learning. Through partnerships with, for example,
NGOs, industry, centres of environmental education, farms, parks, forests, zoos,
museums and libraries, learners can experience and test their skills with real-life
problems and develop a more holistic view of environmental sustainability. The potential
of cross-sector collaboration builds on the recognition that the most robust and
sustainable solutions will come from designing with (and not just for) the communities
most affected. Such an approach can move beyond impacting individuals to impacting
entire communities regarding more sustainable knowledge and lifestyles. Nature-based
projects such as a river clean-up can help foster social inclusion and empower
communities in a collaborative way. Another effective measure is to open up formal
education spaces to the local community for people to meet, exchange views on
sustainability and connect with nature.
In the EU, there has been a growing emphasis on the benefits and potential of
collaboration between informal, non-formal and formal education as well as cross-
sectoral partnerships between the public and private sector and/or civil society. A
dedicated strand under the Erasmus+ programme fosters cooperation among
organisations and institutions and many projects have had a strong focus on cross-sector
collaboration as a way to strengthen learning for environmental sustainability. Calls for
collective action, mobilising business, social partners and stakeholders to commit to
68
working together, in particular within the EU’s industrial eco-systems, is one of the five
building blocks in the European Skills Agenda for Sustainable Competitiveness, Social
Fairness and Resilience49
. Cross-sector collaboration and partnerships are about utilising
the roles, knowledge and responsibilities of public, private and non-profit actors to reach
innovative solutions and results, which could otherwise not be obtained.
To deepen understanding of global sustainability challenges, educational institutions and
educators should foster partnerships at the local, national and international level
(UNESCO, 2018). Such partnerships can take various forms but usually include:
 collaboration with parents and communities;
 collaboration with other education and training institutions (nationally or
internationally), e.g., school networks, university alliances and labels;
 collaboration with other stakeholders (businesses, NGOs)
Collaboration between schools and NGOs or other non-formal learning institutions can
provide significant benefits, by building on the expertise of the non-formal learning
institution and connecting it to the curriculum and reach of the formal education and
training institution. In Estonia, schools can apply for financial support to visit
environmental and nature centres. Across the EU, international school labels that actively
promote collaboration and support schools in establishing and maintaining partnerships
with non-school actors have become popular and well integrated into the national
systems in many Member States.
With regard to VET, a multi-stakeholder Pact for Skills50
was launched during the
European Vocational Skills Week in 2020. The Pact involves large-scale partnerships in
strategic industrial eco-systems identified in the European Green Deal. Through the Pact,
the Commission encourages stakeholders to work together and pool financial and other
resources to develop, strengthen or upscale learning initiatives. Partnerships are also
extremely important in anticipating employment and skill needs and identifying suitable
responses to the green transition challenges in a timely manner. Career services,
including career guidance and Public Employment Services have an important but
currently underdeveloped role to play.
In the higher education area, the European Commission’s University-Business Forum
has taken place in Brussels every two years since 2008, offering a platform for
networking, exchange of ideas and good practices by bringing together higher education
institutions, companies, business associations, public authorities and policymakers. In
recent years, sustainability has been one of a central theme of this university-business
collaboration.
There are a number of higher education partnerships established at international and
European level, which contribute to furthering environmental sustainability. In addition to
the members of the European Universities Initiative, the Copernicus Alliance and
European Network on Higher Education for Sustainable Development51
, aim to enable
European higher education institutions and their partners to jointly identify challenges in
higher education for sustainable development and spearhead development of processes,
tools, and knowledge to address these challenges from a whole-institution perspective.
Further partnerships include the Global University Network for Innovation52
, the Global
49
COM(2020) 274 final.
50
https://ec.europa.eu/social/main.jsp?catId=1517&langId=en
51
https://www.copernicus-alliance.org/
52
https://www.guninetwork.org/
69
Universities Partnership on Environment and Sustainability53
, the Higher Education
Sustainability Initiative54
, Higher Education for Sustainability Development55
,
Mainstreaming Environment and Sustainability in Africa56
and University Educators for
Sustainable Development57
.
Community engagement
Community engagement refers to the development of mutually beneficial partnerships
between higher education institutions and stakeholders in their local or wider
communities to address societal needs. Higher education institutions can play a key role
in the development of their cities and regions, contributing to development strategies or
cooperation with businesses, the public and voluntary sectors or supporting public debate
on societal issues. Voluntary and community work can also be an effective way to help
students gain practical experience and skills. Outreach beyond the academic community
in local languages should be incentivised and rewarded, including as part of career
development.
Sweden established the Swedish International Centre of Education for
Sustainable Development (SWEDESD) in 2006. Today, SWEDESD is a well-established
research and development environment at Uppsala University offering reflexive tools
for implementation and scaling of education for sustainable development. SWEDESD
supports integrated collaborative research and development projects in Sweden and
abroad through high-level panels, research seminars and conferences, workshops and
forums for practitioners, research circles and various venues for dialogue and
collaboration. SWEDESD also offers training courses for teachers in schools and at
universities, as well as for teacher educators, policy makers and project leaders.
As part of the Together for the Alps project, the Triglav National Park Public
Institution in Slovenia works to raise awareness about climate change adaptation and
mitigation and the importance of biodiversity conservation for the general public,
particularly primary schools in the community.
In the Erasmus+ project Partnership for Biodiversity Protection in Viticulture
in Europe nature conservation organisations, farmer/winegrower associations and local
farmers worked together to create high quality reskilling for winegrowers to protect,
enhance and promote biodiversity in vineyards. The success factors in the project were
the direct involvement of members of the target group together with specialists in the
field of nature protection. Partners could draw on each other’s knowledge and
experiences that made the training materials produced more relevant, understandable
and adaptable for the target group to fit the teaching to their local conditions.
https://www.bodensee-stiftung.org/en/partnerschaft-zum-schutz-der-biologischen-vielfalt-im-weinbau-in-
europa-2
To assess and demonstrate the value that a university can bring to its
communities and the value that communities bring to a university, tools such as
TEFCE, developed as part of an Erasmus+ project, can be of support. TEFCE supports
higher education institutions to reflect on community engagement and identify good
53
https://www.unep.org/es/node/10655
54
https://sustainabledevelopment.un.org/sdinaction/hesi
55
https://www.iau-hesd.net/
56
https://www.unep.org/fr/node/10690
57
https://www.ue4sd.eu/
70
practice.
https://www.tefce.eu/project
Centres of Vocational Excellence (CoVEs) bring together a wide range of
local partners, such as providers of vocational education and training, employers,
research centres, development agencies, and employment services. They aim to
develop ‘skills ecosystems’ that contribute to regional, economic and social
development, innovation, and smart specialisation strategies. In this context, green
skills play a key role. Of the seven CoVEs selected under the 2020 call for Erasmus+
pilot projects, three focus on green topics (GREENOVET - European VET Excellence
Platform for Green Innovation; Three-level Centres of Professional Excellence:
Qualification, Entrepreneurship and Innovation in the Green Economy; European
Platform for Urban Greening).
Promoting active citizenship through innovative methods is an Erasmus+
Strategic Partnership for Higher Education that involves Czechia, Norway, the
Netherlands, Finland and Malta. The project aims to use active citizenship, gamification
and geoparticipation to help students to become agents of change, regarding climate
change. Students learn to approach climate change as wicked problem and they
develop know-how on how to communicate about these issues in a way that sets
people up for action.
Key points for collaboration and partnerships
In the EU, there has been a growing emphasis on the benefits and potential of
collaboration on sustainability. Partnerships bring together informal, non-formal and
formal education and training as well as cross-sectoral partnerships involving the public
and private sector and/or civil society.
Cross-sector collaboration and partnerships on sustainability can provide expertise,
resources and a real-world context for learning.
Community projects on the environment and sustainability can help foster social
inclusion and empower communities in a collaborative way.
Higher education institutions can play a key role in the development of their cities and
regions regarding sustainability.
Learning for environmental sustainability empowers youth
Young people have been vocal and active demanding change and calling on public
authorities to act urgently to protect the climate and environment for current and future
generations. Many young people are engaged with environmental sustainability issues as
individuals, in their communities, nationally and even internationally. They find creative
and innovative solutions to tackle climate change and environmental degradation. And
they are shaping the present and future as citizens, consumers and decision-makers.
Today’s younger generations have a strong contribution to make. Young people’s
education levels have steadily risen in the last decades and many are skilled in using
digital technologies and social media. These competences are crucial for the digital and
green transition. Supporting young people to use and improve their green and digital
competences and ensuring that young people’s voices are taken into account in policy
71
making on the environment, climate change and beyond is crucial to ensure better, more
inclusive and more pluralistic processes and solutions for the whole of society.
Young people’s concerns
Young Europeans consider climate change and environmental degradation to be the most
serious problems facing the world. These are the findings of a survey of more than 22
000 young people (15 to 35 years old) carried out in 23 EU countries in October and
November 2020 (Dunne and Bijwaard, 2021):
Source: Dunne and Bijwaard, 2021.
Regional differences can be noted, however. In Spain and Portugal, 71% and 63% of
young people respectively, are very or extremely worried about climate change, while
this is the case for only 23% in Czechia and Latvia. Overall, young people in southern
European countries are more worried about climate change than their peers elsewhere in
Europe, which may be related to more visible weather extremes in their regions.
The concerns of young Europeans are mirrored on a global scale. A study on climate
anxiety and young people, published in the journal Lancet Planetary Health polled 10 000
16 to 25 year olds in 10 countries (Hickman et al, 2021). It found that nearly six in 10
young people were very or extremely worried about climate change58
. Three quarters of
higher education students59
who were polled in an international survey of Students
Organizing for Sustainability (SOS) in 2020, agreed that ‘worried’ best described their
feelings about climate change and their future (SOS, 2021).
A lack of awareness is not the root-cause of eco-anxiety among young people. Results
from the OECD’s PISA exercise in 2018 showed that 79% of 15-year olds are fully aware
of climate change and global warming (Schleicher, 2021). The 2020 EU survey confirms
58
The study covered Australia, Brazil, Finland, France, India, Nigeria, the Philippines, Portugal, the UK and the
US. See Hickman et al, 2021.
59
Over half coming from the EU.
72
that climate deniers among young people are in fact a small minority, close to nine out of
ten young Europeans (86%) agree with the statement that climate change has had an
impact on every ocean and every continent over the past few decades. 83% consider
humans and human activity to be the main cause of climate change:
Source: Dunne and Bijwaard, 2021.
Over 50% of the respondents in the above-mentioned Lancet study felt sad, anxious,
angry, powerless, helpless, and guilty and rated the governmental response to climate
change negatively (Hickman et al, 2021). European youth largely agree that
governments should tackle environmental degradation and the climate crisis:
Source: Dunne and Bijwaard, 2021.
73
Many young people have clear views on what needs to change. More than three quarters
(77%) agree that ‘our consumption habits are not sustainable if we want to preserve the
environment’, while only 38% think that national governments ‘should focus on helping
the economy to recover first and foremost, even if that means taking some actions that
will be bad for the environment’ (Dunne and Bijwaard, 2021).
The role of education and training in engaging youth
Education and training systems and institutions have a duty to respond to the growing
youth voice on the climate and biodiversity crises. They need to offer opportunities to
learn for environmental sustainability in different settings and contexts in order to
empower and engage youth and boost the skills and competences needed for the green
transition. To achieve this, education and training systems should involve young people
in designing solutions related to sustainability education.
At present, many young people consider that school is failing to give them an adequate
understanding of climate change, the environment and how to live and act more
sustainably (European Commission, 2019). According to the experiences of higher
education students who participated in the SOS survey (SOS, 2021), tertiary education is
the sector that has encouraged them the most so far to ‘think and act to help the
environment and other people’. However, only 26% of respondents thought that
sustainable development has been covered in depth by their course (ibid.). This is of
concern as Europe cannot afford wasted talent or disengagement of young people when
it comes to initiating and contributing to positive change in society. Involving students in
meaningful ways in education and training requires learner-centred pedagogies and can
ultimately contribute to developing learners’ feelings of ‘ownership’ towards sustainability
(Gayford, 2008), which is crucial for positive action.
To ensure a just and inclusive green transition, it is key to involve young people from all
backgrounds. Young women, highly educated and those living in urban environments
tend to be more engaged with sustainability actions and behaviours (Dunne and
Bijwaard, 2021). Very often, socio-economic disadvantage and democratic exclusion are
related: people, including young people, who struggle with disadvantage can be less
active citizens and are more likely to distrust public institutions.
Along with a better coverage of issues relating to sustainable development in curricula,
young people are eager to learn how to bring about change for themselves and for and
with others. Non-formal learning providers, such as youth organisations or environmental
bodies have developed many resources for young people to learn about the challenges
related to the environment and climate and to inspire, engage and train young people for
change and leadership on sustainable development. Youth4Climate’s Educational Toolkit60
is but one example that covers learning about and acting for the climate from many
angles.
The EU actively supports youth participation and creates opportunities for young people
to exchange experiences and become active citizens. The EU Youth Strategy guides the
EU’s work on and with young people through the EU Youth dialogue and the European
Youth Coordinator. From 2014 to 2020 more than 500,000 participants have gained
experience and skills abroad through youth exchanges and volunteering offered through
the Erasmus+ and the European Solidarity Corps programmes.
60
https://www.connect4climate.org/sites/default/files/files/publications/Y4C%20Educational%20Toolkit%20-
%20FINAL_revised-2_compressed.pdf
74
In the frame of the recovery from the COVID-19 crisis, 2022 is the European Year of
Youth. It is organised with the participation and involvement of young people to
recognise and discuss challenges encountered by young people in the EU and to work
together to identify solutions. Environmental sustainability is a key theme of the Year.
The German youth forum youpaN consists of 30 elected young people
between 16 and 30 who actively participate in national decision making and vote on
how education can become sustainable. youpaN plays a key role in implementing the
German national action plan on education for sustainable development.
https://youpan.de/
To support young people to engage in and shape a digital and green transition
that is just and inclusive, the Commission has published A Toolkit for Youth
Participation in the Just Transition Fund. It sets out principles and methods of
successful youth participation and provides a range of good practice examples.
https://ec.europa.eu/regional_policy/sources/docgener/guides/youth_just_transition_en.pdf
The Futures Forward Academy in Gibraltar, launched in January 2021,
supports young adults with the ‘capabilities, mindsets, and networks’ to make a
positive difference. The 5-month programme is open to young people aged 20-30 who
are currently in leadership roles. Participants attend workshops, lectures and webinars
and complete an action project and study trip abroad. The programme is designed to
build collaboration through peer learning, whilst challenging established ideas of
leadership and practice. A range of environmental issues are explored through the
programme always linking learning to social and economic contexts.
https://www.futuregenerations.gi/news/futures-forward-academy-30
Key points for youth empowerment for environmental sustainability
Young people have been especially vocal and active demanding change to protect the
climate and environment. Many young people are active on sustainability and the
environment, finding positive and creative ways to engage with these issues.
A large majority of young people in Europe and the world worry about climate change,
environmental degradation and their future. They expect governments, companies and
education and training institutions to take action.
Education and training has an important role to play to engage youth for environmental
sustainability. However, so far many young people consider that schools and
universities are not preparing them adequately to address sustainability challenges.
To address young people’s concerns and expectations, education and training systems
should involve young people in designing solutions related to learning for
environmental sustainability and provide opportunities for them to learn in a holistic
way.
75
Learning for environmental sustainability builds competences and
skills
Education and training for sustainability has the potential to be a catalyst for change
among young and adult generations, through the acquisition of sustainability
competences (Bianchi, 2020). Identifying the right competences to address sustainability
challenges, empower citizens to be better geared towards changing our way of living –
individually and collectively –, and make more sustainable choices has become more
important than ever (ibid.).
Building on key competences
Since the early 2000s, many European countries have shifted curricula from a
knowledge- to a competence-based approach. A competence-based curriculum requires
interactive and student-centred teaching methods, while promoting a more
interdisciplinary and (cross-curricular) approach to education. It is participatory and
inclusive, recognising learners as individuals with diverse background and learning
experiences acquired through informal or non-formal experiences. At the institutional
level it fosters collaboration with other education institutions and external stakeholders,
such as from local community, non-governmental organisations, and businesses. This in
turn helps fine tune students’ learning to the needs of a rapidly changing economy and
society.
The 2006 Council Recommendation on Key Competences for Lifelong Learning identified
a set of key competences necessary to work and live in the 21st
century. Updated in
2018, the Council Recommendation has been a reference for many Member State
reforms and has also led to other competence frameworks being developed at European
level. The Recommendation specifies eight key competences:
 Literacy competence
 Multilingual competence
 Mathematical competence and competence in science, technology and engineering
 Digital competence
 Personal, social and learning to learn competence
 Citizenship competence
 Entrepreneurship competence
 Cultural awareness and expression competence
All competences are considered equally important, as they ‘overlap and interlock; aspects
essential to one domain will support competence in another’61
. Furthermore, the
Recommendation adds a series of cross-cutting themes relevant to all key competences
such as critical thinking, problem solving, teamwork, communication and negotiation
skills, analytical skills, creativity, and intercultural skills. The eight key competences are
developed in a lifelong learning perspective, from early childhood throughout adult life,
and through formal, non-formal and informal learning in all contexts, including family,
school, workplace, neighbourhood and other communities.
61
https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-key-competences-for-
lifelong-learning_en
76
Defining competences for sustainability
In the 2018 Council Recommendation on Key Competences62
, sustainability is integrated
as a cross-cutting theme in all eight key competences rather than as a standalone
competence. Several key competences share elements that are important for
sustainability: the personal, social and learning to learn competence; the civic
competence; the competence in science, technology and engineering; and the
entrepreneurship competence. Other cross-cutting competences relevant for
sustainability include: critical thinking and reflection; creativity; collaboration; initiative-
taking and problem-solving; taking responsibility; empathy, compassion and solidarity.
A standalone competence framework which combines relevant components of key and
cross-cutting competences can help identify the right competences to address
sustainability challenges, empower citizens to be better geared towards changing our
standards of living, and make more sustainable choices (Bianchi, 2020). The new
European Sustainability Competence framework (see chapter 4) therefore defines a set
of specific and cross-cutting competences for sustainability.
A common thread in all sectors and settings of education and training needs to be the
futures dimension of learning for sustainability. Education and training has always
aimed at preparing learners for the future. Futures thinking, in the context of
sustainability, however, concerns itself with new ways of thinking about the future to
change societal and economic models to achieve sustainability. Such an approach needs
to be further strengthened in learning and teaching. Whereas the past and present are
generally well covered in curricula, the future is less so and educators are often less
familiar with how to teach this dimension (Hicks, 2012). Embedding futures thinking into
lifelong learning and designing learning with a view to possible future(s), can unlock
potential and benefit learning at individual and collective level: ‘It is a process which is
transforming the way people relate to their future, helping to cultivate dreams, inspire
hope and lead to action plans for a more sustainable future’ (Tilbury, 2011).
Developing professional skills for the green transition
There is no commonly agreed definition on the exact skills required for the green
transition (Bianchi, 2020). Cedefop, the European Centre for the development of
Vocational Training, defined green skills in 2012 as ‘the knowledge, abilities, values and
attitudes needed to live in, develop and support a society which reduces the impact of
human activity on the environment’ (Cedfop, 2012). From a labour market perspective,
both occupation-specific technical skills (e.g. to monitor waste treatment equipment),
and more cross-cutting professional skills (e.g. digital skills), that enable workers to
design, develop and implement new processes, products and services to support a
sustainable and resource-efficient economy, are needed. These are not necessarily new
skills but to a certain extent skills that already exist in traditional occupations (e.g. STEM
skills, problem solving skills). VET systems need to equip learners with these skills but
also ensure that workers who are already qualified in an occupation receive additional
training throughout their career to acquire new occupation-specific skills that needed for
the green transition.
The Council Recommendation on vocational education and training for sustainable
competitiveness, social fairness and resilience63
defines reform principles for VET at
62
2018/C 189/01
63
2020/C 417/01
77
national level including its role in supporting innovation, growth and the digital and green
transitions. It calls on Member States to adapt and expand the offer of VET, especially for
adults, by fostering the acquisition of entrepreneurial, digital and green skills. It also calls
for the embedding of environmental and social sustainability in programmes and
organisational management of VET institutions.
The renewed European Alliance for Apprenticeships64
is encouraging new pledges to
incorporate the acquisition of skills for the green transition and the development of
robust digital competences in apprenticeships. It targets economic sectors that will be on
the front line of the green transition.
The Commission is working to support the acquisition of skills for the green transition in
the Skills Agenda65
by:
 Defining a taxonomy of skills for the green transition, which will allow the
statistical monitoring of the greening of professions.
 Agreeing with Member States a set of indicators to allow monitoring and statistical
analysis of developments in green skills.
 Developing a European competence framework on sustainability.66
 Supporting the development of a core green skills set for the labour market to
guide training across the economy with a view to creating a generation of climate,
environment and health conscious professionals and green economic operators.
 Helping to integrate environmental and climate considerations into school, higher
education, vocational education and training, as well as professional training.
The Erasmus+ project SolarCV, which ran between 2015 and 2018 with 16
organisations from five EU Member States, aimed to address the skills needs for
Concentrated Solar Power (CSP), an emerging technology in the solar energy sector.
The project created an e-learning platform, including an e-simulator, with training
materials for formal VET training on CSP. The e-simulator is an innovative tool,
combining e-learning with advanced teaching methods based on plant operation
experiences. The project also developed an EU Competence Profile and an EU CSP CV
standardising the skills set for the CSP sector at EU-level. A methodology for validating
non-formal learning in the field of CSP was also developed.
http://solarcv.org/
The Skills Labs in Greece aim at preparing teachers to foster the development
of soft skills, life skills and technology and science skills among students of pre-
primary, primary and lower secondary education. The Skills Labs are organised around
four main cycles: (a) Better living – Well-being, (b) Environmental consciousness, (c)
Interest and action — Social consciousness and responsibility, and (d) Creation &
innovation — Creative thinking and initiative.
http://iep.edu.gr/el/espa-2014-2020/epimorfosi-ton-ekpaideftikon-stis-deksiotites-meso-ergastirion-mis-
5092064
In Slovenia environmental awareness is one of the 10 key competences in
vocational and technical upper secondary education programmes included in the
‘catalogues of knowledge’ to guide the preparation of general subjects and professional
modules in VET programmes.
64
https://ec.europa.eu/social/main.jsp?catId=1147
65
https://ec.europa.eu/social/main.jsp?catId=1223&langId=en
66
See chapter 4.
78
Key points on building competences for sustainability
Learners of all ages need to be able to develop the knowledge, skills and attitudes to
live more sustainably, change patterns of consumption and production, embrace
healthier lifestyles and contribute – both individually and collectively – to the
transformation of our societies.
The new European Sustainability Competence framework (detailed in chapter 4)
defines a set of competences for sustainability for all learners.
Occupation-specific green skills and cross-cutting professional skills, including digital
skills are needed to enable workers to design, develop and implement new and more
sustainable processes, products and services.
Learning for environmental sustainability is founded on strong
policies
Policies which are well-defined and based on a clear vision are key enablers of learning
for environmental sustainability. Sustainability is a complex field and education and
training systems are in themselves complex, involving multiple layers and a range of
different organisations and actors. This double complexity presents a heightened
challenge for policy design and implementation as it requires systems thinking with
regard to both sustainability and education and training systems.
Adapting current practices and systems is a first step to effectively embedding
environmental sustainability into education and training. It means fitting the topic of
sustainability into the existing education and training system without modifications to the
system itself. It is essentially education about sustainability, which is primarily content-
focused and achieved by adding on, for example, components or modules to the
curriculum or to teacher training.
Learning and teaching for sustainability will, however, require policy design and
implementation that concerns itself not only with the ‘what’ but also the ‘why’ and the
‘how’ of learning. Designing policies for education and training for sustainability need to
consider the purpose of education, the chosen content (curriculum) and assessment, the
learning environment and the pedagogies in an integrated and dynamic manner and
leading to transformative changes. The following policy approaches to embedding
environmental sustainability in education and training, or a combination thereof (see
chapter 3), are in place in many EU countries:
 including it into general education and training strategies and policy documents;
 specific strategies for learning for environmental sustainability, either sector-
specific or in a life-long learning perspective;
 mainstreaming learning for environmental sustainability into non-education
policies (e.g. economic strategies).
All approaches need to be backed by smart policy design which takes into account
existing policy, educational governance and institutional settings, and institutions, policy
79
and societal context67
. Including key stakeholders, e.g. teacher unions, early on in the
policy process will have long-term benefits. Constructive alignment of policy planning
between curricula, resources, assessment and teaching is necessary, including by
identifying specific targets and actions to be taken at both institutional and individual
levels. Collaboration with civil society, private companies, and academia is important to
create policy and strategies that are embedded in practice and consensus-based to
ensure wider influence and scale-up (Biggs, 2003).
To achieve transformative change in all segments of society, integrating education into
all policy documents relating to sustainable development (i.e., non-educational policies
such as transport, industry, research policies, etc.) is crucial (Glavic, 2020 and UNESCO,
2020). In Denmark, for example, education for environmental sustainability, has been
included in key economic policy documents, aligning it actively with green growth
planning.
In Spain, the White Paper on Environmental Education (Libro Blanco de la
Educación Ambiental en España) was introduced in 1999. It has since then served as a
guide to define the objectives and principles of environmental education in Spain and
encouraged its uptake in the education system. Legislation from 2014, has mandated a
national climate change curriculum in primary and secondary schools in the areas of
applied sciences, geography, and geology, as well as in other courses such as ethics,
scientific culture, and environmental science. Some of the major themes studied
include climate, hydrography, natural vegetation, and content about weather and
climate. In 2020, the White Paper was updated through the Environmental Education
Action Plan for Sustainability (Plan de Acción de Educación Ambiental para la
Sostenibilidad, PAEAS).
The Netherland’s national plan on Education for Sustainable Development
('DuurzaamDoor') is based on multi-stakeholder participation, co-creation, social
innovation and transformative learning as underlying concepts. Education features as a
separate area alongside biodiversity, water, circular economy and other policies. There
are three cross cutting areas in education: curriculum and whole-school approach;
integral decision-making for sustainable development, and regional co-operation
supporting grassroots activity.
In Slovakia, the green education fund, managed by the Slovak Environment
Agency (SEA) and financed from the State budget and private companies, has been
active since 2017 in supporting environmental education offered by non-governmental
organisations at national and regional level. SEA’s concept paper for the development
of environmental education and public awareness actions by 2030 foresees 46
measures in four areas (capacity building, education supply, further development of
the Environmental Education Centre and national coordination). The plan addresses the
development of environmental educational programmes for kindergartens, primary and
secondary education, including secondary VET and the development of interactive
digital tools in cooperation with schools.
67
‘For instance, if a new curriculum requires the use of high technology equipment which schools cannot
afford, the policy may fail to be implemented unless some budget is available at the national or local level’
(Viennet and Pont, 2017).
80
Monitoring and evaluation
Measuring impact and implementation of learning for environmental sustainability is
essential. Monitoring helps ‘ensure ongoing relevance and effectiveness of ESD efforts;
guide planning and reorienting of […] programmes; increase understanding of ESD
progress, and improve decision-making and action-taking […]’ (Tilbury, 2007). If based
on participatory methods, monitoring can also contribute to peer-learning among
stakeholders (ibid.).
The scope and approaches that characterise learning for environmental sustainability
pose specific challenges for monitoring and evaluation. For example, education that
fosters strong links with the local community and is highly contextual, will be difficult to
compare at regional, national or international level. Interdisciplinary, hands-on and
socio-emotional learning does not necessarily align with test-based summative student
assessment, which often serves monitoring purposes.
A focus on subject content and written tests and examinations in many education
systems can also pose a challenge for measuring learning outcomes related to
environmental sustainability. It can also discourage educators from applying the more
innovative and hands-on approaches that are considered particularly suitable for
environmental sustainability. In addition, it could lead to an over-emphasis on cognitive
learning outcomes over developing the much-needed socio-emotional competences and
learner agency.
Effectively evaluating novel concepts and competences such as exploratory and futures
thinking that encourage learners to imagine and create what does not yet exist, is
especially challenging. It is very difficult, if not impossible, to capture such concepts with
pre-defined targets and indicators (UNESCO, 2018).
Measuring the impact of learning in the field of sustainability is directed at learning
outcomes, including knowledge, skills and attitudes that learners develop with regard to
sustainability. Such monitoring can help strengthen and adjust policies, learning
processes and practices to further improve learning outcomes. Ultimately however, it
needs to targets a wider dimension: sustainable living (UNESCO, 2018). Outcome
measurement and impact indicator levels that relate to effects on the wider economy and
society beyond those directly affected by the intervention are rare. Studies have
identified a need to extend measurement to this wider level and capture outcome effects
that indicate lasting changes and deeper impact (Waltner et al, 2018).
Current monitoring processes in the area of learning for environmental sustainability are
mainly input-oriented. Inputs, including policies, programmes and curricula, educators
development, are obviously related to learning outcomes but cannot be equated with
them. Having holistic, multipronged approaches (UNESCO, 2018) to monitoring learning
for environmental sustainability will best capture the broad scope and ambitions in this
area.
In practice, national and international monitoring can build on work developed during the
UN Decade in Education for Sustainable Development (DESD) and the Global Action
Programme for Sustainable Development (GAP). The Global Monitoring and Evaluation
Framework developed for the DESD included ‘questionnaires, research reports,
stakeholder engagement, longitudinal assessments and a self-reporting process and
portfolio of evidence’ (Tilbury, 2009). To evaluate dimensions such as socio-emotional
learning, pedagogies that foster e.g. exploratory and futures-thinking or local aspects of
learning for environmental sustainability, methods such as ‘classroom observation,
81
interviews, focus groups, ethnographies, forms of social action research’ (UNESCO, 2018)
can help.
To capture the lifelong learning scope and ambition of learning for environmental
sustainability, it will be important to widen the current focus of monitoring pupils and
students, in particular, at secondary level to both younger and older generations. Moving
beyond formal learning and even beyond education to measuring impact in the wider
economy and society requires more research, but also creative thinking and innovation
(ibid.).
As more and more countries include environmental sustainability in their education and
training policies and systems (UNESCO, 2019), there is significant scope and need to
develop and improve the evidence base for effective learning for environmental
sustainability supported by national and international level monitoring. Together with the
EU Member States, the European Commission, will explore impact assessment and
indicator development at EU level to support Member States in their efforts to embed
environmental sustainability in education and training.
The Monitoring and Evaluation of Climate Change Education (MECCE) project
aims to develop a set of new monitoring indicators and datasets alongside a repository
of global case studies to generate an understanding of quality climate change
education. MECCE is an international project involving 80 academics and organisations
worldwide.
https://sepn.ca/mecce/
Key points on policies
Learning and teaching for sustainability requires policy design and implementation that
concerns itself not only with the ‘what’ but also the ‘why’ and the ‘how’ of learning.
Well-defined policies based on a clear vision are key.
Given the complexity of sustainability and of education and training systems, systems
thinking is required for effective change.
Policy planning for curricula, resources, assessment and teaching must be well aligned
and specific targets and actions for institutions and learners should be defined.
Collaboration with civil society, the private sector, and academia is important to create
policy and strategies that work on the ground. Including key stakeholders early on in
the policy process will have long-term benefits.
Integrating learning into all policy documents relating to environmental sustainability
and the green transition is crucial.
Monitoring and impact assessment are mostly input oriented. Coordinated and
coherent monitoring at institutional, national, European and international levels on
learning outcomes for environmental sustainability need to be further researched and
developed.
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4. The European sustainability competence framework
This chapter contains excerpts from the report by the European Commission’s Joint
Research Centre on the new European sustainability competence framework
(GreenComp). The full report, published in January 2022, is available on the website of
the Joint Research Centre68
and should be cited as: Bianchi, G., Pisiotis, U., Cabrera,
M. (2022). GreenComp – The European sustainability competence framework.
Luxembourg: Publication Office of the European Union.
The European sustainability competence framework, ‘GreenComp’, is a reference
framework on sustainability competences at EU level. The new framework has been
developed by the European Commission using a mixed method research process,
involving background studies and extensive consultations with experts in sustainability,
education for sustainability and lifelong learning.
The GreenComp framework unpacks and defines what sustainability as a competence
entails. Users of the framework are encouraged to adapt it to learners’ needs,
backgrounds and situation, including the education level and age of the learner, the
learning setting and the local context. A shared understanding of sustainability
competences can act as a catalyst for learning for environmental sustainability by
supporting education and training institutions to develop, review and adapt their vision
and practices with regard to sustainability.
As a reference tool, GreenComp can serve a wide range of purposes including curricula
review; design of teacher education programmes; (self-) assessment/reflection, policy
development, certification, assessment, monitoring and evaluation. Furthermore, the
proposed model can complement and strengthen existing international, national, regional
and local efforts to capture and define sustainability competences.
Description of the framework
GreenComp consists of four competence areas:
 Embodying sustainability values,
 Embracing complexity in sustainability,
 Envisioning sustainable futures, and
 Acting for sustainability.
These four areas are each broken down into three competences, making a total of 12
competences. Competence areas and competences are shown in table 1:
68
https://ec.europa.eu/jrc/en/greencomp
83
Table 169
. Descriptors of sustainability competences
AREA COMPETENCE DESCRIPTOR
1. Embodying
sustainability
values
1.1 Valuing
sustainability
To reflect on personal values; identify and explain how
values vary among people and over time, while critically
evaluating how they align with sustainability values
1.2 Supporting
fairness
To support equity and justice for current and future
generations and learn from previous generations for
sustainability
1.3 Promoting
nature
To acknowledge that humans are part of nature; and to
respect the needs and rights of other species and of
nature itself in order to restore and regenerate healthy
and resilient ecosystems
2. Embracing
complexity in
sustainability
2.1 Systems
thinking
To approach a sustainability problem from all sides; to
consider time, space and context in order to understand
how elements interact within and between systems
2.2 Critical
thinking
To assess information and arguments, identify
assumptions, challenge the status quo, and reflect on
how personal, social and cultural backgrounds influence
thinking and conclusions
2.3 Problem
framing
To formulate current or potential challenges as a
sustainability problem in terms of difficulty, people
involved, time and geographical scope, in order to
identify suitable approaches to anticipating and
preventing problems, and to mitigating and adapting to
already existing problems
3. Envisioning
sustainable
futures
3.1 Futures
literacy
To envision alternative sustainable futures by imagining
and developing alternative scenarios and identifying the
steps needed to achieve a preferred sustainable future
3.2
Adaptability
To manage transitions and challenges in complex
sustainability situations and make decisions related to the
future in the face of uncertainty, ambiguity and risk
3.3
Exploratory
thinking
To adopt a relational way of thinking by exploring and
linking different disciplines, using creativity and
experimentation with novel ideas or methods
4. Acting for
sustainability
4.1 Political
agency
To navigate the political system, identify political
responsibility and accountability for unsustainable
behaviour, and demand effective policies for sustainability
4.2 Collective
action
To act for change in collaboration with others
69
The numbering of tables and figures in this chapter corresponds to the original publication.
84
4.3 Individual
initiative
To identify own potential for sustainability and to actively
contribute to improving prospects for the community and
the planet
In Table 1, competence areas and competences are numbered for ease of reference.
However this does not imply a sequence of acquisition nor a hierarchy. All 12
competences are equally important: learners are encouraged to develop all of them.
The four competence areas are tightly interrelated: sustainability as a competence
encompasses all four taken together. The 12 sustainability competences are also
interrelated and interconnected, and should be treated as parts of a whole. While we
encourage learners to acquire the 12 competences, they do not need to acquire the
highest level of proficiency in all 12, nor have the same proficiency across all of them.
Indeed, GreenComp implies that sustainability as a competence is made of 12 building
blocks.
Competence areas and competences
1. Embodying sustainability values
The competence area ‘Embodying sustainability values’ encourages us to reflect on
and challenge our own personal values and world-views in terms of unsustainability, and
sustainability values and world-views. This area advocates equity and justice for current
and future generations, while supporting the view that humans are a part of nature.
Socioecological problems are wicked problems, because they involve interlinked complex
systems, such as the natural systems and the social systems including technological,
political and economic systems. Our understanding of such complex problems lies, at
least in part, in normative assumptions of the world, and in how we interpret social,
political and ethical decisionsi
.
Knowledge is often seen as value-freeii
, which is based on the idea that it only stems
from rigorous evidence-based processes that lead to objectivity, precision, acceptability
and universalityiii
. Yet, our rationality is limited as our values and world-views shape our
perception and understanding of the world at all times, including our perception and
understanding of sustainability problemsiv
. While descriptive knowledge explains reality
through facts, normative knowledge on sustainability aims to identify how the world
should lookv
.
Sustainability competences such as systems thinking and futures literacy are useful when
linked to sustainability values, as otherwise such competences could be used for
unsustainable actionsvi,vii
. By fostering sustainability values such as equity and justice for
current and future generations and preservation and restoration of natureviii
, learning for
environmental sustainability can help shape a more sustainable future for communities
and societies.
When learners are encouraged to reflect and question knowledge acquisition, assimilate
it, and put it into practice, transformative learning takes placeix
. Such learning involves
cognitive (head), psychomotor (hands) and affective (heart) domainsx
and encourages
reflection, questioning and action. Transformative learning is learner-centred, therefore
promoting student agencyxi
.
85
1.1 Valuing sustainability
Descriptor (1.1): To reflect on personal values; identify and explain how values vary
among people and over time, while critically evaluating how they align with sustainability
values
Valuing sustainability aims to foster reflection on values and perspectives in relation to
concerns for sustainability. In this context, learners can articulate their values and
consider their alignment with sustainability as the common goal.
Valuing sustainability could be defined as a meta-competence, since its primary aim is
not to teach specific values, but make learners realise that values are constructs and
people can choose which values to prioritise in their livesxii
.
Valuing sustainability enables learners to reflect on their way of thinking, their plans, and
their actions. It asks them whether these cause any harm and are in line with
sustainability values and thus contribute to sustainability. It offers learners an
opportunity to discuss and reflect on values, their variety and culture-dependence.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows the main views on sustainability: anthropocentrism (human-centric),
technocentrism (technological solutions to ecological problems) and ecocentrism (nature-
centred), and how they influence assumptions and arguments;
S: can articulate and negotiate sustainability values, principles and objectives while
recognising different viewpoints;
A: is prone to acting in line with values and principles for sustainability.
For example: Given the apparent tensions between sustainability and consumerism
based on the use of natural resources, everybody should be able to contemplate the
impact that fast fashion or taking flights for a weekend getaway would have at system
level (SDG 12).
1.2 Supporting fairness
Descriptor (1.2): To support equity and justice for current and future generations and
learn from previous generations for sustainability
Supporting fairness is about promoting equity and justice among present and future
generations, while learning from past traditions and actions. Starting from the premise
that human health is intrinsically linked to planetary health, this competence can help
learners understand that environmental quality is linked to equity and justicexiii
. Access to
green spaces can reduce health-related socio-economic inequalitiesxiv
. Environmental
equity and justice imply, therefore, human equity and justice.
Yet supporting fairness is not only about promoting environmental justice and equity to
improve human health. In line with the competence ‘promoting nature’, supporting
fairness is also about taking into account the interests and capabilities of other species
and environmental ecosystems, as well as the importance of preserving nature for future
generations and for nature itself.
86
Supporting fairness as a competence can be fostered by promoting responsibility in
collaborative activities and teamwork, while acknowledging and respecting other view
pointsxv
.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that ethical concepts and justice for current and future generations are
related to protecting nature;
S: can apply equity and justice for current and future generations as criteria for
environmental preservation and the use of natural resources;
A: is committed to respecting the interests of future generations.
For example: The ‘Stop Ecocide Foundation’ initiative has been drafting a law on
offences against the environment, or ecocide, which is defined as ‘unlawful or wanton
acts committed with knowledge that there is a substantial likelihood of severe and
widespread or long-term damage to the environment being caused by those acts’70
(SDGs 14, 15, 16). Examples of ecocide include deforestation of the Amazon or the
killing of protected species.
1.3 Promoting nature
Descriptor (1.3): To acknowledge that humans are part of nature; and to respect the
needs and rights of other species and of nature itself in order to restore and regenerate
healthy and resilient ecosystems
Promoting nature is about developing empathy towards the planet and showing care for
other species. This requires knowledge about the main parts of the natural environment
(geosphere, biosphere, hydrosphere, cryosphere and atmosphere) and the close links
and interdependence between living organisms and non-living components. Knowledge
about natural phenomena can spur us on to more closely connect with nature, which in
turn can motivate further learning about sustainability.
Promoting nature fosters a healthy relationship with the natural environment and aims to
ignite in people a feeling of connectedness that can help contrast the psychological
distress and negative emotions that children and young people worldwide experience due
to climate changexvi
and can help improve their mood and mental healthxvii
.
The ‘nature deficit disorder’ conveys the human costs of alienation from nature:
i) decreased use of the senses, ii) attention difficulties, iii) higher rates of physical and
emotional illnesses, iv) a rising rate of myopia, v) increased child and adult obesity, and
vi) increased vitamin D deficiencyxviii
. Research indicates that to overcome the ‘nature
deficit disorder’ not only do we need to be in contact with nature, but we also need to
feel connected to naturexix
. While the former involves physical interaction with the natural
environment mainly at surface level, the latter concerns our feelings and views resulting
from meaningful relationships being developed and the internalisation of our experiences
in the natural environment, e.g. with animals, plants or places. Such internalisation can,
in the long term, promote restoration of naturexx
.
Examples of knowledge (K), skills (S) and attitudes (A):
70
https://www.stopecocide.earth/legal-definition
87
K: knows that our wellbeing, health and security depend on the wellbeing of nature;
S: can assess own impact on nature and consider the protection of nature an
essential task for every individual;
A: cares about a harmonious relationship existing between nature and humans.
For example: The Nature Conservancy – a global environmental non-profit organisation
– believes that helping young people build relationships with nature (SDG 4) is critical to
ensure a more sustainable future (SDGs 15, 3, 11). The Nature Lab, the Nature
Conservancy’s youth curriculum platform, provides educational resources for different
age groups to teach them how nature works and how young people can contribute to its
conservation71
.
2. Embracing complexity in sustainability
The competence area ‘Embracing complexity in sustainability’ is about:
 empowering learners with systemic and critical thinking, and encouraging them
to reflect on how to better assess information and challenge unsustainability;
 scanning systems by identifying interconnections and feedback; and
 framing challenges as sustainability problems which helps us learn about the
scale of a situation while identifying everyone involved.
Technological change, digitisation, and globalisation have increased our society’s
complexity and accelerated socioecological problems such as climate change and loss of
biodiversity. Environmental challenges are interconnected and interlinked to economic
activities and societal lifestylesxxi
. The operation of our economy, contained within our
society (see Figure 1), depends on our planet which has limited resources and
boundariesxxii
.
Figure 1. Interconnectedness of economy, society and environment
71
The Nature Conservancy educational resources that promote nature are available at
https://www.nature.org/en-us/about-us/who-we-are/how-we-work/youth-engagement/nature-lab/
Environment
Society
Economy
88
Learning for environmental sustainability enables learners to be better equipped to see
connections and links between specific issues and environmental changexxiii
. Health is a
fundamental human right, and access to a ‘safe, clean, healthy and sustainable
environment’ is also now recognised as a human right72
. However, minority groups and
families with a lower income are often exposed to polluted environments, which in turns
affects their health and wellbeing. Identifying the connections between environmental
issues and income inequality, which may look unrelated at first superficially, can help us
correctly frame such challenges as a sustainability problem and take preventive or
mitigating actions.
2.1 Systems thinking
Descriptor (2.1): To approach a sustainability problem from all sides; to consider
time, space and context in order to understand how elements interact within and
between systems
Equipping learners with systems thinking is necessary to understand complex
sustainability problems and their evolution. Systems thinking allows us to understand
reality in relation to other contexts (local, nation, global) and fields (environment, social,
economic, cultural). It is critical for advancing sustainability. Thinking in systems
enables learners to identify feedback mechanisms, intervention points and interactive
trajectories. Systems thinking can be understood as a tool for evaluating options,
decision-making and taking actionxxiv
. It is based on the assumption that parts of a
system act differently when taken apart from the system. In fact, contrary to this,
fragmentary thinking, i.e. analysing parts in isolation, instead of the whole
interconnected system, increases short-termism and could lead to an oversimplification
of sustainability problems, which may not correspond to reality.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that every human action has environmental, social, cultural and economic
impacts;
S: can describe sustainability as a holistic concept that includes environmental,
economic, social, and cultural issues;
A: is concerned about the short- and long-term impacts of personal actions on others
and the planet.
For example: Green technologies often promise positive outcomes for sustainability, yet
they may have unintended consequences when scaled up to the system level (e.g. loss of
biodiversity and increased competition for land due to biofuel production)xxv
. Without a
comprehensive understanding of complex problems and potential solutions, such
consequences could be difficult to identify (multiple SDGs).
2.2 Critical thinking
Descriptor (2.2): To assess information and arguments, identify assumptions,
challenge the status quo, and reflect on how personal, social and cultural backgrounds
influence thinking and conclusions
72
https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=27635&LangID=E
89
Critical thinking is considered fundamental for learners ‘to cope with uncertainty,
complexity, and change’xxvi
. Critical thinking is a high-level cognitive process, which
includes several skills needed for evaluating and understanding information regarding
sustainability problems. This enables learners to broaden their views without taking
information and information sources for granted. Eventually, learners should be
comfortable when acquiring and integrating information from different disciplinesxxvii
. A
critical outlook allows learners to challenge, and change, their values, perspectives and
understanding of the worldxxviii
.
Critical thinking can help empower learners to become more responsible and actively
cooperate in creating a sustainable world. More specifically, stepping up critical thinking
will help them go beyond just passively understanding sustainability conceptsxxix
. It will
help them develop the ability to reflect and assess theories and assumptions.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows sustainability claims without robust evidence are often mere
communication strategies, also known as greenwashing;
S: can analyse and assess arguments, ideas, actions and scenarios to determine
whether they are in line with evidence and values in terms of sustainability;
A: trusts science even when lacking some of the knowledge required to fully
understand scientific claims.
For example: A critical understanding of how fast fashion (SDG 12), poor labour
conditions (SDGs 8, 10), solid waste accumulation (SDGs 11, 12) and pollution (multiple
SDGs) are interrelated and underpin each other can help learners i) define the class of
problems they need to deal with, ii) identify those involved, iii) adopt different
perspectives, and iv) identify paths for possible solutions.
2.3 Problem framing
Descriptor (2.3): To formulate current or potential challenges as a sustainability
problem in terms of difficulty, people involved, time and geographical scope, in order to
identify suitable approaches to anticipating and preventing problems, and to mitigating
and adapting to already existing problems
Problem framing is the process of identifying actual or potential sustainability problems.
It involves defining and structuring sustainability problems based on their complexity and
those mainly involved. Understanding the nature of the actual or potential problems we
are trying to define, e.g. from simple to wicked problems, can be a major obstacle.
Experts have identified four types of problems, based on how well defined both the
problem and solution to address it arexxx
(see Figure 2). Differentiating between these
four types of problem can help identify appropriate solutions.
90
Figure 2. Problem characterisation and change required [Source: Glasser, 2018]
This process also entails determining whether the current situation is already a problem
or has the potential to become one in the future.
Most fundamentally, problem framing defines what is challenging about a given situation
and identifies the best action to address it, which involves systems thinking. In essence,
problem framing helps define goals and the direction the problem solving process should
takexxxi
. While sustainability problems are complex and often cannot be solved,
appropriate steps can be taken either to anticipate and prevent them, or to mitigate and
adapt them to an already existing problem.
Problem framing can help identify situations and frame them as current or potential
problems for sustainability in a given context. This requires a critical understanding of
socioecological systems. In turn, problem framing can help contextualise and define a
sustainability problem in a given geographical and temporal context.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that to identify fair and inclusive actions, it is necessary to look at
sustainability problems from different stakeholder perspectives;
S: can establish a transdisciplinary approach to framing current and potential
sustainability challenges;
91
A: listens actively and shows empathy when collaborating with others to frame
current and potential sustainability challenges.
For example: The decline of bees and other pollinating insects can, for instance, be
framed as a problem related to food production security requiring technical solutions in
terms of agricultural management (SDG 12) as opposed to a problem with maintaining
the renewal of nature threatened by the overuse of its resources (SDGs 15, 12).
3. Envisioning sustainable futures
The competence area ‘Envisioning sustainability futures’ enables learners to visualise
alternative future scenarios and identify actions to achieve a sustainable future. It is
essential that learners acquire the competence of ‘adaptability’ while coping with
uncertainty about the futures and trade-offs in sustainability. Applying creative and
transdisciplinary approaches to our way of thinking can foster a circular society and
encourage learners to use their imagination when thinking about the future.
Learning for environmental sustainability encourages people to move away from looking
for certainties but rather think about possibilities. It is fundamental that learners
understand the future as open and something that can be shaped collectively. This
requires the ability to analyse the present time and understand that it comprises complex
systems interacting and influencing current and future trajectories, which in turn are
influenced by our values, world-views and experiences.
Creativity, imagination and being aware of our emotions and intuitions can inform our
ability to envision alternative futuresxxxii
. Learners are encouraged to use a combination
of ‘logical analysis and disciplined imagination’xxxiii
. Information from several disciplines
and traditions has the potential to help people make more informed plans and decisions
in a complex societyxxxiv
. This can help learners identify steps and explore plans to
collectively shape a resilient and regenerative planet.
Therefore, learners are advised to think of a wide range of possible future outcomes and
envision alternative future scenarios for sustainability. By becoming comfortable with the
notion of multiple futures, learners can acknowledge:
i. the uncertainty about the future as a given, rather than assuming or denying it;
ii. that it is impossible to know what will happen and thus the idea of trying to
control what will happen will be rejected;
iii. that they need to identify probable, alternative, and preferred futures;
iv. that they need to influence and shape the trajectory towards a (collective)
preferred future.
3.1 Futures literacy
Descriptor (3.1): To envision alternative sustainable futures by imagining and
developing alternative scenarios and identifying the steps needed to achieve a preferred
sustainable future
Futures literacy empowers learners to create their visions for a sustainable future by
providing them with the knowledge, skills and attitudes to understand the futures as a
92
variety of alternatives. Research commonly differentiates between three approaches in
order to understand the futures:
- expected future, i.e. what we expect to happen based on what it is happening
today and what we know, e.g. business as usual;
- alternative future(s), i.e. what will happen may differ from expectations, e.g.
creation of green jobs that currently do not exist;
- preferred future, i.e. we may envision a sustainable future for us, our community
and our planet, and identify the steps and actions needed to achieve that
futurexxxv
, e.g. a circular economy.
Through futures literacy, learners can anticipate, prepare and invent as changes
occurxxxvi
. Futures literacy encourages learners to i) use their imagination when thinking
about the future, ii) tap into their intuitions and creativity, and iii) assess the possible
steps needed to achieve their preferred future. By using real-life experiences, learners
can be taught in futures methodologies that adopt qualitative and/or quantitative
research methods.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows the difference between expected, preferred and alternative futures for
sustainability scenarios;
S: can envisage alternative futures for sustainability that are grounded in science,
creativity and values for sustainability;
A: is aware that the projected consequences on self and community may influence
preferences for certain scenarios above others.
For example: Prompting ‘futures literacy’ as a life skill for students and educators
(SDG4) is the mission of the global non-profit organisation Teach the Future. Thanks to
their resources for lifelong learning, learners can imagine more sustainable futures,
where, for example, communities have access to clean water, clean energy and healthy
food (multiple SDGs including 6, 7, 2).
3.2 Adaptability
Descriptor (3.2): To manage transitions and challenges in complex sustainability
situations and make decisions related to the future in the face of uncertainty, ambiguity
and risk
Adaptability is about being flexible and able to adapt to new situations and adjust in
order to accommodate changes in our complex worldxxxvii
. It is essential that learners be
able to cope with uncertainty about the future and the ambiguity of wicked sustainability
problems and how they may evolve. Adaptability should provide learners with the ability
to cope with trade-offs in sustainability e.g. environmental impacts and social outcomes
as well as economic aspects. Moreover, learners should feel empowered to consider
options and make decisions even when facing contradictions and risks in terms of the
futurexxxviii
.
People can learn in order to acquire knowledge, which may result in them changing their
opinions and behaviour, and learning to manage their emotionsxxxix
. For cognitive
adaptability, this might involve better teaching people about the significance of a
93
changing climate. For behavioural adaptability, this might involve promoting positive and
constructive actions among young people that support and sustain the environment, such
as saving energy, recycling, harnessing clean energy, controlling water use, and
encouraging others at home and at school to do the same things.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that human actions may have unpredictable, uncertain and complex
consequences for the environment;
S: can take into account local circumstances when dealing with sustainability issues
and opportunities;
A: is willing to discontinue unsustainable practices and try alternative solutions.
For example: Young people play a central role in driving the adaptation agenda. On
22 January 2021, young people from over 115 countries launched ‘Adapt for our Future’
a global youth call to action on adaptation. This call initiative aims to prepare younger
generations for the transition towards green and climate resilient development73
(SDG
13).
3.3 Exploratory thinking
Descriptor (3.3): To adopt a relational way of thinking by exploring and linking
different disciplines, using creativity and experimentation with novel ideas or methods
Exploratory thinking aims to foster creativity in order to envision alternative futures. By
tapping into different disciplines, traditions and cultures in a transdisciplinary manner,
exploratory thinking can help learners create future visions for a circular economy (SDG
12) and society (SDG 11). To move away from linear production and consumption
patterns to circular ones, we need a combination of creative thinking and
experimentation with new ideas and new approaches.
As innovations that help achieve a circular economy will change our society, they will also
entail new ways of social interaction and new cultural practices. For example, online
platforms for people to swap clothes, share cars, and avoid food waste.
Exploratory thinking therefore requires cognitive processes and for people to use their
intuition. The issues covered and the pedagogical approaches taken in education on
sustainability encourage learners to develop abilities in creative thinking, according to
assertions emphasising the close links between the twoxl
.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that sustainability problems must be tackled by combining different
disciplines, knowledge cultures and divergent views to initiate systemic change;
S: can synthesise sustainability-related information and data from different
disciplines;
A: is committed to considering sustainability challenges and opportunities from
different angles.
73
The call for action is available at https://klimaatadaptatiegroningen.nl/en/young-people-call-on-world-
leaders-to-adapt-for-the-future
94
For example: ‘Reduce, reuse, recycle’ is well-known concept in relation to the circular
economy, and an exploratory thinking approach can help turn waste into a precious
resource. The Eco-Schools programme has developed a number of ‘trash hack’ ideas that
can help explore the issue of waste from different perspectives74
(SDG 12).
4. Acting for sustainability
Acting for sustainability encourages learners to take action at individual and collective
level to shape sustainable futures, to the extent possible. It also invites learners to
demand action from those responsible to make change happen.
The last four decades have been warmer than any preceding one since 1850xli
and given
the increase in human activities, this trend is unlikely to revert unless we take action to
achieve systemic transformations.
Necessary transformations for sustainability are not only enabled by technological
changes, but also by cultural and social changes, as well as behavioural shifts and
institutional reformsxlii
. As such, a plethora of stakeholders at local level must be actively
engaged to shape and achieve global transformations for a more sustainable planetxliii75
.
Individuals make everyday decisions, which have impacts and consequences for
sustainability, whether they are, e.g. students, consumers, producers, employees,
policymakers, or representatives of organisations or communities. Altogether, these
individuals can work together to create new paradigms that can lead to global
sustainabilityxliv
through their individual initiatives, engagement and collaboration at
community or regional level, or through global partnerships to achieve the SDGs.
A sustainable planet cannot be achieved by small, one-off actions on their own; a
consistent and long-term approach is requiredxlv
. For example, decisions on which type of
mobility (SDG 11) we use or about what energy providers we use for our home and office
buildings (SDG 7) will have an impact on the environment. In particular, circular products
are made to last longer and be easier to repair by increasing their durability, reusability,
upgradability and reparabilityxlvi
(SDG 12).
Acting for sustainability should, however, include as its enabling counterpart the
willingness of the decision-makers to share their capacity to make decisions, so that the
activities of learners can have an actual impact.
Examples of action that people can take individually, within their communitiesxlvii
include:
voting for candidates who support the environment, volunteering, meeting local council
members, launching capacity-building programmes and initiating collective action.
Learning for environmental sustainability can help us, as individuals, to identify steps,
mechanisms, and actions and, as a reflective, determined and caringxlviii
´ society, to
reduce our impact on the environment (environmental footprint76
). Furthermore, it can
help us increase our positive contributions to the environmentxlix
. Learning for
environmental sustainability can help equip all individuals with knowledge, skills and
attitudes to think, plan, and take or request action for sustainability (SDG 4 target 4.7).
74
https://www.ecoschools.global/trash-hack-ideas
75
For example, the JRC is currently developing innovation strategies for sustainability (S4), a new generation
of development strategies for cities, regions and countries building on and substantially extending the smart
specialisation approach. See more at: https://s3platform.jrc.ec.europa.eu/s4
76
People can calculate the environmental impacts of their consumption patterns at
https://eplca.jrc.ec.europa.eu/ConsumerFootprint.html
95
4.1 Political agency
Descriptor (4.1): To navigate the political system, identify political responsibility and
accountability for unsustainable behaviour, and demand effective policies for
sustainability
Political agency is the capacity to positively influence the collective future, by mobilising
those at political level to take action for change. Political agency requires the capacity to
analyse the context, spot possible avenues to move the sustainability agenda forward,
and identify key stakeholders that can be brought on board to help achieve sustainability.
Political agency can be focused towards advocating for a change in norms, rules,
regulations, and institutional commitment for sustainability. However, it can also be
directed towards the market and can push for green innovation or the promotion of
lifestyle and behavioural changes. The green transition is one of the EU’s top strategic
priorities, and the role of governments in meeting the associated challenges has become
increasingly important. Many Europeans demand action to tackle sustainability problems
from those responsible for making and implementing policies, who are ultimately
responsible for our future and that of future generations. When asked who is responsible
for tackling climate change, Europeans from 17 Member States ranked national
governments first, while those from five Member States ranked business and industry
first, and those from the other five Member States ranked the EU itself firstl
.
Political agency empowers learners to become agents of change and allows them to take
part in a discussion that affects their futures. Furthermore, it shows learners that small
actions can have widespread global repercussions and that by engaging others with
ideas, activities, and conversations that trigger reflection, everyone can contribute to
political agency.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows policies that assign responsibility for environmental damage (e.g. ‘polluter
pays’);
S: can identify relevant social, political and economic stakeholders in one’s own
community and region to address a sustainability problem;
A: demands political accountability for unsustainable behaviour.
For example: Grassroots examples of young people, who have been especially vocal in
demanding political action by governments, include the Friday for Future movement77
and Extinction Rebellion78
(SDGs 13, 16).
4.2 Collective action
Descriptor (4.2): To act for change in collaboration with others
Collective action as a competence stems from recognising that the role communities and
civil society organisations play in achieving sustainability is fundamentalli
. Collective
action calls for coordination, collaboration and cooperation among peers. By acting
77
https://fridaysforfuture.org/
78
https://rebellion.global/
96
together and working to achieve the same goal, people can find opportunities and meet
challenges to contribute effectively to solving sustainability problems at the local level.
Taken together, this will have an impact at the global level.
Collective action develops learners’ ‘ability and will to take part in democratic processes
concerning man’s use of and dependence on natural resources in a critical way’lii
.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows how to work with diverse participants to create inclusive visions for a more
sustainable future;
S: can create transparent, inclusive and community-driven processes;
A: is willing to engage with others to challenge the status quo.
For example: Collective action in the digital age has increased and is enabled through
technology, e.g. the European Education for Climate Coalition79
, a digital platform that
enables members of a community of practice to decide collectively, act collaboratively,
and co-create solutions for sustainability (SDG 13).
4.3 Individual initiative
Descriptor (4.3): To identify own potential for sustainability and to actively contribute
to improving prospects for the community and the planet
Individual initiative relies on someone knowing what types of actions are possible, having
confidence in their own potential to influence change (internal locus of control), and
being willing to actliii
.
Recognising what types of action are possible and being aware of one’s own potential in
terms of sustainability problems are the first steps someone needs to take in order to
seize the initiative as an individual. However, individual initiative does not only rely on
opportunities for action and someone’s self-awareness and self-efficacy. It also has a
strong attitudinal aspect – the willingness to act.
Individual initiative nurtures the entrepreneurial mindset of individuals and empowers
them take the initiative in their livesliv
. By taking action in their personal sphere,
individuals can act as agents of change and role models, inspiring their peers to try to
achieve sustainability. This could also help debunk myths on behaviour related to
sustainability, e.g. a sustainable lifestyle is more expensive than a non-sustainable one,
and of a lower quality.
Furthermore, individual initiative encourages people to take preventive action when
certain actions or inaction may have damaging consequences for human health and all
life forms (precautionary principle)lv
. Rather than waiting for evidence in order to act, in
case of uncertainty it may be advisable to act because it may be too harmful, or too late,
to wait for evidence to emergelvi, lvii
.
Examples of knowledge (K), skills (S) and attitudes (A):
K: knows that preventive action should be taken when certain actions or inaction
may damage human health and all life forms (precautionary principle);
79
https://education-for-climate.ec.europa.eu/community/home
97
S: can act promptly, even in the face of uncertainty and unforeseen events, keeping
in mind the precautionary principle;
A: is confident about anticipating and influencing sustainable changes.
For example: Courses, such as ‘Knowledge to Action’ as part of the International
Master’s programme in Environmental and Sustainability at Lund University, offer
learners a hands-on opportunity to interact in real-world settings with those at societal
level such as municipalities, organisations, companies and third sector organisations
while taking part in a project that promotes sustainability80
(SDGs 16, 13).
Conclusion
GreenComp offers a definition of what it takes to think and act sustainably, both
individually and collectively. Similar to other EU competence frameworks, GreenComp is
non-prescriptive and can and should be adapted to suit the needs and context of the
learner. It provides a conceptual reference model that everyone involved in lifelong
learning can use for various purposes, such as raising awareness on the importance of
learning for environmental sustainability; designing learning opportunities aimed at
developing sustainability competences and assessing where one stands in supporting
learners to develop sustainability skills.
80
Projects developed in the ‘Knowledge to Action’ course are available at
https://www.lumes.lu.se/article/2019-knowledge-action-projects and include information on different
competences developed in such an experiential learning activity.
98
5. Implementing and monitoring the Recommendation
The aim of the Recommendation is to help EU Member States in their efforts to embed
learning for sustainability in education and training systems and to boost cooperation on
these issues at European level. Follow-up of the Recommendation will be supported
through a number of existing and planned EU policies, programmes and platforms. These
are detailed below.
Existing and planned EU initiatives
The Communication on achieving the European Education Area by 202581
identifies support for the green and digital transitions as one of the major challenges to
address in EU policy cooperation in education. The Communication highlights the need for
new skills and competences for the green economy as well as sustainable education and
training infrastructure. Supporting the green and digital transitions in and through
education and training is also a priority of the Council Resolution on a strategic
framework for European cooperation in education and training towards the
European Education Area and beyond (2021-2030)82
. It stresses the need to
reorient education and training systems to achieve the changes needed for the green and
digital transitions and equip learners with the competences to live, work, and act towards
sustainable development. The Commission will report on the use of the Council
Recommendation in the context of the strategic framework for European cooperation in
the area of education and training.
Under the strategic framework, a series of working groups has been established. These
groups support policy making at the EU and national levels by offering a forum for
exchanging experience and good practice. A new Working Group on Schools will
focus specifically on learning for environmental sustainability and will support the
follow-up to the Council Recommendation. The group will bring together government
experts from EU Member States and partner countries on learning for environmental
sustainability well as social partners, civil society and representatives of international
bodies including UNESCO. The group, which will start its work in January 2022, will
explore topics including innovative and transformative pedagogies for environmental
sustainability; curriculum and assessment; sustainability related competences; teacher
professional development; whole school approaches to environmental sustainability;
partnerships; digital technologies supporting green education; green infrastructure in
education and supporting policies for environmental sustainability and monitoring
progress. The group will also look at the follow-up to the European sustainability
competences framework.
Similarly, the Working Group on Higher Education will prioritise the development,
implementation and sharing of good practice on environmental sustainability in the
higher education sector. It will be guided by both this Council Recommendation and the
upcoming European Strategy for Universities.
Both the upcoming European Strategy for Universities and the upcoming proposal for
a Council Recommendation on ‘Building bridges for effective European higher
education cooperation’ will promote more effective and deeper transnational
81
COM(2020) 625
82
Council Resolution 2021/C 66/01
99
cooperation as a crucial element to tackle inter alia the challenges related to the twin
digital and green transitions and to building a sustainable future.
In addition, the proposal for a Council Recommendation on a European approach to
micro-credentials for lifelong learning and employability83
calls on Member States
to use micro-credentials to support the development of learning provision in
environmental sustainability.
The new Erasmus+ Teacher Academies84
will support networking and collaboration
between teacher education institutions in Europe, including universities, teacher training
colleges and course providers. The Academies will develop joint projects to improve the
quality of initial teacher education and to develop teachers’ professional competences
throughout their careers. Building on existing innovation and effective practice within
national teacher education systems, the Academies will provide learning opportunities to
teachers, including courses, modules, opportunities to take part in exchanges and
communities of practice. A priority area in the call for proposals is learning and teaching
for sustainability, e.g. the development of innovative curricula; teaching methodologies
and learning modules linked to EU priorities on environmental sustainability and the
transition to a circular and green economy85
.
The Zero Pollution Action Plan86
foresees communication activities with partner
organisations, including educational kits, the promotion of dedicated zero pollution
activities for the general public, students and vulnerable groups, complementing
activities such as tailored EU training modules for healthcare and other social care sector
workers to improve their capacity to deal with environmental risks.
The EU Youth Strategy 2019-202787
focuses on three core areas: ‘connect, engage
and empower’. It encourages cooperation between all EU countries on all issues
concerning young people. Goal 10 of the strategy states the need to create a society
where ‘all young people are environmentally active, educated and able to make a
difference in their everyday lives’. As part of the strategy, the EU Youth Dialogue with
policy makers is organised in 18-month work cycles. Each cycle focuses on a different
theme set by the Council of Youth Ministers. The European Youth Coordinator works
closely with different youth stakeholders to give youth a voice in shaping EU policies. Her
role is to raise up, inside the Commission, key messages shared by young people.
The EU Youth Dialogue88
connects young people and youth organisations; policy and
decision makers and experts, researchers and civil society bodies. It serves as a forum
for reflection and consultation on the priorities, implementation and follow-up of
European cooperation in the field of youth.
Following the announcement by President von der Leyen in her 2021 State of the Union
address, 2022 will be the European Year of Youth89
. The Year will be supported by
€8 million from Erasmus+ and the European Solidarity Corps. Activities organised as part
83
https://ec.europa.eu/education/education-in-the-eu/european-education-area/a-european-approach-to-
micro-credentials_en
84
https://www.schooleducationgateway.eu/en/pub/latest/news/erasmus-teacher-academies.htm
85
https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-2/teacher-academies
86
https://ec.europa.eu/environment/strategy/zero-pollution-action-plan_en
87
https://europa.eu/youth/strategy_en
88
https://europa.eu/youth/get-involved/eu%20youth%20dialogue/what-eu-youth-dialogue_en
89
https://ec.europa.eu/commission/presscorner/detail/en/ip_21_6648
100
of the Year will help raise awareness of the many positive opportunities that the digital
and green transitions can bring for young people - in both their personal and professional
lives. A further objective is to promote opportunities open to young people, including on
the environment and sustainability, through EU funding programmes such as Erasmus+,
Creative Europe and Horizon Europe.
The Marie Skłodowska-Curie Actions are the EU’s flagship funding programme for
doctoral education and postdoctoral training. Through its ‘Citizens Action’ the programme
aims to bring research and researchers closer to the public, with a particular focus on
families, pupils and students. Every year in September, the European Researchers’ Night
aims to make science accessible through exhibitions, hands-on experiments, science
shows, games and competitions. ‘Researchers at Schools’ brings top researchers to
schools to engage with students and their teachers on topics such as health, nutrition,
climate change and sustainable development90
.
The New European Bauhaus91
translates the European Green Deal into tangible change
on the ground to improve daily lives, in public spaces and buildings. The New European
Bauhaus will mobilise existing EU programmes, including Erasmus+, Horizon Europe,
LIFE and the European Regional Development Fund, through calls for proposals in 2021
and 2022 with a budget of €85 million.
The University-Business Forum92
brings together higher education institutions;
companies; business associations; public authorities and policymakers for networking,
exchange of ideas and good practices. The Forum, which has taken place every two years
since 2008, allows participants to examine the current state of university-business
cooperation and explore the policy initiatives and programmes required to support it. In
cooperation with Member States, thematic forums are held on a regular basis and
address key topics at the national and regional level.
Platforms and tools
This section outlines a number of platform and tools run by the European Commission
which offer direct support to education stakeholders and learners, including on the issue
of environmental sustainability.
The Education for Climate Coalition is a participatory education community
launched at the end of 202093
. The coalition, led by teachers and students with their
schools and networks and other educational organisations and bodies, aims to support
the sharing of experiences and encourage work on shared challenges. A first Education
for Climate Day bringing together members of the community was held on 25 November
2021 and will be repeated annually. This day focuses on how the education sector across
the EU can address the climate crisis.
The European Climate Pact94
invites people, communities and organisations to
participate in climate action and build a greener Europe by
90
https://ec.europa.eu/research/mariecurieactions/about-msca
91
https://europa.eu/new-european-bauhaus/index_en
92
https://ec.europa.eu/education/policies/innovation-in-education/university-business-cooperation_en
93
https://education-for-climate.ec.europa.eu/_en
94
https://europa.eu/climate-pact/index_en
101
connecting and sharing knowledge; learning about climate change and developing,
implementing and scaling up solutions.
The eTwinning95
community for schools in Europe, offers teachers and school staff a free
platform for collaboration and professional development. Teachers from 34 Erasmus+
programme countries and 10 Erasmus+ partner countries can develop projects and take
part in discussion groups, webinars and other learning events, both online and on-site.
The SENSE group96
(Sustainability Education Network Service eTwinning) brings together
eTwinning teachers working on projects and activities related to the environment and
sustainability. The annual theme for eTwinning in 2022 will be ‘Our future beautiful,
sustainable, together: Schools and the New European Bauhaus’.
The School Education Gateway97
offers online courses for teachers, school leaders and
other education staff as well as webinars featuring guest experts and project leaders. In
November 2021 an online course on ‘Addressing the Global Climate Crisis in Your
Classroom’ ran with the aim of helping teachers understand the basic science behind
climate change. Through the course the teachers could explore ideas, pedagogical
practices and tools to address the climate crisis and environmental sustainability with
their students. Teachers completing the self-paced course could apply for a course badge
and a certificate. A number of training modules on environmental sustainability will be
offered in 2022.
The Learning Corner98
is a platform for primary and secondary school students and
their teachers to learn more about the EU. The platform provides games, competitions,
activity books and teaching material and networking opportunities for teachers. Activities
and materials, sorted by age and topic, include boardgames on biodiversity and climate,
a climate and energy quiz and booklets for younger children on the water cycle99
.
The European Youth Portal100
offers European and country level information about
opportunities and initiatives for young people living, learning and working in Europe. The
portal addresses also stakeholders working in the field of youth who have an interest in
EU actions and programmes.
Scientix101
is a Europe-wide platform to connect STEM (science, technology, engineering
and maths) teachers, education researchers, policymakers and other STEM education
professionals. The platform provides teaching and training material and a tool to find
project partners. Information on national strategies in STEM education and recent
developments in STEM education research and practice is also provided.
EPALE102
is the community of adult learning professionals, including adult educators and
trainers, guidance and support staff, researchers and academics, and policymakers. It
enables members to connect with and learn from colleagues across Europe, through its
blog posts, forums, the Partner Search tool and meetings.
95
https://www.etwinning.net/en/pub/index.htm
96
https://groups.etwinning.net/7620/home
97
www.schooleducationgateway.eu. In 2022, the two platforms – eTwinning and School Education Gateway –
will be integrated into a single European online platform offering a range of resources, tools and events to
support professional, school and system development.
98
https://europa.eu/learning-corner/home_en
99
https://europa.eu/learning-corner/play-games_en?your_age=All&topic=89
100
https://europa.eu/youth/home_en
101
http://www.scientix.eu/home
102
https://epale.ec.europa.eu/en
102
The Network of European Blue Schools103
, supported by the European Commission,
aims to inspire teachers, school leaders and all educational staff to work with their
students on projects related to the ocean and sea. By completing the project and sharing
results, schools can receive a European Blue School label. The Network of European Blue
Schools is an initiative of EU4Ocean, the European Ocean Coalition that connects
organisations, projects and people working on ocean literacy and the sustainable
management of the ocean.
The EU-funded TEFCE Toolbox: An Institutional Self-Reflection Framework for
Community Engagement in Higher Education104
helps universities and communities
identify community engagement practices and reflect on their achievements and how
they can further improve. Using the toolbox, institutions can develop their profile as ‘civic
universities’ by integrating local, regional and societal issues into curricula, involving the
local community in teaching and research projects, providing adult learning and
communicating and building links with local communities.
Funding programmes
The implementation of initiatives in the Member States on learning for environmental
sustainability can be supported through a number of European funds:
Erasmus+105
is the EU's programme to support education, training, youth and sport. The
current programme runs from 2021 to 2027 with a budget of €26.2 billion and an
additional €2.2 billion from the EU external cooperation instrument. The programme,
which provides opportunities to study, train, gain experience, and volunteer abroad,
supports the priorities and activities of the European Education Area, Digital Education
Action Plan and the European Skills Agenda. The 2021-2027 programme places a strong
focus on social inclusion, the green and digital transitions, and promoting young
people’s participation in democratic life.
Erasmus+, with mobility at its core, will serve as a point of reference and inspiration for
organisations and individuals paving the way for more sustainable mobility. The
Programme will promote and facilitate the use of low-carbon means transport
modes (in particular by rail), including with financial incentives. Environment and the
fight against global warming is a horizontal priority for the selection of projects. As
stated in the 2022 programme guide106
, priority will be given to projects aimed at
developing green competences, developing green sectorial skills strategies and
methodologies, future-oriented curricula, as well as initiatives that support the planned
approaches of the participating organisations for environmental sustainability. Priority will
also be given to projects that – through education, training, youth and sport activities -
enable understanding, behavioural change and active engagement for sustainable
development. The Programme also supports the use of innovative practices to make
learners, staff and youth workers actors of change (e.g. saving resources, reducing
energy use, waste and carbon footprint, sustainable food and mobility choices).
103
https://webgate.ec.europa.eu/maritimeforum/en/node/5494
104
https://www.tefce.eu/
105
https://ec.europa.eu/programmes/erasmus-plus/node_en
106
https://erasmus-plus.ec.europa.eu/document/erasmus-programme-guide-2022
103
In 2022 a dedicated call for large-scale projects will identify, develop and test
innovative approaches to education for environmental sustainability and digital
education. Projects should address at least one of the following areas: (i) whole
institution approaches to sustainability; (ii) skills and competences development of
learners and educators; and (iii) empowering citizens to act on sustainability, the
environment and climate change, including in the context of the new Education for
Climate Coalition.
To support and progress in all the different actions of the programme on environmental
sustainability, a resource centre will be set-up in collaboration with the network
of National Agencies. This resource centre will gather and circulate good practices,
increase capacity for green practices among National Agencies and elaborate ‘eco-tips’
for participants and organisations on making their mobility and activities more
sustainable.
The European Solidarity Corps107
with a budget of €1.009 billion for 2021-2027 offers
opportunities to more than 270,000 young people to help address societal and
humanitarian challenges through volunteering or by setting up their own solidarity
projects. The programme supports the political priorities of the EU, including promoting
inclusion and diversity, aims to incorporate green practices in projects and encourages
environmentally sustainable and responsible behaviour among participants and
participating organisations.
Horizon Europe108
is the EU’s research and innovation programme. With a budget of
€95.5 billion, it contributes to tackling the pressing challenges, including climate change,
achieving the UN’s Sustainable Development Goals, and putting the EU’s economy on a
sustainable path. The programme facilitates collaboration and strengthens the impact of
research and innovation in developing, supporting and implementing EU policies while
tackling global challenges. It supports the creation and better dispersing of excellent
knowledge and technologies.
The recovery plan NextGenerationEU109
, including the Recovery and Resilience Facility
and contributions to other programmes, has a budget of €806.9 billion to focus on the
need for a greener, more digital and more resilient Europe. It has been designed to boost
the recovery needed after the COVID 19 crisis.
The Recovery and Resilience Facility110
will make €723.8 billion in loans and grants
available to support reforms and investments undertaken by Member States. The aim is
to mitigate the economic and social impact of the coronavirus pandemic and make
European economies and societies more sustainable, resilient and better prepared for the
challenges and opportunities of the green and digital transitions. Member States will
prepare recovery and resilience plans that set out a coherent package of reforms and
public investment projects. To benefit from the support of the Facility, these reforms and
investments should be implemented by 2026.
107
https://europa.eu/youth/solidarity_en
108
https://ec.europa.eu/info/horizon-europe_en
109
https://europa.eu/next-generation-eu/index_en
110
https://ec.europa.eu/info/business-economy-euro/recovery-coronavirus/recovery-and-resilience-facility_en
104
The European Social Fund Plus (ESF+)111
will provide €98.5 billion euros for the 2021-
2027 period for investment in jobs, mobility, public services and education; combatting
social exclusion and poverty and promoting equality. ESF+ will also focus on tackling the
socio-economic consequences of the COVID-19 pandemic, promoting high employment
levels, building social protection and developing a skilled and resilient workforce ready for
the transition to a green and digital economy.
The European Regional and Development Fund112
invests in infrastructure and
equipment in the Member States, including for early childhood education and care,
primary and general secondary education, and vocational and adult education, but also
e-learning equipment. The 2021-2027 investments enabled by ERDF will be smarter,
greener, more connected and more social.
The InvestEU113
programme builds on the successful model of the Investment Plan for
Europe. It aims to give an additional boost to sustainable investment, innovation and job
creation in Europe. It contains the European Fund for Strategic Investments and 13 other
EU financial instruments. Triggering more than €372 billion in additional investment over
the period 2021-27, InvestEU is an important part of the Sustainable Europe Investment
Plan, including for the development of projects in the area of learning for environmental
sustainability.
The EU’s Technical Support Instrument (TSI)114
, with a budget of €864 million for the
period 2021-2027,provides tailor-made technical expertise to EU Member States to
design and implement reforms. The support is demand driven and does not require co-
financing from Member States. The TSI can enable Member States to advance the
structural transformation of their education and training systems.
International cooperation on learning for environmental
sustainability
The Recommendation, whilst focused on the European Green Deal, complements and
builds on work at international level. It aims to mobilise Member States and stakeholders
to further contribute to the UNESCO agenda, notably the ESD 2030 Roadmap. It also
supports the EU’s commitment to the UN 2030 Agenda, the world's blueprint for
global sustainable development.
Strengthening international cooperation on learning for environmental sustainability is an
integral part of the EU’s role as global partner in education and training. This will be
reflected in international cooperation programmes at global, regional and bilateral level,
including in the international dimension of Erasmus+. In particular, the EU, as part of a
Team Europe approach, will promote global cooperation, while simultaneously addressing
its strategic goals in priority regions, notably the western Balkans, Africa, and the
Neighbourhood regions of the Eastern Partnership and the South Mediterranean.
EU cooperation with third countries to bring forward globally the skills agenda of the
green transition, including through vocational education and training, is of primary
111
https://ec.europa.eu/esf/home.jsp?langId=en
112
https://ec.europa.eu/regional_policy/index_en.cfm
113
https://europa.eu/investeu/about-investeu_en
114
https://ec.europa.eu/info/funding-tenders/funding-opportunities/funding-programmes/overview-funding-
programmes/technical-support-instrument-tsi_en
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importance. Priorities will be on generating and sharing information on new skills demand
in key sectors and the shift to circular; new qualifications, including micro-credentials to
support up and reskilling; new forms of provision (including online and on the job
learning); and the role of providers working with key stakeholders from industry as well
as local government authorities.
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Annexes
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ANNEX 2: LITERATURE AND SOURCES – European sustainability
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See endnote 1.
v
Remington‑Doucette, S. M., Connell, K. Y. H., Armstrong, C. M., & Musgrove, S. L.
(2013). Assessing sustainability education in a transdisciplinary undergraduate course
focused on real‑world problem solving: A case for disciplinary grounding. International
Journal of Sustainability in Higher Education.
vi
Sleurs, W., 2008. Competencies for ESD teachers. A framework to integrate ESD in the
curriculum of teacher training institutes. CSCT, Comenius, 2.
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xiii
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xiv
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Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H. J., Nykvist, B., De Wit, C. A.,
Hughes, T., Van der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R.,
Svedin, U., Falkenmark, M., Karlberg, L., Corell, R. W., Fabry, V. J., Hansen, J., Walker,
B., Liverman, D., Richardson, K., Crutzen, P., & Foley, J. A., 2009. ‘A Safe Operating
Space for Humanity’, Nature, 461(7263), 472-475
xxiii
Wals, A. E., & Benavot, A., 2017. Can we meet the sustainability challenges? The role
of education and lifelong learning. European Journal of Education, 52(4), 404-413.
xxiv
Molderez, I., & Fonseca, E., 2018. The efficacy of real-world experiences and service
learning for fostering competences for sustainable development in higher education.
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xxv
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See endnote 15
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Flint, R. W., McCarter, W., & Bonniwell, T., 2000. Interdisciplinary education in
sustainability: links in secondary and higher education: The Northampton Legacy
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xxviii
Giangrande, N., White, R. M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., &
Penha-Lopes, G., 2019. A competency framework to assess and activate education for
sustainable development: Addressing the UN sustainable development goals 4.7
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Kearins, K., & Springett D., 2003. Educating for sustainability: developing critical
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honing a transdisciplinary skill. Sustainability science, 15(3), 683-698.
xxxii
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xxxiii
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xlii
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xliii
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Ibidem (endnote 46)
xlviii
Von Der Leyen, U., 2021. 2021 State of the Union Address. Available at
https://ec.europa.eu/commission/presscorner/detail/ov/SPEECH_21_4701
xlix
Wals, A. E., & Benavot, A., 2017. Can we meet the sustainability challenges? The role
of education and lifelong learning. European Journal of Education, 52(4), 404-413.
l
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See endnote 16
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Breiting, S., & Mogensen, F., 1999. Action competence and environmental education,
p.350. Cambridge Journal of Education, Vol. 29 No. 3, pp. 349-353.
liii
Treaty on European Union and the Treaty on the Functioning of the European Union
(TFEU) [2016] OJ C202/1. Article 191, 2. Available at https://eur-lex.europa.eu/legal-
content/EN/TXT/PDF/?uri=CELEX:12012E/TXT&from=EN
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See endnote 53
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