Learning for Sustainability in Europe (2024) - Eurydice Report PDF

EURYDICE REPORT Learning for sustainability in Europe: Building competences and supporting teachers and schools School education Erasmus+ Enriching lives, opening minds. European Education...

EURYDICE REPORT Learning for sustainability in Europe: Building competences and supporting teachers and schools School education Erasmus+ Enriching lives, opening minds. European Education and Culture Executive Agency This document is published by the European Education and Culture Executive Agency (EACEA, Platforms, Studies and Analysis). Please cite this publication as: European Commission / EACEA / Eurydice, 2024. Learning for sustainability in Europe: Building competences and supporting teachers and schools. Eurydice report. Luxembourg: Publications Office of the European Union. European Education and Culture Executive Agency Platforms, Studies and Analysis Boulevard Simon Bolivar 34 (Unit A6) BE-1049 Brussels E-mail: [email protected] Website: https://eurydice.eacea.ec.europa.eu Printed by the Publications Office of the European Union in Luxembourg Text completed in March 2024. Reproduction is authorised provided the source is acknowledged. Luxembourg: Publications Office of the European Union, 2024 © European Education and Culture Executive Agency, 2024 The reuse policy of European Commission documents is implemented by Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may need to be sought directly from the respective rightholders. Cover image: © Sukjai Photo / stock.adobe.com Images: p. 22 © Davivd/stock.adobe.com; p. 50 © perfectlab/stock.adobe.com Print PDF ISBN 978-92-9488-577-7 ISBN 978-92-9488-578-4 doi:10.2797/87405 doi:10.2797/81397 EC-02-23-203-EN-C EC-02-23-203-EN-N Learning for sustainability in Europe: Building competences and supporting teachers and schools Eurydice report Foreword Education is a crucial force supporting the green transition and building a sustainable future for Europe’s societies and economies. The EU’s unwavering commitment is to ensure that every young European has access to high- quality education and training on sustainability. To achieve this goal, we need to develop comprehensive strategies to prioritise learning for sustainability among schools, educators and students. This involves integrating it as a central theme in education policies. This new report examines the building blocks of learning for sustainability in European schools. It analyses the inclusion of crucial competences in school curricula and the variety of guidance and support provided to teachers and schools to bolster sustainability education. According to the key findings of the report, we have made huge strides in embedding learning for sustainability within the educational framework. Sustainability themes are now woven into the curricula in all European countries, with related competences integrated across several or all subject areas. As part of ongoing curricular reforms, there is a concerted effort to deepen the focus on sustainability education. However, the report also unveils a gap in targeted support, guidance and training opportunities available to teachers and school leaders. And while a majority of European education systems promotes the inclusion of sustainability in all aspects of the learning environment, these policies are not always coupled with financial and non-financial support for specific school activities. Overall, the findings indicate a need for more robust actions to equip our teachers and schools with the tools they need to enable all students to understand and address sustainability challenges. I am confident that the rich evidence in this comprehensive report will serve as an invaluable resource for educators, policymakers and other stakeholders to foster the development and enhancement of learning for sustainability. I hope that the findings will encourage countries to exchange best practices and to learn from each other, underscoring the urgency of placing sustainability at the heart of school education. By doing so, we can empower every young person to care for the planet and to protect our common future. Iliana Ivanova European Commissioner for Innovation, Research, Culture, Education and Youth  Learning for sustainability in Europe: Building competences and supporting teachers and schools 5 Contents Foreword 3 Codes and abbreviations 8 Executive summary 9 Introduction 18 Chapter 1: Building competences for sustainability 23 1.1. Embedding sustainability in the curriculum 23 1.1.1. Sustainability as a cross-curricular learning area 25 1.1.2. Teaching sustainability through project-based learning 28 1.1.3. Sustainability as a separate subject 29 1.2. Sustainability competences in the curriculum 30 1.2.1. Valuing sustainability 31 1.2.2. Promoting nature 33 1.2.3. Systems thinking 36 1.2.4. Futures literacy 39 1.2.5. Adaptability 41 1.2.6. Political agency 43 1.2.7. Individual and collective action 45 1.3. Conclusion 47 Chapter 2: Teachers and school leaders for sustainability 51 2.1. Embedding sustainability in teacher competence frameworks 53 2.2. Integrating sustainability in initial teacher education 55 2.3. Promoting teacher professional development in sustainability 58 2.4. Building school leadership for sustainability 60 2.5. Supporting teachers in delivering sustainability education 63 2.6. Conclusion 66 Chapter 3: Whole-school approaches to sustainability, support for schools and monitoring 67 3.1. Guidance and support for whole-school approaches to sustainability 69 3.2. Sustainability school labels and other incentives for sustainability education 72 3.3. Support for infrastructure and school projects 75 3.4. Community engagement 79 3.5. Monitoring how schools embed learning for sustainability in their activities 82 3.6. Conclusion 85 References 87 Glossary 92 Annex 95 Acknowledgements 99 6 Table of figures Executive summary 9 Figure 1: Number of education systems including sustainability in their curricula (ISCED 1, 24 and/or 34), 2022/2023 11 Figure 2: Number of education systems including key sustainability competences in their curricula (ISCED 1, 24 and/or 34), 2022/2023 11 Figure 3: Number of education systems setting sustainability-related learning objectives for initial teacher education (ISCED 1, 24 and/or 34), 2022/2023 13 Figure 4: Number of education systems providing training and support on sustainability for teachers and school leaders (ISCED 1, 24 and/or 34), 2022/2023 14 Figure 5: Number of education systems supporting whole-school approaches, projects and infrastructure related to sustainability (ISCED 1, 24 and 34), 2022/2023 15 Chapter 1: Building competences for sustainability 23 Figure 1.1: Sustainability as a cross-curricular learning area in European education systems (ISCED 1, 24 and 34), 2022/2023 25 Figure 1.2: Project-based integration of sustainability (ISCED 1, 24 and 34), 2022/2023 28 Figure 1.3: Sustainability as a separate subject (ISCED 1, 24 and 34), 2022/2023 30 Figure 1.4: Number of education systems including the competence of ‘valuing sustainability’ in their curricula (ISCED 1, 24 and 34), 2022/2023 32 Figure 1.5: Number of education systems including the competence of ‘promoting nature’ in their curriculum (ISCED 1, 24 and 34), 2022/2023 34 Figure 1.6: Number of education systems including the competence of ‘systems thinking’ in their curricula (ISCED 1, 24 and 34), 2022/2023 37 Figure 1.7: Number of education systems including the competence of ‘futures literacy’ in their curriculum (ISCED 1, 24 and 34), 2022/2023 39 Figure 1.8: Number of education systems including the competence of ‘adaptability’ in their curriculum (ISCED 1, 24 and 34), 2022/2023 41 Figure 1.9: Number of education systems including the competence of ‘political agency’ in their curricula (ISCED 1, 24 and 34), 2022/2023 44 Figure 1.10: Number of education systems including the competence of ‘individual and collective action’ in their curricula (ISCED 1, 24 and 34), 2022/2023 46 Figure 1.11: Number of education systems including key sustainability competences in their curricula, by competence area (ISCED 1, 24 and 34), 2022/2023 48  Learning for sustainability in Europe: Building competences and supporting teachers and schools 7 Chapter 2: Teachers and school leaders for sustainability 51 Figure 2.1: Inclusion of sustainability in teacher competence frameworks (ISCED 1, 24 and 34), 2022/2023 54 Figure 2.2: Sustainability learning objectives in regulations and guidelines for ITE programmes (ISCED 1, 24 and 34), 2022/2023 56 Figure 2.3: Sustainability education in regulations and schemes for CPD (ISCED 1, 24 and 34), 2022/2023 58 Figure 2.4: Inclusion of sustainability leadership in regulations and schemes for CPD (ISCED 1, 24 and 34), 2022/2023 61 Figure 2.5: Measures to support teachers delivering sustainability education (ISCED 1, 24 and 34), 2022/2023 63 Chapter 3: Whole-school approaches to sustainability, support for schools and monitoring 67 Figure 3.1: Guidance and support to schools in developing whole-school approaches to sustainability (ISCED 1, 24 and 34), 2022/2023 70 Figure 3.2: Guidance and support for specific areas related to whole-school approaches to sustainability (ISCED 1, 24 and 34), 2022/2023 71 Figure 3.3: Non-financial measures supporting learning for sustainability (ISCED 1, 24 and 34), 2022/2023 73 Figure 3.4: Financial support for small-scale school infrastructure and school projects related to learning for sustainability (ISCED 1, 24 and 34), 2022/2023 76 Figure 3.5: Non-school actors with whom sustainability education school projects engage (ISCED 1, 24 and 34), 2022/2023 79 Figure 3.6: Type of support for sustainability school projects with a public engagement dimension (ISCED 1, 24 and 34), 2022/2023 80 Figure 3.7: Specific criteria related to learning for sustainability in external and/or internal school evaluations (ISCED 1, 24 and 34), 2022/2023 83 Annex 95 Figure A1: Sustainability competences in the top-level curricula, ISCED 1, 2022/2023 95 Figure A2: Sustainability competences in the top-level curricula, ISCED 24, 2022/2023 96 Figure A3: Sustainability competences in the top-level curricula, ISCED 34, 2022/2023 97 8 Codes and abbreviations Country codes EU European Union FR France European Free Trade Association HR Croatia and candidate countries Member States IT Italy AL Albania BE Belgium CY Cyprus BA Bosnia and Herzegovina BE fr Belgium – French LV Latvia CH Switzerland Community LT Lithuania IS Iceland BE de Belgium – German-speaking LU Luxembourg LI Liechtenstein Community HU Hungary ME Montenegro BE nl Belgium – Flemish MT Malta MK North Macedonia Community NL Netherlands NO Norway BG Bulgaria AT Austria RS Serbia CZ Czechia PL Poland TR Türkiye DK Denmark PT Portugal DE Germany RO Romania EE Estonia SI Slovenia IE Ireland SK Slovakia EL Greece FI Finland ES Spain SE Sweden Statistics (:) or : Data not available (–) or – Not applicable Abbreviations and acronyms CPD continuing professional development ESD education for sustainable development GAP Global Action Programme ISCED International Standard Classification of Education ITE initial teacher education NGO non-governmental organisation SDGs sustainable development goals UNDESD United Nations decade of education for sustainable development UNECE United Nations Economic Commission for Europe UNESCO United Nations Educational, Scientific and Cultural Organization  Learning for sustainability in Europe: Building competences and supporting teachers and schools 9 Executive summary The last two decades have witnessed increasing recognition of the role of education as a key agent to transform society along more sustainable, equitable and socially just lines (UNESCO, 2005; UN, 2012). Educational institutions are seen as essential agents for addressing the sustainability challenge that societies are facing, because of their key mission of building competences through teaching and learning (UN, 2012; UNESCO, 2020). In the EU, the 2021–2030 strategic framework for European cooperation in education and training (1) identifies as a strategic priority the need to ‘support the green and digital transitions in and through education and training’. To support Member States in their efforts to embed sustainability in their education and training systems, the Council of the European Union, in June 2022, adopted a recommendation on learning for the green transition and sustainable development (2), urging Member States to step up and strengthen efforts to support education and training systems, so that learners can access ‘high-quality, equitable and inclusive education and training on sustainability, climate change, environmental protection and biodiversity, with due concern for environmental, social and economic considerations’. The Council recommendation calls for a range of measures at the level of education systems, as well as for schools, educators and learners, in order to establish learning for the green transition and sustainable development as a priority in education and training policies. In support of the follow-up work for the implementation of the June 2022 Council recommendation, this Eurydice report examines the building blocks of learning for sustainability in European schools. Specifically, the report analyses the top-level curricula, learning competences and support measures for schools, educators and students related to sustainability. Curriculum and competences Support Teacher education for schools and support Learning for sustainability (1) Council resolution of 19 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021–2030), 2021/C 66/1 (OJ C 66, 26.2.2021, p. 1). (2) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1). 10 Executive summary The report relies on qualitative data on policies and support measures that have been collected by means of a Eurydice data collection survey. It covers primary and general secondary education in 39 European education systems. In order to equip learners to deal with the complex sustainability challenges that societies are facing, sustainability competences need to be embedded in the curriculum in a holistic way. In addition, teachers and school leaders need to receive the appropriate training, guidance and support in order to have the necessary knowledge, and to be able to implement sustainability pedagogies and adapted teaching approaches. Finally, learning for sustainability requires a whole-institution approach, embedding sustainability across all school activities, which could be facilitated by top-level guidance and support. The main findings below summarise the results of our data analysis. All European countries include the topic of sustainability in their curricula, and sustainability competences are cross- curricular in the majority of education systems There is no European education system that does not include the topic of sustainability in its top-level curricula (Figure 1). Teaching of sustainability competences most often involves a cross-curricular approach, and this can be achieved in various ways: (1) sustainability can form part of transversal key competence frameworks; (2) sustainability can be defined as a cross-cutting or cross-curricular learning area in a separate part of the curriculum, perhaps even a separate steering document; and (3) sustainability competences can be integrated in several (or even all) different subject areas separately, while learning for sustainability is regarded as a general objective of the education system (see Section 1.1.1). Sustainability competences are almost always included in science subjects and geography, and to a lesser extent in citizenship education. They are also often integrated into social studies (including economics and economic studies), history, technology and art and design. Sustainability can be included in the curriculum in an interdisciplinary way through project-based learning, or by adding a separate, interdisciplinary subject as well. Project-based learning is somewhat more common than creating a separate sustainability subject, which only exists in nine European education systems (Figure 1). In most such cases, sustainability as a subject is integrated at secondary level, but is not compulsory (see Section 1.1.3). This also means that not all students study sustainability as a separate subject, even if this option exists in an education system. The only country where education for sustainable development is a compulsory separate subject for all students is Cyprus.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 11 Figure 1: Number of education systems including sustainability in their curricula (ISCED 1, 24 and/or 34), 2022/2023 Included in the curriculum Included as cross-curricular competence(s) Included through project-based learning Included as a separate subject Number of education systems Source: Eurydice. Among the sustainability competences, futures literacy is the least present in European curricula Almost all of the seven sustainability competences examined in this report (valuing sustainability, promoting nature, systems thinking, futures literacy, adaptability, political agency and individual and collective action) (3) are relatively well represented in European curricula, being included in the curricula of the large majority of European countries. The exception is ‘futures literacy’: only 23 education systems make reference to this competence (Figure 2). Figure 2: Number of education systems including key sustainability competences in their curricula (ISCED 1, 24 and/or 34), 2022/2023 Valuing sustainability Promoting nature Systems thinking Futures literacy Adaptability Political agency Individual and collective action Number of education systems Source: Eurydice. (3) These competences were selected and defined based on the European Commission’s GreenComp framework (Bianchi, Pisiotis and Cabrera Giraldez, 2022). 12 Executive summary Differences between education levels are significant only for the ‘political agency’ and ‘individual and collective action’ competences, which are more frequently present at secondary level (see Section 1.2). This also means that, regarding the four broad competence areas defined by the GreenComp framework (Bianchi, Pisiotis and Cabrera Giraldez, 2022), ‘embodying sustainability values’ and ‘embracing complexity in sustainability’ are more frequently part of curricula than the other two, ‘envisioning sustainable futures’ and ‘acting for sustainability’. Over half of the education systems (23) cover all seven sustainability competences at minimum one education level. Top-level curricula in a further 10 systems include learning outcomes in relation to five or six of the discussed sustainability competences. Top-level steering documents in six education systems contain references to only three or four of the seven competences (see Annex). However, curricular reforms are taking place across Europe, more extensively embedding sustainability competences in the curriculum. Almost half of the education systems set sustainability- related learning objectives for teacher education programmes While sustainability competences are, to various extents, included in the school curricula of all European countries in this study, setting relevant learning objectives for initial teacher education (ITE) to ensure that prospective teachers have the necessary skills and knowledge to deliver the curricula is less common. Regulations and guidelines establishing the minimum standards and content for ITE programmes cover sustainability- related learning objectives in 17 education systems (see Section 2.2). ITE regulations cover the learning objective ‘know key concepts of ecosystems, earth systems processes, human impacts on the environment and biodiversity loss’ in 14 education systems, although, in four of them, only for certain subjects or specialisations (Figure 3). In comparison, the corresponding competence for school students, promoting nature, is included in the curricula of all countries (Figure 2). In a dozen education systems, regulations and guidelines for ITE cover elements of the learning objective ‘incorporate in teaching sustainability concepts, values and problems from an interdisciplinary perspective, stimulating critical thinking, visioning, problem-solving and mutual understanding and respect for others’ values’. In comparison, European countries report the inclusion of related competences (valuing sustainability, futures literacy, adaptability) in school curricula in higher numbers.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 13 Figure 3: Number of education systems setting sustainability- related learning objectives for initial teacher education (ISCED 1, 24 and/or 34), 2022/2023 Learning objectives regarding: Know key concepts of ecosystems, earth systems processes, human impacts on the environment and biodiversity loss Incorporate in teaching sustainability concepts, values and problems from an interdisciplinary perspective, stimulating critical thinking, visioning, problem-solving and mutual understanding and respect for others’ values Assess individual and group responsibility, stimulate active participation in the resolution of socio-environmental problems and support for decision-making that is compatible with a sustainable future Understand the interdependence of natural, socioeconomic and political systems and stimulate reflection and critical thinking concerning the relationships between them Develop partnerships to connect learners to the natural world, their local community and the global community Number of education systems All teachers Only certain teachers Source: Eurydice. While political agency and individual and collective action are among the competences that learners should acquire during their school years in the large majority of countries, ITE regulations cover the related learning objective ‘assess individual and group responsibility, stimulate active participation in the resolution of socio-environmental problems and support for decision-making that is compatible with a sustainable future’ in fewer than a dozen education systems. Minimum standards for ITE cover the learning objective ‘understand the interdependence of natural, socioeconomic and political systems and stimulate reflection and critical thinking concerning the relationships between them’ in eight education systems, and in three others they do so only for certain subjects or specialisations. In contrast, the systems thinking competence is included in the school curricula of all but four education systems. Finally, the cross-cutting objective ‘develop partnerships to connect learners to the natural world, their local community and the global community’ is addressed in only six systems. Education systems usually provide in-service teachers with training, teaching materials, resources and guidelines relating to sustainability education Sustainability education is included in regulations or schemes for the continuing professional development (CPD) of teachers and school heads in all but seven education systems (Figure 4). However, participation in sustainability-related activities is usually voluntary, even if CPD may be mandatory. Moreover, only a dozen systems provide for specific CPD in sustainability leadership (see Section 2.4). 14 Executive summary Figure 4: Number of education systems providing training and support on sustainability for teachers and school leaders (ISCED 1, 24 and/or 34), 2022/2023 All teachers Only certain teachers Regulations or schemes for CPD include sustainability education Specific CPD for school leaders or on sustainability leadership Access to teaching materials, resources, dedicated networks Support from units of expertise or sustainability education centres School coordinators or mentors for sustainability Number of education systems Source: Eurydice. Around three quarters of the education systems provide teaching materials, resources or guidelines on how to integrate sustainability in teaching – most of which also have dedicated networks or communities of practice where teachers and school heads can exchange information, share best practices and build partnerships. In more than half of the education systems examined, teachers have access to units of expertise or sustainability education centres, but in fewer than a dozen systems can teachers receive support from sustainability coordinators, delegates or mentors (see Section 2.5). Support for whole-school approaches to sustainability is widespread Learning for sustainability is a transformative process that requires supportive learning environments. Beyond the key areas of teaching and learning, schools also need guidance and resources to aid their efforts to ‘act and live sustainability on a daily basis’ (European Commission, Directorate-General for Education, Youth, Sport and Culture, 2022). Two thirds of European education systems provide guidance and/or tools to develop whole-school approaches to sustainability (Figure 5). Education ministries and other government bodies publish guidelines, organise webinars, create websites that collect pedagogical resources, compile best practices and publish handbooks and teacher manuals (see Section 3.1).  Learning for sustainability in Europe: Building competences and supporting teachers and schools 15 Figure 5: Number of education systems supporting whole-school approaches, projects and infrastructure related to sustainability (ISCED 1, 24 and 34), 2022/2023 Guidance and support for whole-school approaches National school labels or awards for sustainability Financial support for recycling infrastructure Financial support for school gardens Financial support for school field trips Criteria in school evaluations Number of education systems Source: Eurydice. Nearly half of education systems have national sustainability school labels Schools can be awarded special labels to show that their pedagogy favours the promotion of sustainability. Such schools can serve as examples to others. Therefore, sustainability school programmes may be important for sustainability education. International sustainability school programmes, such as the Eco (Green) Schools programme and the UNESCO Schools Network are already operating in many European countries (see Section 3.2). In addition to these programmes, there are also comparable national (or regional) sustainability school programmes. Seventeen education systems offer labels, certificates or awards related to learning for sustainability (Figure 5). This shows that the operation of international sustainable school programmes does not preclude the operation of similar national programmes, and vice versa. Only a third of education systems provide financial support for small-scale infrastructure or field trips related to sustainability, and this support is rarely granted automatically Learning for sustainability entails wide-ranging changes to schools’ culture, facilities and operations. To successfully implement such changes, schools need the support of the education authorities (see Section 3.3). However, financial support for sustainability-related activities remains limited at present. Only 12 education systems offer financial support to schools to invest in recycling infrastructure, and only 13 help fund the creation or maintenance of school gardens or student field trips (Figure 5). Financial support for infrastructure projects (such as school gardens), where available, must usually be applied for. However, recycling infrastructure in schools, such as recycling bins, is usually funded automatically. 16 Executive summary Less than a third of education systems monitor how schools embed sustainability in their activities If learning for sustainability is to be enhanced, it must be monitored and evaluated as part of the general monitoring and evaluation processes of education systems. However, less than a third of all education systems have established specific criteria related to learning for sustainability in either external or internal school evaluations (Figure 5). Where no specific criteria exist, this could be because the legislation on evaluation is less prescriptive and does not go into this level of detail and/or because this task is delegated to regional or local authorities or to the schools (see Section 3.5). *** Overall, this report highlights a number of positive developments in embedding learning for sustainability in school education in Europe. Sustainability is included in the curricula of all European countries, and related competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven sustainability competences shows that these competences are relatively well represented in European curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on learning for sustainability by embedding sustainability competences more extensively and in greater detail across the whole curriculum. However, the report also demonstrates that targeted support, guidance and training opportunities for teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for prospective teachers include sustainability-related competences or learning objectives in less than half of the education systems. Support for the professional development of in-service teachers and school heads is more common, although participation in training is rarely mandatory. While the majority of European education systems provide guidance for schools to enable them to develop whole-school approaches to sustainability, financial and non-financial support for specific school activities is less common. There is still plenty of room to increase financial support to schools, to enable them to invest in infrastructure that can be used in learning for sustainability or to fund regular school activities related to sustainability, such as field trips. This report refers to numerous examples of valuable financial and non- financial aid for school-based initiatives and actions. However, such aid may not be available to every school and, in some cases, projects promoting sustainability education may depend on the initiative of individual teachers or school leaders. Finally, the analysis also shows that less than a third of all education systems have established specific criteria related to sustainability in either external or internal school evaluations. These key findings point to the need for comprehensive policies to promote sustainability at European schools and for stronger actions to support teachers and schools in providing all students with the opportunity to develop their competences in this domain.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 17 Several education systems have demonstrated that such a comprehensive approach is possible: Estonia, Spain, France, Cyprus, Lithuania, Malta and Austria all have comprehensive curricular and teacher training frameworks and provide extensive support for schools that encourage and facilitate learning for sustainability. In Czechia, although the curriculum includes only six of the seven sustainability competences, the support provided to teachers and schools is among the most comprehensive. Finland adopts a holistic approach to sustainability competences in the curriculum and provides a wealth of support to teachers and schools. At the same time, education providers have autonomy regarding how to spend government funding for sustainability projects. These and several other examples in the report illustrate different ways to further enhancing learning for sustainability in schools. 18 Introduction Introduction Learning for sustainability has become an important policy priority at the international and European levels. Recognising the need for more information on current national approaches and actions to support learning about and for sustainability, this report provides the first comprehensive Eurydice mapping of the field. Policy context Countries around the world face global challenges such as climate change, health emergencies, desertification, biodiversity loss, environmental degradation, economic crises, social inequalities, wars and poverty eradication (UN, 2015). In this context, the idea of sustainable development or sustainability has gained international recognition as a pathway for change aimed at improving quality of life, equity among generations and environmental protection (UNESCO, 2009; Lozano, 2011; Lambrechts, Van Liedekerke and Van Petegem, 2018). The quest for sustainability, if it is to succeed, requires not only the development of technical solutions but a deep reorientation of livelihoods and social practices (Sterling, 2001; Wals, 2010). For this reorientation to happen, individuals and communities have to engage in what amounts to significant learning and ‘unlearning’, particularly in relation to content, competences and vision for the purposes and outcomes of education (Sterling et al., 2017; Lozano and Barreiro-Gen, 2019; Cebrián, Junyent and Mulà, 2020). The last two decades have witnessed increasing national and international recognition of the role of education as a key agent to transform societies along more sustainable, equitable and socially just lines (UNESCO, 2005; UN, 2012). Educational institutions, in partnership with other stakeholders, such as civil society organisations, academia or the private sector, are seen as essential agents for addressing the sustainability challenge that societies are facing, because of their key mission of building competences through teaching and learning (UN, 2012; UNESCO, 2020). The declaration of the 2005–2014 United Nations decade of education for sustainable development (UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of education (UNESCO, 2005). The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of education in creating a more sustainable future (UNESCO, 2014). Moreover, in 2015, world leaders adopted the 2030 Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of which (SDG 4) is quality education. The international community has defined a set of targets and indicators for each goal, to be achieved by 2030 (UN, 2015). Education for sustainable development is seen as a key instrument in achieving all SDGs and a range of learning objectives have been defined (UNESCO, 2017). Both the Global Action Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030) framework (4) outline the need to prioritise action in five areas: policy, learning environments, building capacities of educators, youth and local-level action, stressing the relevance of sustainability education in achieving the SDGs and the social transformation required to address the pressing sustainability concerns (UNESCO, 2020). (4) Framework for the implementation of education for sustainable development (ESD) beyond 2019 – UNESCO Digital Library.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 19 In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO has also developed its Greening Education Partnership programme. This global initiative is a collaborative platform for governments and other stakeholders aiming to support the development of a whole-system approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’, ‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to inspire action from countries to empower learners with the skills required for inclusive and sustainable economic development within the context of the transition toward digital and green economies’ (UNESCO, 2024). The European Commission recognises that education plays an important role in building a sustainable future for European societies and economies (5). By helping people to change production and consumption models and design solutions for a green economy, education can contribute to the transformation of society. The 2021–2030 strategic framework for European cooperation in education and training (6) identifies as a priority the need to ‘support the green and digital transitions in and through education and training’. The European Skills Agenda emphasises the importance of developing ‘green skills’ to achieve this goal (7). To support Member States in their efforts to embed sustainability in their education and training systems, the Council of the European Union, in June 2022, adopted a recommendation on learning for the green transition and sustainable development (8), urging Member States to step up and strengthen efforts to support education and training systems, so that learners can access ‘high-quality, equitable and inclusive education and training on sustainability, climate change, environmental protection and biodiversity, with due concern for environmental, social and economic considerations’. The Council recommendation calls for a range of measures at the levels of education systems, schools, educators and learners, in order to establish learning for the green transition and sustainable development as a priority in education and training policies. It also invites the European Commission to facilitate cooperation and peer learning, identify and share good practices, develop resources and undertake research and monitor and report progress in the development of education for the green transition and sustainable development. In this context, the ‘education for climate coalition’ initiative contributes to the creation of a European participatory community to support teaching and learning for the green transition and sustainable development (European Commission, 2024). The European Commission has also developed and published the GreenComp framework (Bianchi, Pisiotis and Cabrera Giraldez, 2022), a European lifelong learning framework on key sustainability competences. Against this background, the Eurydice network undertook the task of producing a report that supports the development of evidence-based policies in the field of learning for sustainability. (5) Communication from the Commission to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions, ‘The European Green Deal’, COM(2019) 640 final. (6) Council resolution of 19 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021–2030), 2021/C 66/1 (OJ C 66, 26.2.2021, p. 1). (7) Communication from the Commission to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions, ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’, COM(2020) 274 final. (8) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1). 20 Introduction Key definitions and concepts Over the years, various terms related to sustainability have been used in the context of education, at both the international and national levels. Many of these terms refer to similar ideas or concepts, but they do not have exactly the same meaning. Two of the most commonly used terms, education for sustainable development (ESD) and education for sustainability, are often used interchangeably. They are indeed strongly interrelated and have many common elements. However, there are nuanced differences. The term education for sustainable development (ESD) is used in the SDG targets. Target 4.7 prompts policymakers to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development’ (9). Hence, ESD embraces development, in other words economic growth, provided that it is sustainable. ESD, the 2009 Bonn Declaration (10) explains, ‘is based on the values of justice, equity, tolerance, sufficiency and responsibility. […] ESD is underpinned by principles that support sustainable living, democracy, and human well-being. Environmental protection and restoration, natural resource conservation and sustainable use, addressing unsustainable production and consumption patterns, and the creation of just and peaceful societies are also important principles’. Education for sustainability, or sustainability education, shares most, if not all, of the aforementioned characteristics of ESD, but perceives sustainability as a broader concept. It goes beyond the idea of ‘growing green’. Global ecology acquires intrinsic value and becomes an end in itself (McFarlane and Ogazon, 2011). That is because the conditions of planetary habitability have primacy over the conditions of economic production (Latour and Schultz, 2022). Thus, sustainability education is the process of educating individuals about the values, opportunities and choices they have to develop as informed, independent, responsible and active agents of change in an effort to contribute to the future of our society and ecological systems (Sterling, 2010). It is a transformative learning process that engages and equips students, teachers, educators and learners with the knowledge, attitude, skills and values necessary to contribute and safeguard environmental, social and economic well-being, both in the present and for future generations (Kidman, Chang and Wi, 2019). As emphasised in the 2022 Council recommendation, learning for the green transition and sustainable development involves supporting ‘learners of all ages in acquiring the knowledge, skills and attitudes needed to live more sustainably, in changing patterns of consumption and production, in embracing healthier lifestyles and in contributing – both individually and collectively – to a more sustainable economy and society’ (11). It also ‘promotes understanding of the interconnected global challenges we face, including the climate crisis, environmental degradation, and biodiversity loss, all of which have environmental, social, economic, and cultural dimensions’ (12). ‘Learning for the green transition and sustainable development’ is also referred to in European Commission documents as ‘learning for sustainability’ and ‘sustainability education’. This report adopts this broad meaning of learning for sustainability as education aiming to improve students’ knowledge and understanding of (9) Goal 4, UN Department of Economic and Social Affairs. (10) UNESCO World Conference on Education for Sustainable Development, 31 March–2 April 2009: Bonn Declaration – UNESCO Digital Library. (11) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1). (12) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1).  Learning for sustainability in Europe: Building competences and supporting teachers and schools 21 sustainability concepts and problems, and instilling in students, teachers and schools the values and motivation to act for sustainability now and in the future, in their own lives, in their communities and as global citizens. Throughout the report, the terms ‘learning for sustainability’ and ‘sustainability education’ are used interchangeably. ESD is used when referring to international- or national-level policy documents that use this term. In addition, when providing examples from specific education systems, the report refers to the original names of sustainability-related subjects or study areas as they are used in the specific education context. Content and structure of the report In support of the follow-up work for the implementation of the June 2022 Council recommendation, this report examines the building blocks of learning for sustainability in school education across Europe. Specifically, the report analyses school curricula and guidance and support measures for schools and teachers. The analysis is divided into three chapters. Chapter 1 explores the inclusion of crucial competences related to sustainability in top-level school curricula and the organisational choices for teaching these competences (i.e., having a cross-curricular approach, having a separate sustainability subject and/ or integrating sustainability competences into other subjects). Chapter 2 examines how education authorities address the challenge of developing the capacity of prospective and in-service teachers and school leaders to transmit the relevant knowledge, skills, attitudes, and values to their students. Chapter 3 looks at the support offered to schools to implement a whole-school approach and to promote learning for sustainability at school. It explores the main sources of financial and non-financial support, including the availability of national sustainability school programmes, and the availability of specific criteria related to sustainability in school evaluations. Methodology and data sources The report relies on qualitative data on policies and support measures that have been collected by means of a Eurydice data collection survey. The Eurydice indicators are based on information derived primarily from national regulations or other official top-level education documents, such as curricula, guidelines or similar steering documents. Where available and relevant, comparative indicators are supplemented by examples of approaches in specific education systems. The Eurydice data collection covers primary and general secondary education (ISCED 1, 24 and 34) in public schools. In the case of Belgium, Ireland and the Netherlands, government-dependent private schools are also taken into account. The reference year of the data collection is the school year 2022/2023. The report covers 39 education systems across the 27 EU Member States (13), as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye. All contributors are acknowledged at the end of the report. (13) Each of the three Belgian Communities (Flemish Community, French Community and German- speaking Community) is considered a separate education system. 22  Learning for sustainability in Europe: Building competences and supporting teachers and schools 23 Chapter 1: Building competences for sustainability Including sustainability in the curriculum aims to of these competences that help operationalise equip learners with the competences required to sustainability competences in different sociocultural deal with complex sustainability challenges that and institutional settings and education levels societies are facing and to empower them to reflect (Glasser and Hirsh, 2016; Sterling et al., 2017; on their own actions, and thus to be able to take Bianchi, 2020). To address this gap and ‘the lack informed decisions and make responsible choices. of coherent educational policy’ in sustainability Learners need to acquire a set of key competences education (Scalabrino, 2022), the European to engage in today’s world positively, responsibly Commission has developed and published the and collaboratively (Wals and Lenglet, 2016). It GreenComp framework (Bianchi, Pisiotis and Cabrera is therefore critical that the time and resources Giraldez, 2022), a lifelong learning European devoted to the development of sustainability framework on key sustainability competences. competences at all levels of education are GreenComp ‘identifies a set of sustainability sufficient to enable learners to become positive competences to feed into education programmes change agents in their families and personal lives to help learners develop knowledge, skills and (Cebrián, Junyent and Mulà, 2020; Winter, Kranz attitudes that promote ways to think, plan and act and Möller, 2022). The Council recommendation on with empathy, responsibility, and care for our planet learning for the green transition and sustainable and for public health’ (Bianchi, Pisiotis and Cabrera development (14), adopted in 2022, calls for EU Giraldez, 2022). It organises these competences Member States to ‘develop and support, in close into four areas (embodying sustainability values, cooperation with relevant stakeholders, curriculum embracing complexity in sustainability, envisioning programmes and frameworks, allowing the time sustainable futures and acting for sustainability) and space for learners to develop sustainability with the objective of supporting educators and competences from an early age’. policymakers to embed sustainability competences in curricula and education programmes. To foster curriculum developments and innovations, it is important to define sustainability competences Against this background, this chapter analyses how (Mulà, Cebrián and Junyent, 2022). Sustainability sustainability is taught in schools from primary competences are understood to be the combination to upper secondary general education according of cognitive skills, practical abilities and ethical to top-level steering documents. First, it explores values and attitudes that empower individuals and how national curricula embed sustainability at communities to contribute to sustainability (de the different levels of education. Second, it looks Haan, 2006; Brundiers et al., 2021; Bianchi, Pisiotis at the inclusion of specific competences linked to and Cabrera Giraldez, 2022). In the last decade, sustainability and examines if and how they are there has been increasing academic interest in covered in national curricula. This analysis of related defining what knowledge, skills, attitudes, values competences is based on the GreenComp framework, and affective dispositions are required to facilitate as the competences were selected among the key societal transformation towards sustainability, such learning areas outlined by this framework. as problem-solving, interpersonal competence, systems thinking, futures literacy and strategic and normative competences (Barth et al., 2007; 1.1. Embedding sustainability in the Wiek, Withycombe and Redman, 2011; Shephard curriculum et al., 2015; Lambrechts and Van Petegem, 2016; Brundiers et al., 2021). Students should be involved Climate change and sustainability challenges in meaningful and deep learning experiences, in are global, complex and ‘wicked’ (15) problems. which knowledge, skills and attitudes are acquired Addressing these challenges requires creativity, through action-oriented, critical reflection and critical thinking, decision-making and value-based experiential learning processes (Sipos, Battisti and sustainability competences developed in interactive, Grimm, 2008; UNESCO, 2017). learner-centred teaching and learning settings (Lambrechts and Van Petegem, 2016; Östman, Van However, a challenge persists in terms of developing Poeck and Öhman, 2019). It is widely acknowledged clear conceptual frameworks and rich descriptions in the literature that learning for sustainability (14) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1). (15) In political science, many social and policy problems are described as ‘wicked’ problems, as they cannot be definitively described, they have no undisputable good solutions, and policies to address them cannot be regarded as correct or false (Rittel and Webber, 1973). 24 Chapter 1 | Building competences for sustainability necessitates an action-oriented pedagogy that multidisciplinary approaches. Yet, as most agree, supports participation and collaboration, inter- and learning for sustainability goes beyond simply transdisciplinarity (16) and the linking of formal including stand-alone subjects or sustainability and informal learning to the development of key topics in the existing curriculum (UNESCO, 2019). sustainability competences (Huckle and Sterling, As a result, many academics advocate that a 1996; Sipos, Battisti and Grimm, 2008; Barth, holistic learning approach is the best way to embed 2015; Jucker and Mathar, 2015; Rieckmann, 2018; sustainability in the curriculum (Sterling, 2004; Brundiers et al., 2021). Cebrián, Junyent and Mulà, 2020; Tilbury and Galvin, 2022). Researchers call for a whole-institution approach such that sustainability, rather than being an add- Teaching in a transdisciplinary way is not an on to existing subjects and the existing curriculum, easy task due to difficulties linked to existing is embedded in education in a transdisciplinary teacher training approaches and subject-specific and cross-curricular way (Gyberg and Löfgren, requirements (Aikens, McKenzie and Vaughter, 2016; Leicht, Heiss and Byun, 2018; Tilbury and 2016; Rousell and Cutter-Mackenzie-Knowles, Galvin, 2022). There is widespread consensus 2019; Winter, Kranz and Möller, 2022; Mulà within the academic community about the benefits and Tilbury, 2023). Nevertheless, despite these of problem-based and project-based learning, institutional challenges, system-level barriers can place-based and action-based learning, systems be dismantled by providing teachers and school thinking, agile methodologies and collaborative leaders with appropriate guidance and support and and participatory decision-making processes by providing schools with legislative and financial and learning (Tilbury, 2011; Tejedor et al., 2019; governmental support (Corres et al., 2020; UNESCO, Cebrián, Junyent and Mulà, 2020). UNESCO 2021; European Commission, Directorate-General has published several reports on best practices for Education, Youth, Sport and Culture, 2022; see worldwide that emphasise and show evidence of also Chapters 2 and 3). the potential of using approaches such as action- based learning, systems thinking and collaborative This section explores how and to what extent and participatory decision-making processes and sustainability themes and competences are learning (UNESCO, 2014, 2017; Leicht, Heiss and embedded in curricula in European education Byun, 2018). systems, with a special focus on transdisciplinarity and cross-curricular learning. Sustainability pedagogies facilitate more than knowledge acquisition: they promote skills, new As the Eurydice data collection reveals, perspectives and values (Laurie et al., 2016). sustainability as a theme is included, in one form or However, integrating sustainability in primary another, in the curricula of all European education and secondary curricula across all subjects using systems. Themes and competences linked to clear frameworks remains a challenge (European sustainability are included in existing subjects in all Commission, Directorate-General for Education, countries, most frequently in the natural sciences, Youth, Sport and Culture, 2021). According to a geography, citizenship education, economics and comparative report by the European Commission the social sciences, history and technology. This (European Commission, Directorate-General form of integration of sustainability competences in for Education, Youth, Sport and Culture, 2021), curricula will be further analysed in the next section. learning for sustainability can be mainstreamed However, there is more diversity among European into the curriculum through different approaches: education systems when it comes to the cross- (1) inclusion in existing subjects (typically science curricular nature of sustainability education. education, geography and civics / citizenship Countries also differ regarding the extent of subjects); (2) project-based integration through project-based learning and the creation of a specific sustainability modules or topics based stand-alone subject on sustainability. This section on local challenges and in collaboration with therefore concentrates on these differences. First, stakeholders and the community; (3) focusing on it examines whether sustainability is envisaged teaching and learning methodologies rather than to be a cross-curricular learning area by top-level on thematic integration; (4) inclusion through steering documents. Second, it investigates cases extracurricular activities with the involvement in which sustainability is embedded in curricula on of external partners, including associations, a project basis. Finally, it looks at how sustainability outdoor environmental education centres or is integrated in the curriculum as a specific, stand- student clubs; and (5) creation of a stand-alone alone subject. subject on environmental sustainability through (16) For an explanation of these terms, see the Glossary.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 25 1.1.1. Sustainability as a cross- Figure 1.1 shows the geographical distribution curricular learning area of the two main approaches to embedding sustainability throughout the curriculum, which are The 2022 Council recommendation (17) advises EU (1) considering sustainability as a general objective Member States to ‘[f]acilitate learning methods of education or as a value the education system and approaches that are collaborative, experiential, transmits as a whole, and (2) defining sustainability practically oriented and relevant to local contexts as a cross-curricular theme to be incorporated and traditions and support interdisciplinary and in all/most subjects of the curriculum, either cross-curricular activities’ (18). Indeed, most within or outside the national key competences European education systems include sustainability frameworks (19). These approaches might be in their steering documents in a cross-cutting present alone or in combination. manner. Nevertheless, differences exist in the ways in which this is envisaged and encouraged. Figure 1.1: Sustainability as a cross-curricular learning area in European education systems (ISCED 1, 24 and 34), 2022/2023 Sustainability as a general objective/value in education Sustainability as a cross-curricular theme with detailed instructions on its inclusion Sustainability is not included in the curriculum in a transversal way Source: Eurydice. Country-specific notes Belgium (BE fr) and Greece: Refers only to ISCED 1 and ISCED 24. Romania: Cross-curricular competences are listed in the 2023–2030 ‘National strategy on environmental and climate change education’ adopted in 2023, introducing a gradual reform of the curriculum from 2023/2024. Switzerland: Refers only to ISCED 1 and ISCED 24. Educational reform is ongoing for ISCED 34. Serbia: The competence ‘responsible attitude towards the environment’ is listed both for the end of ISCED 24 and for ISCED 34 in the relevant legislation, but the outcomes in the area of this cross-curricular competence are only described in detail for the end of secondary education. (17) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01 (OJ C 243, 27.6.2022, p. 1). (18) Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, 2022/C 243/01(OJ C 243, 27.6.2022, p. 6). (19) Competences are defined as a combination of knowledge, skills and attitudes (see Glossary). In the framework of the Council recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01), key competences ‘are those which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship’. Education systems define their own national key competence frameworks. 26 Chapter 1 | Building competences for sustainability The first approach, including sustainability in the values will be transmitted by all schools through the general objectives of education, is taken in learning process, do not include detailed instructions the top-level curricula of more than one third of about how this can be achieved in an interdisciplinary education systems. When this is the sole approach, or cross-curricular way – even though the curricula in as in Hungary, Poland and Slovenia, the steering these countries include detailed learning objectives in documents, although envisaging that sustainability relation to specific subjects. In Hungary, one of the objectives of school education is to achieve ‘environmental awareness’: ‘the aim is to develop an attitude of respect for the environment, values and sustainability based on knowledge and the love of nature and the environment. The schools should prepare students to exercise their duties and rights as citizens in relation to the environment. They should familiarise students with the economic and social processes that can cause changes and crises and involve them in preserving and enhancing the values and diversity of their immediate and wider environment’ (20). In Poland, the Law on School Education stipulates that ‘The education system ensures in particular: [...] the dissemination of knowledge about the principles of sustainable development among children and young people and shaping attitudes conducive to its implementation on a local, national and global scale’ (21). In Slovenia, one the of the main educational goals is to ‘educate for sustainable development and active participation in a democratic society, including in-depth knowledge of, and a responsible attitude to, oneself, one’s health, other people, one’s own and other cultures, natural and social environments, and to future generations’ (22). In the second approach, sustainability is an among the cross-curricular competences to be explicitly defined cross-curricular theme. In this acquired by students by the end of compulsory case, curricula contain more or less detailed schooling. In Sweden, it is regarded as part of references to how sustainability can be integrated the schools’ mission to provide an environmental in the learning process in a cross-curricular and perspective: ‘Through an environmental interdisciplinary way. National curricula also take perspective, [students] get opportunities both different directions in this regard. Sustainability to take responsibility for the environment they may be defined by education authorities themselves can directly influence and to acquire within transversal key competences as a key a personal approach to overall and global competence area of its own. For example, in environmental issues. The teaching will highlight Belgium (Flemish Community), ‘sustainability how society’s functions and our way of living and competences’ are one of the 16 key competence working can be adapted to create sustainable areas defined by the curriculum (23). In Italy, the development’ (26). ‘development of responsible behaviour inspired by knowledge and respect for legality, environmental In Iceland, sustainability is one of the six sustainability, landscape assets, heritage and fundamental pillars of education. It ‘aims at making cultural activities’ is one of the main competence people able to deal with problems that concern areas identified by Law 107/2015 on educational the interaction of the environment, social factors reform (24). Similarly, in Finland, ‘participation, and the economy in the development of society’. influence and building a sustainable future’ is According to their curriculum, ‘teaching and working one of seven transversal competence areas in the methods of the school are to be interwoven curriculum for basic education (25). with the idea that the aim of education [for sustainability] is capability for action. This involves In Sweden and Iceland, sustainability is one of training in democratic working methods and that the fundamental values of education, and several children and youth are trained to be interested in elements of learning for sustainability are included and want to take part in society’ (27). (20) Government Decree No 110/2012 on the publication, introduction and application of the National core curriculum, Section I.1.1. (21) Act of 14 December 2016 on Educational Law, Chapter 1 (General provisions), Article 1. (22) Organisation and Financing of Education Act, Ministry of Education, Science and Sport of the Republic of Slovenia, 2021. (23) Decree on the educational goals, 2017. (24) Law of 13 July 2015, No. 107, Art. 1, paragraph 7. (25) Finnish national core curriculum for basic education (ISCED 1 and 2), 2014. (26) Swedish curriculum for primary and lower secondary school, 2022. (27) The Icelandic national curriculum guide for compulsory schools – with subjects areas, Ministry of Education, Science and Culture, 2014.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 27 Sustainability can also be one of the major In Slovakia, environmental education is one of the subthemes linked to one or several key six cross-curricular topics defined in the curriculum competences listed in curricula. For example, for lower secondary education: ‘Environmental in Belgium (French Community), sustainability education allows pupils to acquire knowledge, forms an important part of three transversal skills, attitudes and habits to protect and improve key competences: ‘creativity, commitment and the environment important for sustainable living entrepreneurial spirit’; ‘learning to learn and making on Earth. It leads pupils to a comprehensive choices’; and ‘learning to orient oneself’ (28). In understanding of the mutual relations of man, Spain, the eight key competences that must be organisms and environment, where ecological, developed in all areas include concepts related economic and social aspects are interlinked’ (32). to sustainability. Sustainability concepts are particularly embedded in the mathematics, science, Bulgaria (33), Germany (34), Greece (35), Croatia (36), technology and engineering, digital, civic and Austria (37), Romania (38) and Montenegro (39) all entrepreneurial key competences (29). In Portugal, define environmental sustainability or sustainable sustainability forms part of the ‘well-being, health development as a cross-curricular learning area in and environment’ competence area (30). a separate decision or other governmental steering document. In Croatia, the cross-curricular theme Finally, sustainability can also be defined as a ‘sustainable development’ encompasses all three cross-curricular theme outside the main dimensions of sustainability – environmental, key competences framework. In this case, social and economic – and their interdependence. the list of ‘cross-cutting’, or cross-curricular It prepares students to act in order to achieve themes often features in a separate part of the personal and general well-being. curriculum, or even in a separate document. For example, in Estonia, the curriculum defines eight In Austria, the 2014 ‘Basic decree for cross-curricular themes. One of these themes is environmental education for sustainable ‘environment and sustainable development’, aimed development’ applies to all levels and all types of at ‘developing the student into a socially active, schools. The contents and objectives of the basic responsible and environmentally conscious person decree were to be implemented in initial, further who preserves and protects the environment and, and continuous education at university colleges of valuing sustainability, is ready to find solutions to teacher education, kindergarten, teacher training environmental and human development issues’ (31). colleges and training colleges for social pedagogics. In addition, in the new curricula for primary and In France, education for sustainable development secondary education, implemented from the is built in both within each discipline or disciplinary 2023/2024 school year, ‘environmental education field (between the different levels of education) for sustainable development’ is defined as one and between the different disciplines (at each overarching theme (of 13). The new curricula are level). At each level of schooling, students acquire sustainability oriented and competency based and, knowledge, skills and attitudes that will be useful for the first time, contain detailed chapters on the for understanding issues related to sustainability teaching principles. themes (in the scientific, economic, social and cultural fields). In Montenegro, cross-curricular topics in the curriculum define the knowledge, skills and values that are necessary for life and work in the modern (28) See the different detailed curriculum documents on education in history, geography, economic and social sciences, philosophy and citizenship education and science education of the French Community of Belgium (ISCED 1 and 2). (29) Spanish Royal Decree 157/2022 of 1 March, establishing the organisation and the minimum teachings of primary education (ISCED 1); Royal Decree 217/2022 of 29 March, establishing the organisation and the minimum teachings of compulsory secondary education (ISCED 24 and 34); and Royal Decree 243/2022 of April 5, establishing the organisation and the minimum teachings of the Bachillerato (ISCED 34). (30) Students’ profile by the end of compulsory schooling, 2017, p. 23. (31) Estonian national curriculum for basic schools, 2011. (32) State educational programme for lower secondary education – second level of primary school, Slovakia, 2015. (33) Ordinance No 13 of 21 September 2016 on ‘Civil, health, environmental and intercultural education’. (34) Recommendation of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) and the German Commission for UNESCO of 15 June 2007 on ‘Education for sustainable development in schools’; the ‘Orientation framework for the learning area global development in the framework of education for sustainable development’ of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, 2016. (35) Greek national curriculum, ‘Environment and education for sustainable development’ for nursery, primary and lower secondary education, Government Gazette 2022, Issue B, 02820 / 6 June 2022. (36) Croatian Ministry of Science and Education decision on adopting a curriculum for the cross-curricular topic sustainable development for primary and secondary schools in the Republic of Croatia, 14 January 2019. (37) Austrian Federal Ministry for Education and Women’s Affairs, Basic decree on environmental education for sustainable development, 2014. (38) The 2023–2030 ‘National strategy on environmental and climate change education’. (39) Education for sustainable development – cross-curricular area in the subject programmes – primary school, Montenegro, 2023. 28 Chapter 1 | Building competences for sustainability world. These are not individual school subjects, a project basis (as occurs in Denmark, Luxembourg but should be learned and developed through and North Macedonia), within a stand-alone subject all subjects and other activities at school. The (in Türkiye) or only separately in different subject Education for Sustainable Development programme areas (in the Netherlands (40), Albania and Bosnia is implemented in primary and secondary schools and Herzegovina). The options of project-based through eight cross-curricular topics: climate integration and inclusion through a separate subject change, the green economy, environmental are analysed in the following two subsections. protection, sustainable cities and settlements, biodiversity, health education, education for and about human rights, and entrepreneurial learning. 1.1.2. Teaching sustainability through project-based learning The way in which these steering documents and curricula define sustainability competences will be Sustainability can be included in the curriculum in discussed in more detail in Section 1.2. an interdisciplinary way not only by being a cross- curricular competence or learning area but also In seven education systems (those of Denmark, through project-based learning. This means the Luxembourg, the Netherlands, Albania, Bosnia inclusion of sustainability-focused cross-curricular and Herzegovina, North Macedonia and Türkiye), modules or themes in national curricula, whereby sustainability is not defined in top-level curricula students can learn about, experiment on and in a cross-cutting manner. This is either because experience sustainability-related issues outside the steering documents give schools a great deal the regular disciplinary approach or subjects. of autonomy in defining their teaching content (as This approach is present in 14 education systems is the case in Denmark and the Netherlands) or (Figure 1.2). because sustainability competences are taught on Figure 1.2: Project-based integration of sustainability (ISCED 1, 24 and 34), 2022/2023 Project-based integration of sustainability-related themes in the curriculum No project-based integration Source: Eurydice. Country-specific notes Luxembourg: Refers to projects in secondary education. In primary education, one pilot project has been launched. Poland: The figure refers to ISCED 1 and 24. North Macedonia: Project activity is organised in ISCED 3 only. (40) In the Netherlands, sustainability is integrated within several learning areas. This theme is one of the areas the current update of the core objectives focuses on for both primary and secondary education.  Learning for sustainability in Europe: Building competences and supporting teachers and schools 29 In most of these systems, top-level curricula on environmental education and education for provide only the basic framework, and schools have sustainable development (e.g. on ‘the sustainable a great deal of autonomy to organise and develop house’, ‘the sustainable school’), the duration of the projects themselves. For example, in Denmark, which should be more than 3 months. In Romania, a general objective, inscribed in legislation, is that organising a ‘green week’ is compulsory in all students should ‘learn to act responsibly and reflect schools from primary to upper secondary level. on the world around them: people, nature and Similarly, in Slovenia, all schools participate in the society’. However, it is up to schools to determine ‘traditional Slovenian breakfast’ project, which aims the specific content and the format of the to raise awareness about locally produced foods, teaching/projects. The central government in Spain local agriculture and a healthy lifestyle, as well recommends the incorporation of specific ‘learning as sustainable packaging and the proper handling situations’ as ‘an effective tool to integrate the of waste. In North Macedonia, upper secondary curricular elements of the different areas through schools must, every year, organise a project activity meaningful and relevant tasks and activities to (lasting 70 hours) that covers several different solve problems in a creative and cooperative way, areas of the curriculum, including sustainability. The reinforcing self-esteem, aut