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The development of a European sustainability competence framework is one of the policy actions set out in the European Green Deal as a catalyst to promote learning on environmental sustainability in the European Union. GreenComp identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skil...
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Lifelong learning (LLL) is of international concern and schools are an important, however, a neglected context to foster LLL. The aim of the thematic analysis was to explore how teachers define LLL, how they perceive their own role in fostering LLL, which strategies they use to foster LLL competencies in their students, and if and where they can le...
Citations
... Its objective was to examine design elements that have not effectively advanced sustainable progress. Through scrutinizing their shortcomings, the aim was to reconceptualize these aspects by redefining principles, expanding knowledge bases, and refining competency systems (Bianchi et al., 2022;Lambrechts & Petegem, 2016). ...
... These skills can be developed through education, training and practical experience and should be promoted at individual, institutional and community level (Smith & Williams, 1998). To this end, the European Commission has developed the European Sustainability Competences Framework guide, which aims to provide a model of competence areas and sustainability competences to be developed, to guide education staff (Bianchi et al, 2022). GREEN education is still in its infancy in Romania, not being regulated by law, but it takes various forms in pre-university education. ...
Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.
Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.
... One example of how this could be accomplished comes from the concept of 'Learning for Sustainability (LfS)' education or Education for Sustainability (ESD). The work is based on the green competence framework from the JRC's GreenComp document (Bianchi et al. 2022). The JRC defines 12 broad competence areas clustered on different knowledge, skills and attitude levels. ...
... Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries (Bianchi, Pisiotis, & Cabrera Giraldez, 2022). Procedures Three types of approaches (United Nations, 1987): -Economic, -Social, -Environmental. ...
... Nine Earth system processes (Bianchi, Pisiotis, & Cabrera Giraldez, 2022): 1) biosphere integrity, 2) land-use change, 3) climate change, 4) freshwater use, 5) ocean acidification, 6) biogeochemical flows (nitrogen and phosphorus cycles), 7) atmospheric aerosol pollution, 8) stratospheric ozone depletion, 9) release of novel chemicals. ...
... In adult education, values shape sustainability competence (OECD, 2019). Table 3 demonstrates elements of sustainability competence elaborated by Bianchi, Pisiotis, & Cabrera Giraldez (2022). It is worth pointing that the analysis of the elements of the sustainable competence elaborated by Bianchi, Pisiotis, & Cabrera Giraldez (2022) on the basis of the methodology of the present research, namely the system of the external and internal perspectives, allows determining them as related to the internal perspective. ...
Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries. Adult education plays an important role in empowering adult learners to foster sustainability and its values. Sustainability competence is guided by sustainability values. Competence is considered as an educational category, thereby adult education is aimed at infusing sustainability values into adult learning. However, sustainability values are an under-explored area in scientific literature. Only sustainability values for children have been listed. The aim of this research is to analyse sustainability values in scientific literature underpinning the creation of a framework of sustainability values to be embedded into adult education. The exploratory research is employed in this work as there is no well-defined framework of sustainability values. Scientific literature review as a method of investigation is deployed. Obtained data are processed via content analysis. A novel framework of inter-related sustainability values was created. The novel framework is based on the principles of interconnectedness and interdependency of sustainability values. The framework categorizes sustainability values from the external and internal perspectives. A new research question has been formulated: What are modern methods to foster adult learners’ sustainability values?
... This strategy considers it necessary to provide young people and lifelong learners with skills for both the green and the digital transition. Accordingly, the European sustainability competence framework has been crafted as a policy action to support and guide the teaching and learning of environmental sustainability in all member states, whether it is formal, non-formal or informal education (Bianchi et al., 2022). Despite a large number of policy documents, and the understanding of the crucial role of education, HEIs still face great challenges in actually changing their curriculum to actualise sustainability transformation (Barth & Rieckmann, 2012;Franco et al., 2019). ...
... Several frameworks for key sustainability competences have been suggested, and they typically include 5 to 15 different key competences (see Table 1). Skills central to achieving this expertise include systemic thinking and futures thinking, the consideration of values and ethics, interaction and cooperation skills, as well as strategic thinking and action (Wiek et al., 2011;Wiek et al., 2016;Lozano et al., 2017;Brundiers et al., 2021;Bianchi et al., 2022). ...
This contributed volume addresses the issue of how higher education institutions can systematically reorient themselves to help society become more sustainable. In particular, a strategic management approach is used to overcome the fragmentation of sustainability initiatives increasingly conducted by higher education institutions worldwide. In this book, eminent scholars in the field of sustainability in higher education combine their different backgrounds to propose conceptual frameworks for interpreting and measuring sustainability integration in higher education institutions. The chapters contained herein explore which processes and management tools should be used, as well the challenges to be faced, to make sustainable innovation effective. The cases present in this volume offer a guide for higher education institution management to lead the sustainability transition.
... The GreenComp (Bianchi, et al., 2022) and The environmental sustainability competence toolbox (Borgonovi et al., 2022) these are other relevant competences currently. The GreenComp have been introduced by the European Commission has the objective to incorporate principles of sustainability into educational programs, facilitating the acquisition of knowledge, skills, and attitudes that foster empathy, responsibility, and concern for our planet and public health. ...
... International institutions like OECD or the European Union (Bianchi, et al., 2022;Nusche et al., 2024;White et al., 2023) have made education a central piece of the climate change strategy, further research is needed to test these expectations and our work will help in that direction. This research presents a validated tool to measure the CC competence of children 10-12 years old and therefore, this research could help to establish the reach and importance of climate change education as a mitigation and adaptation tool. ...
... This strategy considers it necessary to provide young people and lifelong learners with skills for both the green and the digital transition. Accordingly, the European sustainability competence framework has been crafted as a policy action to support and guide the teaching and learning of environmental sustainability in all member states, whether it is formal, non-formal or informal education (Bianchi et al., 2022). Despite a large number of policy documents, and the understanding of the crucial role of education, HEIs still face great challenges in actually changing their curriculum to actualise sustainability transformation (Barth & Rieckmann, 2012;Franco et al., 2019). ...
... Several frameworks for key sustainability competences have been suggested, and they typically include 5 to 15 different key competences (see Table 1). Skills central to achieving this expertise include systemic thinking and futures thinking, the consideration of values and ethics, interaction and cooperation skills, as well as strategic thinking and action (Wiek et al., 2011;Wiek et al., 2016;Lozano et al., 2017;Brundiers et al., 2021;Bianchi et al., 2022). ...
Higher Education Institutions (HEIs) worldwide are urged to transform their core activities to address sustainability crises. As HEIs are key actors in educating future decision-makers and experts, they are called upon to reform their education and curriculum to actualise the sustainability transformation needed. However, despite global and national policies, HEIs still face great challenges in actually changing their curriculum. This chapter describes the curriculum reform process at the University of Helsinki, where sustainability competences were integrated into degree programmes, and reflects on its strengths and challenges. The research-based framework for future academic expertise, including sustainability competences created as part of the curriculum reform process, is presented, and the process is described. Institutional structures and different levels of supportive actions are analysed and discussed. The framework for future academic expertise includes discipline content knowledge and skills, generic academic skills and sustainability competences. The sustainability competences were embedded into generic academic competences by adding three new competences to be included in curriculum reform guidelines for degree programmes. The organisational strengths that supported the curriculum change at the University of Helsinki include clear action plans regarding sustainability education, support from top management, whole institution-level sustainability actions, creating networks of and workshops for academic staff and competence upskilling. The importance of multilevel co-agency for embedding sustainability is highlighted. This chapter strengthens the idea that the curriculum reform processes are possible intervention points to advance sustainability transition in higher education institutions.
... In the end, ensuring a fair and decent livelihood for all people, regenerating nature and enabling biodiversity to thrive, have never been more important for sustainable development (Bianchi et al., 2022). In addition, hundreds of sustainability programs have emerged at schools around the world over the past 2 decades. ...
Introduction
The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.
Methods
The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.
Results and discussion
The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.
... It also highlights the importance of ESD, which includes the necessary knowledge, skills, and attitudes learners should possess to promote a more prosperous world. Good quality education is essential for raising awareness of the challenges and problems the world is facing, making SDG 4 holistic and essential to accomplishing all the other SDGs (Bianchi et al., 2022). This study focuses on SDG 4 and its connection to ESD. ...
In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted and shaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmental dimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reported it as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainly emphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD.
... This study underlines the necessity for educational frameworks that are adaptable, inclusive, and responsive, fostering the equitable development [59] of digital skills [60,61] and sustainability competencies that are critical for shaping inclusive and desirable futures [62][63][64]. The CARE-KNOW-DO framework is well positioned to support such educational efforts to enhance students' connection to science [65]. ...
This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education.
