D3.3 The development of an initial ECF

D3.3 The development of an initial ECF Funding scheme EU-H2020-Grean Deal, H2020-LC-GD-2020-3 Project ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education Project number 101036505 Project Coordinator CIEMAT, Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas Start Date of the Project 01.10.2021 Duration of project 48 months Contributing WP WP3: Development of an ECF for Climate Change and Sustainable Development Tasks 3.3 The development of initial ECF Dissemination Level Public Due date 2022 September 30 Submission date 2022 September 30 Responsible partner JYU Contributing organizations CIEMAT, IST, USE, UAB, MedaResearch, ISQ, Trebag Authors: Hannu Heikkinen, Terhi Nokkala, Anna Lehtonen & Niina Mykrä Version 1.0 The project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 101036505 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of initial ECF 2 WHO WE ARE The ECF consortium consists of ten partners. The project is coordinated by Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas-CIEMAT. Name Country Logo Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas – CIEMAT ES Instituto Superior Técnico. University of Lisbon. IST PT Universidad de Sevilla USE ES University of Jyväskylä JYU FI Universitat Autònoma de Barcelona UAB ES Meda Research Ltd MedaResearch RO Instituto de Soldadura e Qualidade ISQ PT Trebag Szellemi Tulajdon Es Projektmenedzser Korlatolt Felelossegu Tarsasag TREBAG HU Smartwatt Energy Services SA Smartwatt PT Que Technologies Kefalaiouchiki Etaireia QUE GR H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of initial ECF 3 ABOUT THE PROJECT Through a multidisciplinary, transdisciplinary and participatory process, ECF4CLIM develops, tests and validates a European Competence Framework (ECF) for transformational change, which will empower the educational community to take action against climate change and towards sustainable development. Applying a novel hybrid participatory approach, rooted in participatory action research and citizen science, ECF4CLIM co-designs the ECF in selected schools and universities, by: 1) elaborating an initial ECF, supported by crowdsourcing of ideas and analysis of existing ECFs; 2) establishing the baseline of individual and collective competences, as well as environmental performance indicators; 3) implementing practical, replicable and context adapted technical, behavioural, and organisational interventions that foster the acquisition of competences; 4) evaluating the ability of the interventions to strengthen sustainability competences and environmental performance; and 5) validating the ECF. The proposed ECF is unique in that it encompasses the interacting STEM (Science, Technology, Engineering, and Mathematics)-related, digital and social competences, and systematically explores individual, organisational and institutional factors that enable or constrain the desired change. The novel hybrid participatory approach provides the broad educational community with an ECF adaptable to a range of settings; new ways of collaboration between public, private and third-sector bodies; and innovative organisational models of engagement and action for sustainability (e.g. Sustainability Competence Teams and Committees). Separate Sustainability Competence Teams (SCTs) for students, teachers and administration and Committees (SCCs) meet periodically during the ECF4CLIM process to ensure the participatory process. To encourage learning-by-doing, several novel tools will be co-designed with and made available to citizens, including a digital platform for crowdsourcing, IoT solutions for real-time monitoring of selected parameters, and a digital learning space. Participation of various SMEs in the consortium maximises the broad adoption and applicability of the ECF for the required transformational change towards sustainability. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of initial ECF 4 LEGAL NOTICE The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Union. Neither the CINEA nor the European Commission is responsible for any use that may be made of the information contained therein. All rights reserved; no part of this publication may be translated, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. The quotation of those designations in whatever way does not imply the conclusion that the use of those designations is legal without the content of the owner of the trademark. 5 TABLE OF CONTENTS 1. Executive Summary ...................................................................................................................... 7 2. Objectives and introduction ......................................................................................................... 9 3. Methodology .............................................................................................................................. 11 4. Background: concepts and theoretical frameworks .................................................................. 13 5. Roadmap for promoting sustainability competences in education ........................................... 16 Step 1 ENGAGEMENT: Why and how to promote sustainability? ................................................. 19 GreenComp: Embodying sustainability values ........................................................................... 19 Aims ............................................................................................................................................ 19 Contents ...................................................................................................................................... 20 An example of a process of facilitating collective value reflection ............................................ 24 Constraints and enablers concerning ENGAGEMENT ................................................................ 25 Tools for Step 1 ........................................................................................................................... 26 Step 2. CONNECTIONS: How to frame the problem? .................................................................... 29 Embracing complexity in sustainability in GreenComp .............................................................. 29 Aims ............................................................................................................................................ 29 Contents ...................................................................................................................................... 30 An example of a process: how to frame the problem ................................................................ 33 Constraints and enablers concerning CONNECTIONS ................................................................ 34 Tools for Step 2 ........................................................................................................................... 35 Step 3 VISIONS: What are the possible futures in our context? .................................................... 37 Envisioning sustainable futures in sustainability in GreenComp ............................................... 37 Aims ............................................................................................................................................ 37 Content ....................................................................................................................................... 38 An example of the process how to proceed in visioning futures ............................................... 41 Constraints and enablers concerning POSSIBILITIES AND VISION .............................................. 42 Tools for Step 3 ........................................................................................................................... 43 Step 4. ACTION: How to proceed? ................................................................................................. 45 Acting for sustainability in GreenComp ...................................................................................... 45 Aims ............................................................................................................................................ 45 6 Contents ...................................................................................................................................... 46 An example of the process ......................................................................................................... 49 Constraints and enablers concerning ACTION ........................................................................... 50 Tools for Step 4 ........................................................................................................................... 51 6. Concluding remarks .................................................................................................................... 53 References.......................................................................................................................................... 55 Appendix 1. Table for summarising the key points and conclusions ............................................. 56 Appendix 2. An example material for teaching complexity .......................................................... 57 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 7 1. EXECUTIVE SUMMARY The initial ECF aims to be a practical document that describes the essential individual and collective competences and enablers and constraints of promoting environmental performance of educational institutions. It draws from the results of the ECF4CLIM crowdsourcing results, document analysis, and literature review. It is based on and further develops the sustainability competences outlined in GreenComp - the European sustainability competence framework, developed by the Joint Research Center of the European Commission (Bianchi & al. 2022). This ECF is structured as a roadmap and aims to provide tools for different stakeholders to map and foster the enablers and overcome the constraints of sustainability in various educational contexts. The roadmap comprises four steps. The first step aims at engaging people in promoting sustainability. It includes strengthening their understanding of sustainability and human dependence on wellbeing of ecosystems. It strives to foster a collective will-formation process that considers different stakeholders’ needs, values, and perspectives. The second step aims at deepening people’s understanding of the complexity of sustainability. It strives to help the educational community to ask the pertinent sustainability questions and allow them to create effective strategies for promoting sustainability. Successful promotion of sustainability requires an understanding of the given organisational context and mapping the relevant actors and learning contents in different disciplines. Systemic understanding of the state of the environment and connections to global sustainability issues are also important. It is essential to acknowledge the impact that cultural backgrounds and different worldviews have on problem framing and possible solutions. It is important to ask what kind of knowledge we have, and how the knowledge base, interests, and principles vary among people and in different disciplines. The third step concentrates on envisioning alternative futures, mapping possible paths towards sustainability and promoting adaptability for changes and action. Given the current challenges, such as climate change and biodiversity loss, what is the future likely to hold for us, and what kind of future do we want? Additionally, the focus should be on the changes and acts needed for realisation of preferable sustainable futures. It demands a lot of courage and adaptability to take action towards a more sustainable future, although we cannot be certain about the outcomes. The contradiction between the current, likely and preferable futures needs to be considered. It is also important to remember that emotions have an impact on our cognitive and psychological adaptability. Therefore, a collective, supportive atmosphere with an active approach to sustainability is essential to promote a sense of hope, active coping, and an awareness how future is in our hands. Transformation towards sustainability requires us to change H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 8 our perspective, question our assumptions and beliefs, foster transdisciplinary thinking, and unleash our creative potential in order to create new solutions. How can we act and live together in a sustainable way that might not yet exist? In the fourth step the values and principles, the systemic understanding of sustainability, and the envisioned sustainable futures will contribute to designing strategies for action. The core question to consider is: who are the people and communities promoting sustainability, how, and where? The available resources and structures where the change can happen, need to be considered. Promoting sustainability requires multiple resources: people, time and space, money for procurement, pedagogical models and materials, collaboration and networking, as well as cultivating and utilising individual and collective human potential. The focus of action can be on gaining better resources, fostering relationships, as well as influencing attitudes and ways of talking and acting. The road to promoting sustainability is not simple. Many aspects, interconnected issues, questions, and related details need to be considered in promoting concrete sustainability action in different contexts. The central purpose of the roadmap is to facilitate a participatory process that results in clarified visions and a purposeful strategy on how to proceed in promoting sustainability in each context and how to evaluate it. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 9 2. OBJECTIVES AND INTRODUCTION The initial ECF is a working document that aims to offer to educational institutions and the educational community at large practical guidance and a working tool for participatory promotion of sustainability in different educational contexts. It is based on crowdsourcing results that have been related to the draft of European Sustainability Competence Framework, which has been developed by the Joint Research Center of the European Commission and published in the form of GreenComp (Bianchi & al. 2022). Additionally, the initial ECF draws from the literature and policy framework review and analysis of the other relevant competence frameworks (Task 3.2) and the theoretical frameworks of ECF4CLIM. The initial ECF seeks to provide tools for addressing internal and external obstacles that various stakeholders face in building sustainability competences. For this purpose, the initial ECF has been designed to serve as a roadmap that aims to facilitate a participatory process for developing sustainability in various educational contexts. The roadmap covers the aspects of individual and collective competences and environmental performance that have been regarded essential for the promotion of sustainability and climate mitigation actions in education and that are the core dimensions of the ECF4CLIM project. Although the structure and contents of GreenComp are used as a framework, all the content, details and issues focused emerged from the crowdsourcing practices and discussions among the participants. Through the roadmap, we aim to highlight and illustrate why the specific competences are relevant and how they are needed in a participatory process of promoting sustainability education. The detailed definitions of knowledge, skills and attitudes with regard to sustainability are not included in this document as they are already described in GreenComp. The focus of this document is to facilitate participatory processes of promoting sustainability in education in various contexts of education in various organizations with diverse groups of participants. The roadmap helps to identify essential issues and relevant steps and actions to advance in sustainability in different contexts. The results of the ECF4CLIM crowdsourcing process (Deliverable 3.1) and review of literature and document analyses (Deliverable 3.2) have been used in the process of creating the concrete roadmap and making alive the competences that it focuses on. Each step of the roadmap comprises a) connections to GreenComp, b) aims of the step, c) contents, d) constraints and enablers, , and e)tools. Different societal and educational contexts have also been acknowledged in the roadmap. The initial ECF will be co-tested and further co-developed in practice according to this roadmap at and with the demonstration sites during the rest of the ECF4CLIM project. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 16 Methodological frameworks One of the most central questions of ECF4CLIM project is to understand what impedes and what enables educational practices to become more sustainable. Understanding this is essential in order to remove potential barriers to green transitions of the European societies. To this effect, we apply the theory of practice architectures (Kemmis 2022), which specifically pays attention to the preceding factors, or ‘practice arrangements’ that prefigure (enable and/or constrain) our practices. These practice architectures consist of (1) cultural-discursive, (2) material-economic, and (3) socialpolitical arrangements. These arrangements prefigure, but not predetermine the particular practices on a given site, manifested through (1) discourses (‘sayings’), (2) physical activities and actions (‘doings’), as well as (3) power relations (‘relatings’), including solidarity and loyalty (Kemmis 2022). These different dimensions are intertwined in our everyday practices. This understanding of social practices forms a natural continuum with the methodologies of participatory action research (Kemmis et al. 2015), while the theory of practice architectures aims to identify the arrangements that prevent us from changing practices. The practice architectures can be compared to a network of paths that makes it possible to walk in the forest. The path does not predetermine where you can go; you can also progress elsewhere than along the paths. However, the network of paths makes it easier to move on the terrain. Thus, it enables, but also limits the range of possible routes. Anyway, you always have free will to choose which route to take. Unlike the causal laws of nature, practice architectures do not determine practice, but they provide a set of opportunities for human agency. 5. ROADMAP FOR PROMOTING SUSTAINABILITY COMPETENCES IN EDUCATION This chapter introduces the concrete steps of the roadmap related to GreenComp competence areas. The aspects of individual and collective competences and environmental performance, which are the core dimensions of ECF4CLIM, have also been included in the steps of the roadmap. The design and the content of roadmap is based on the results of crowdsourcing (Task 3.1), especially in the typical constraints, enablers, and tools for each step. Each step provides essential aspects, reflective questions, enablers, and tools for encountering the constraints of promoting sustainability in education. The GreenComp provides the detailed definitions of specific knowledge, skills, and attitudes that are essential in the different phases of the roadmap. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 17 Figure 2. Competence areas in GreenComp and ECF4CLIM-roadmap The roadmap consists of four steps. • The first step invites and engages people through reflection and inclusive dialogue on the values and meanings of sustainability. It aims to foster the emergence of a common understanding of sustainability and common good. It also establishes the principles for promoting fairness in collaboration. • The second step aims to find systemic connections between everyday life at school or another educational organisation, to promote critical thinking about learning contents, different disciplines, the state of the environment, and the perspectives of other involved actors. • The third step focuses on envisioning futures, adaptability, mapping possibilities for change and visions of a desirable future. • The fourth step aims at concrete action and evaluating the results. It is important to bear in mind that although each step emphasises a specific competence area of GreenComp, all four competence areas are intertwined at every step. The description of each step of the roadmap follows the same structure. First, narrative introductions and definitions of the competences of the competence area in GreenComp are provided. Second, the aims of the step are described. Third, the essential contents of the step are presented, drawing on the findings from the crowdsourcing exercise and document analysis. The content is structured under the headings “individual competences”, “collective competences” and “environmental performance”, even though these three levels are intertwined in everyday life. By individual competences we refer generally to competences of both students, teachers, administration and other educational stakeholders as relevant competences are contextual and depend on the level of education. Fourth, an example of the development process of each step is presented. Fifth, possible constraints and enablers associated with the step are described. Last, some tools and materials related to the steps in question are provided. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 18 There is no single “correct” way of using this roadmap. Each educator or community has different current needs. Also, the contexts such as operational culture, societal circumstances, and resources vary. These all should be considered when framing the focus of any given planned activity and project. In the final version of the ECF at the end of the ECF4CLIM process we may provide facilitating tips for the use of the roadmap based on the evidence gathered at the different demonstration sites. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 19 Step 1 ENGAGEMENT: Why and how to promote sustainability? Working at a school or other educational institution necessitates balancing between multiple and sometime mutually contradictory values and objectives. Therefore, it is difficult to operationalize values and ideals into pedagogical practice, and we end up with making compromises continuously. Successful promotion of sustainability demands prioritization and collaboration, thus the core question is how to enhance the understanding and reflection on the meanings of sustainability and engage the community in promoting sustainability together. This requires organizing time and space for collective reflection on values and on ways to agree on common goals despite the existence of varying value hierarchies. Acting according to individual and collectively shared values is important also for wellbeing and work satisfaction. This step on our map derives from the GreenComp competence area “Embodying sustainability values”. GreenComp: Embodying sustainability values Aims This step aims at promoting collective understanding of the meaning of sustainability and engaging wide audiences by facilitating inclusive dialogue on sustainability. Moreover, the aim is to foreground fairness and critical awareness of how we can promote sustainability and protect nature through our practices. This phase of engaging and involving people is essential for strengthening their motivation to participate and work together for sustainability. In addition, this step enables the mapping of the individual and collective value basis. Considering different stakeholders’ varying needs and value hierarchies is essential for motivating and engaging people in the collaborative process of creating the roadmap for transformations towards sustainability. Valuing sustainability To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. Supporting fairness To support equity and justice for current and future generations and learn from previous generations for sustainability. Promoting nature To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystems. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 20 Contents This step includes the elements3 of (a) Engagement through a participatory process; (b) Sustainability knowledge and fairness as common grounds for discussion, and (c) Inclusive value reflection and dialogue. Engagement through a participatory approach How to motivate and engage wider audiences in promoting sustainability as individuals and as communities is the essential issue in education and in general advocation of transformations to sustainability. At the level of individual competences, being able to argue for and take initiatives for the collective promotion of sustainability is essential. Individuals need knowledge about the varying motivators, meanings and values related to sustainability and skills of promoting engagement. Besides, even those participants that may not be very interested and experienced in sustainability education need to experience that their experiences and opinions are regarded as relevant. Criticism and resistance are considered valuable for the collective development process. At the level of collective competences, it is essential to allocate resources to have time and place for designing the participatory process for creating the roadmap. Thus, organisational management has a crucial role in allocating resources for the collective process. It is important to map what kind of principles, processes and practices exist already and identify those that need to be established for the roadmap process. This mapping continues in the step 2. Involving and engaging different types of people with different perspectives and skills and considering them as valuable in the collective development process is also a collective competence. For environmental performance, a crucial question in engaging people for acting for sustainability is whether education can make a change in environmental behaviour. Measuring concrete environmental impacts from those measures that are designed to enhance sustainability can be an essential aspect for motivating people to act. Assessing how educational interventions change the environmental impact of a school or another educational establishment is a central dimension of ECF4CLIM. However, it is essential to acknowledge that the indirect yet vital impact of education on environmental performance, via changes in attitudes and behaviour for example, is hard to measure. 3 These have arisen from crowdsourcing, document analysis of ECF4CLIM-project and GreenComp. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 21 Sustainability knowledge as a common ground for discussion To establish the common ground for value reflection it is good to introduce some facts about sustainability, planetary boundaries, and how we are dependent on nature4. This may help to direct the focus on the ecological foundations of life and help people to understand all the interconnecting dimensions of sustainability. The core task is to emphasize the vital understanding of the interrelatedness of human wellbeing with the wellbeing of the whole biosphere. As for individual competences, it is essential that people have at least a minimum basic knowledge on sustainability. To argue for the importance and relevance of promoting sustainability it is essential to acknowledge the various aspects that GreenComp provide. Supporting fairness entails promoting equity and justice within the present generation, between present and future generations, and between humans and other species. This emphasizes the necessity to promote sustainability for the sake of our common future as a biosphere and the need to learn from past traditions and actions. Promoting nature is about fostering caring attitudes to other species and planet and developing empathy towards them. It also requires systemic knowledge about natural environments5. It is essential to also improve the understanding, among the various involved actors such as students, teachers, administrative staff, and the wider educational community, of the normative nature of sustainability science – in contrast with many other disciplines that produce mainly descriptive knowledge. Sustainability science helps us to understand how the world should look like, given the dependence of the human and societal systems on healthy ecosystems. Most other sciences produce knowledge about how things are, rather than on how they should be. Individuals’ skills of dialogue are essential for sustainability. To facilitate dialogue and successful participatory processes, it is important to acknowledge that advancing sustainability can serve several goals and values: social, cultural and economic dimensions of sustainability are related to ecological sustainability. Hence, this step is in 4 GreenComp defines Sustainability as means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries. Planetary boundaries describe how human activities, based on fossil fuel use, cause or accelerate detrimental changes to the planet (GreenComp p. 14). Scientists have identified nine Earth system processes that need to be monitored and not crossed, such as (Figure 2): i) biosphere integrity, ii) land-use change, iii) climate change, iv) freshwater use, v) ocean acidification, vi) biogeochemical flows (nitrogen and phosphorus cycles), vii) atmospheric aerosol pollution, viii) stratospheric ozone depletion, and ix) release of novel chemicals. 5 In GreenComp the state the relevant knowledge covers the main parts of the natural environment (geosphere, biosphere, hydrosphere, cryosphere, and atmosphere) and the close links and interdependence between living organisms and non-living components. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 22 close relation to the systems understanding of interconnectedness, critical thinking, and the impact of various cultural backgrounds on efforts at advancing sustainability. For collective competences, curriculum and multidisciplinary learning modules that include sustainability and connections to ecology are important. Every discipline and subject have its unique perspective to environmental sustainability. It is good to discuss collectively about this connection in order to reach a common understanding. Additionally, collective discussions on the normative nature of sustainability science compared to other disciplines are needed. As for environmental performance, a task essential for sustainability is to reflect on whether our personal and collective values, ways of thinking, plans, and actions cause harmful impacts and to what extent they are in line with sustainability values. This is closely related to the second step of the roadmap. Inclusive value reflection and dialogue The principles of multivocal and deliberative discussions not aiming at consensus but pluralism, are essential in engaging people with multiple cultural backgrounds with versatile value perspectives and hierarchies. Engaging and involving people in inclusive discussions on the varying perspectives and meanings of sustainability and by clarifying the collective value basis is essential for people’s motivation to participate and work together. Considering different stakeholders’ varying needs and value hierarchies also helps in collectively defining the concrete changes needed in the organization to foster transformations towards sustainability. It is essential to acknowledge that advancing sustainability can serve several goals and values and how the different dimensions of sustainability social: ecological, economic, cultural and social are interconnected. Thus, this step is in close relation to the systems understanding of interconnectedness in Step 2. As for individual competences, it is essential to facilitate personal value reflection on what kind of aspects of sustainability are important, and what kind of values are relevant individually. Values are realised in priorisations when choosing between different options. Educators need to have pedagogical competence for facilitating inclusive sustainable value reflection processes with their students. For collective competences, recognizing the values of the community and society helps in the work towards sustainability. Collectively shared values are materialized in regulations, documents, norms, modes of action, dialogue, and communication. It could be useful to analyse what kind of values such documents reflect, how the values from the documents are reflected in everyday practices, and whether we are promoting sustainability and nature through our activities. It is essential to prioritize value discussions and arrange time, space, and other resources for them. Besides, the principles of respectful and inclusive discussion need to be defined and reflected upon together. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 23 As for environmental performance, our values also have repercussions on the environmental impacts of the educational organisation that we are part of. Material practices in our everyday lives often reveal our true values. Attitudes to nature and sustainability reflect in material choices, in ways that people treat the environment, or ways of housekeeping. Cooperation in advocating for sustainability between different professions is crucial. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 24 An example of a process of facilitating collective value reflection Introducing the definition of sustainability and its different dimensions. Discussing how they are interconnected. Introducing and discussing on the principles of fairness and respectful and inclusive dialogue and collaboration. Facilitation of personal value reflection Facilitation of collective dialogue on values and how sustainability and fairness are prioritized in practice. 1. 2. 3. 4. Analysis of the value statements of administrative regulations of education related to sustainability. 5. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 25 Constraints and enablers concerning ENGAGEMENT This step on the roadmap could reveal contradiction between values and the current objectives of education (cf. Engeström 1987; Engeström & Sannino 2010), which reveal the need to change. Management plays an essential role in promoting inclusive and meaningful dialogue on values. Hierarchical organization, lack of collective value clarification and dogmatic teaching constrain successful advocacy for sustainability in education. Therefore, participatory approaches have been regarded as the key in promoting sustainability competences. Only appealing to individual responsibility and administrative regulations and procurements for sustainability are not alone enough to engender desired change. The possible enablers and constraints of engagment are summarized in the following figure. Figure 3. In the field of engagement, what could enable or hinder work towards sustainability •SKILLS FOR DIALOGUE AND LISTENING • BASIC KNOWLEDGE ABOUT ECOLOGY • SKILLS TO FACILITATE INCLUSIVE SUSTAINABLE VALUE REFLECTION PROCESS AMONG STUDENTS AND PERSONNEL •TIME AND PLACE FOR COMMON DISCUSSIONS IN THE COMMUNITY • ENGAGED MANAGEMENT • INVOLVING AND ENGAGING DIFFERENT TYPES OF PEOPLE • INCORPORATING SUSTAINABILITY IN EVERY DISCIPLINE AND SUBJECT • CONSIDERING PROCUREMENTS AS VALUE CHOICES • SCRUTINISING VALUES BEHIND EXISTING ENVIRONMENTAL BEHAVIOUR • MEASURING CONCRETE ENVIRONMENTAL IMPACT OF ACTIVITIES  ENABLERS   CONSTRAINTS  Individual competences Collective competences Environmental performance • STRONG NEGATIVE ATTITUDES TO SUSTAINABILITY • NOT RESPECTING RESEARCH AS A BASIS FOR KNOWLEDGE • NOT ADEQUATE SOCIAL SKILLS •CONFLICTING VALUES IN DOCUMENTS • OTHER ISSUES PRIORITISED • HIERARCHICAL ORGANIZATION • LACK OF TRADITIONS IN PARTICIPATORY APPROACHES • DEMAND FOR CONCENSUS •POOR RESOURCES FOR DEVELOPING CONDITIONS • POOR MAINTENANCE OF THE CAMPUS • NO COOPERATION BETWEEN ADMINISTRATION, MAINTENANCE SERVICES AND TEACHING H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 32 At the level of individual competences, understanding how individual behaviour is related to wicked environmental problems can be achieved by mapping individual, contextual unsustainable behaviours. The skills of recognising different kinds of sustainability problems in everyday life are essential: how the problems are intertwined and how they link to personal choices. Knowledge about possible solutions and impact of possible changes on systemic level help to frame the most accurate problem from the behavioural point of view. In ECF4CLIM this happens through co-design of measures for the interventions At the level of collective competences, critical analysis of the current state of practice helps to frame problems on organisational level in educational organisation. Educational organisation should be seen as an environmental, social, cultural, and economic system. Regulations by e.g., national or local administration can foster sustainability by demanding educational organisations to measure their impact on carbon dioxide emissions. National educational administration can also have national assessments regarding sustainability education. Educational organisations can also have their own norms on how to measure current state of sustainability issues. An educational organization can for example take part in an EcoSchools program with regular assessments, or they can take part in other certification system. Additionally, a local sustainability team may regularly conduct its own measurements. From a culturalcognitive perspective, change in the culture of an organisation is always a challenge. It is also relevant how environmental performance is measured and advocated for the collective benefit, to develop the organization: If these measures noted and valued among teachers and students or if they are seen only as something that one does to satisfy a formal requirement. In the latter case, measurements cannot be effective approach in fostering educational change towards sustainability. At the level of environmental performance, it is important to find relevant measures that focus on the problems that are the most acute in the given context. Using scarce resources for something that is not a priority in one’s own context is not helpful. Hence problem framing is a crucial task. Sometimes preliminary measurements are needed to frame the problem, prior to the final choices of the measures to be undertaken. For example, such early measurements can be needed to determine which activity produces most carbon dioxide emissions or creates the most valuable handprint. Technology might help, but it is not always the best solution. Easy solutions may not always trigger the desired change. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 33 An example of a process: how to promote understanding of connections and frame the problem Promoting deeper understanding of the complexity of sustainability problems in our context. Learning to assess information (types) related to the interests, values and cultural background having impact on the knowledge Mapping the current state of sustainability issues in our context. Learning to frame the problem in order to create effective solutions. 1. 2. 3. 4. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 34 Constraints and enablers concerning CONNECTIONS This step on the roadmap could reveal contradiction between the current ways of organising things and turning into practice the values (cf. Engeström 1987; Engeström & Sannino 2010) discussed in the previous chapter (Step 1). Needed tools, rules, and structures could be missing in the organization. There can be also difficulties in sharing of responsibility or with power relationships. These constraints can be very frustrating and slow down the progress. At the same time, without confronting these difficulties there is no way of getting forward. As a summary of the step 2, there are some factors related to connections that could hinder or enable work towards sustainability in educational organisations that are summarized in the following figure. Figure 4. In the field of connections, what could enable or hinder work towards sustainability • KNOWLEDGE ABOUT COMPLEX INTERTWINED SYSTEMS • SKILLS TO ASSESS CRITICALLY OWN AND CULTURAL ASSUMPTIONS • POSITIVE ATTITUDE TOWARDS THE WORK OF FRAMING THE PROBLEM •METHODS TO MAP ALL ESSENTIAL ACTORS • CLEAR PICTURE OF REGULATIONS AND LOCAL NORMS • OPEN DISCUSSION ON CULTURAL ASSUMPTIONS • REGULAR ASSESSMENTS OF ENVIRONMENTAL, SOCIAL, ECONOMIC SYSTEM •KNOWLEDGE OF RELEVANT LOCAL ACTORS AND THEIR ROLES IN PROCUREMENT • CRITICAL ATTITUDE IN SCRUTINIZING POSSIBILITIES • SKILLS AND EQUIPMENT TO ASSESS THE CURRENT STATE OF PRACTICE  ENABLERS   CONSTRAINTS  Individual competences Collective competences Environmental performance •SIMPLISTIC VIEW OF SOLVING ENVIRONMENTAL PROBLEMS •INADEQUATE EDUCATION ON ECOSYSTEMS • TOO OPTIMISTIC OR TOO PESSIMISTIC ATTITUDE TOWARDS TECHNOLOGICAL SOLUTIONS •ADMINISTRATION NOT COOPERATING WITH OTHER ACTORS AND LEVELS • REGULATIONS THAT COMPLICATE PRIORITIZING SUSTAINABILITY • SUSTAINABILITY CRISES NOT FRAMED AS PRIOR PROBLEM •MISSING SKILLS AND KNOWLEDGE: NOT HAVING A SYSTEMIC VIEW ON SUSTAINABILITY •MISSING KNOWLEDGE OF EFFECTIVENESS OF DIFFERENT ACTIONS • USING SCARCE RESOURCES IN NONESSENTIAL METERING. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 35 Tools for Step 2 Here are some tools that you can use when taking the step 2. During ECF4CLIMproject10, more tools are collected and tested by partners and demonstration sites. Tools provided in ECF4CLIM-project concerning the step “Connections” • Sustainability competence teams and committees (SCTs & SCCs) o Evocations: what sustainability means to me and my field? o Reflective diaries: how do we perceive and act with regards to sustainability in our daily practices • Baseline assessments (WP 4) o Assessment of collective competences (Task 4.1), individual competences (Task 4.2) and environmental performance (Task 4.3) o Analysis on the results of the baseline assessments (Task 4.1-4.3) o Facilitating the work of Sustainability Competence Teams (SCT) and Sustainability Competence Committees (SCC) with co-design of measures to promote competences, behaviours and social practices towards climate action and sustainable development (Task 4.4) • Digital platform to promote active learning and citizen involvement (WP7) o ECF4CLIM digital platform (Task 7.1 -7.2) Questions for pedagogical reflection and development Question related to systems thinking • Why does environmental behaviour matter? How is our behaviour connected to global issues? How does our behaviour affect ecosystems? -> Life cycle thinking • What kind of local issues and stakeholders are related to sustainability, and how to find out that? How can we deepen our understanding? • What are the root causes of unsustainability? How are our current and visible problems connected to other problems? Questions related to critical thinking • What kind of information do we have about sustainability issues? 10 The ECF4CLIM process is described in the beginning of the report in the section About the project. More detailed description can be found in The ECF4CLIM process is described in the beginning of the report in the section About the project. More detailed description can be found in https://www.ecf4clim.net/. The project management plan: https://www.ecf4clim.net/_files/ugd/1088b3_3a891432c1844fca8fb546b0a1056a04.pdf H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 36 • What are the interests behind knowledge-sharing? Which values and hidden goals drive communication and knowledge production? • How do our cultural background, values and assumptions influence our perception of sustainability? • How can we promote understanding of different cultural backgrounds and contexts that have an impact on environmental behaviour? Questions related to problem framing • What are the most acute sustainability issues in our context? How can we make difference? What matters in our context? • How could we frame our problem to design effective responses? How do you frame the problem personally? How do you frame the problem as a community? Questions related to environmental performance • Are there regulations by e.g., local educational administration that require promoting sustainability or measuring CO2 emissions? • Are environmental impact, sustainability education or competences assessed, and are the assessments underpinned by regulatory requirements or recommendations? Exercises, methods, models, and materials • Draw a mind map or picture of all agents and factors of sustainability (Systems understanding of how our behaviour, as individuals and as a community is related to sustainability issues? • Map what sustainability issues you can directly or indirectly influence. • Example: Article “The Ocean garbage patch is quite a mess” in Appendix 2. • Young Reporters for the Environment, an international program encourages young people to perform investigative reporting, photography, and video journalism to connect a local environmental problem with a global environmental problem. The program offers materials to learn how to draft a report, make good pictures and videos and also launches a competition for students all over the globe. Students may participate individually or in groups. Through investigation, students learn the connections between environmental problems and with their possible solutions. https://www.yre.global/ • Spanish material: Calculations in circles. Apply circular economy criteria in actions of daily life, through the use of mathematics. https://www.naturalizaeducacion.org/sesion_doble/calculos-en-circulos/ • Romanian material: https://www.edu.ro/educa%C8%9Bie-pentru-dezvoltaredurabil%C4%83 • Finnish materials see MAPPA.fi -service H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 37 Step 3 VISIONS: What are the possible futures in our context? In the middle of current ecological and widening sustainability crises it is not easy to educate future generations to take responsibility of the issues that even adults seem not have the knowhow how to cope, make change and strive towards sustainability. Without visions we are driven to reinforce current unsustainable practices, ways of thinking, acting and reacting. Creating more sustainable collective reality necessitates visioning and mapping together the alternatives we have. We need to unleash our creative and intuitive faculties for seeing things differently, unlearning of unsustainability and learning while creating things that do not yet exist. This step on our map derives from GreenComp competence area Envisioning sustainable futures. Envisioning sustainable futures in sustainability in GreenComp Aims This step aims at visioning preferred futures and reflect on likely futures and shorterterm scenarios related to possible trajectories, in the organizational context in question. It includes reflection on what kind of steps need to be taken in our context if the visions of the preferred future are to become reality. Schools and other educational organisations should foster emotional, cognitive, and behavioural adaptability by providing knowledge, promoting skills of coping with uncertainty, and encouraging action for transitions towards sustainability. Promotion of transdisciplinary knowing, e.g., integrating natural, social, psychological, artistic, and experiential knowing, can tap the creative and intuitive potentials for unlearning unsustainable ways of thinking. The whole community can act and learn while creating and learning things that do not exist yet. Futures literacy To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future. Adaptability To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk. assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds Exploratory thinking To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 38 Content The essential content of this step includes (a) visioning preferred and presumable futures and short-term scenarios, (b) promoting cognitive, emotional and behavioural adaptability, and (c) exploration through creative and relational knowing. Envisioning likely and preferred futures and short-term scenarios Future orientation is crucial for motivating people for sustainable changes and actions. Motivation to change increases alongside the realisation that the future is in our hands, as a society. For this reason, it is essential to envision preferred futures and compare these visions with the likely futures. In futures visioning, focus should be on what kind of future is expected based on the current trends and trajectories, what we want to avoid and what we wish to strive for. Moreover, envisioning short-term futures in the organizational context should build on the problem framings developed in the previous step of the roadmap. Visioning is important for creation of the strategy for action in the following step 4 of this roadmap. At the level of individual competences, futures visioning promotes individual understanding of how the future lies in our common hands. From the individual perspective, it is relevant to reflect what everybody needs to do and change: How to realize the visions of a sustainable future in one’s own life and in the community? Collective visioning might help to promote individuals’ will to act in a more sustainable way within the organization. At the level of collective competences, collective visions for sustainability foster the understanding that future is in our hands. Collective visions are a precondition for mutual strategies and plans. Collective visioning can focus on the questions of what kind of future is expected based on the current trends and trajectories, what we want to avoid and what to strive for. Besides, creating contextual short-term visions related to the problem framed previously, in step 2 of the roadmap, can help to create the strategy for action in the following step 4 of this roadmap. At the level of environmental performance, an essential aspect of visioning is what kind of future is expected, based on the analysis of the current state of environmental issues on a general level and especially in the context of the organization. The core principle of creating a roadmap is to acknowledge what kind of changes and concrete actions are needed to improve the environmental performance of the organisation in question. Elaborating these visions demands knowledge about possible solutions. Emotional, cognitive, and behavioural adaptability Adaptability includes emotional, cognitive and behavioural aspects. Adaptability demands knowledge, skills and attitudes: how to cope with uncertainty and support transition towards sustainability? People are different, live in different contexts, and H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 39 need different kinds of tools to promote their adaptability. Collective competences are essential in promoting individual adaptability because collective responses can enable or constrain individual adaptability. At the level of individual competences, the emotional reactions have impact on learning and on the ability to change. Emotions in general either activate or passivate people. From a pedagogical perspective, it is essential to recognise that thinking about future can evoke uncomfortable feelings like ecoanxiety and ambiguity that are individual and need to be encountered in a supportive and safe atmosphere (Pihkala 2020). Knowledge about possible ways to reduce harmful environmental impacts and foster desirable change in society as individuals and as community is also essential. Facing inconvenient facts about future and realising the scale of changes needed in one’s personal life can be stressful. Education can help finding ways to cope with such stress stemming from uncertainty. At the level of collective competences, a caring atmosphere and concrete action for a more sustainable future can engender active hope and resilience among the involved individuals. Supportive listening and taking young people’s worries about the future seriously helps individuals to choose positive coping strategies, and help to avoid indifference, depression and denial of the need for change. Fostering knowledge about possible change is an important task of communities. Focusing on success and positive consequences of actions in favour of sustainability can also help in adapting and coping with the fact that we are living in unsustainable societies: radical changes are inevitable for transitions towards sustainability. From the perspective of environmental performance, also the environmental equipment and models can be examined in light of their adaptability. Developing structures that are more adaptable makes future changes easier. In addition, encouraging concrete action for sustainability of the educational institution via campaigns and by mapping the existing possibilities can engender hope. Exploration through creative and relational knowing Unleashing the creative potential of groups and individuals in promoting sustainability enhances adaptability and may help to identify completely new solutions. A creative approach to encountering sustainability challenges is essential as there are no simple solutions to the wicked sustainability problems that in essence necessitate widening understanding of knowing. Artful approaches are valuable for promoting not only creative problem-solving, but also for strengthening personal relations and ownership of these issues. At the level of individual competences, it is essential to encourage and unleash individuals’ creative and intuitive faculties for encountering the wicked sustainability issues. To solve such problems, we should learn issues on which we have very limited knowledge and skills. Creating novel solutions to novel wicked problems can foster H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 40 individual and collective learning. Transdisciplinary knowledge and systems understanding are also needed to find creative responses to sustainability that really matter. This kind of issue is for example how to turn the principles of circular economy into practice. From the perspective of collective competences, communities have a crucial role in encouraging creative individual initiatives. Collective responses to creative individual initiatives can increase creative thinking among the community. Creative and artistic approaches should be included in curricula, and collective appreciation of other ways of knowing should be made explicit in everyday life of schools and other educational organisations. From the perspective of environmental performance, creativity is necessary for envisioning and design of more sustainable ways of living and effective ways of engaging wider audiences to enhance sustainability. New technical innovations could be part of the solution, but not the only solution. For a more sustainable future, we cannot avoid the question of how to apply the principles of circular economy in different contexts. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 41 An example of the process how to proceed in visioning futures Visioning likely and preferred futures. Integrating knowledge about possible future trends. Mapping the trajectories and changes needed for the realization of a sustainable future. Short-term visioning of preferable, more sustainable futures and changes needed within the context. Reflection on how to foster adaptability and creative, exploratory thinking within the community. 1. 2. 3. 4. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 48 Step 2) are valuable. Calculations can also help to choose between alternative possible actions. All these levels are intertwined: individual competences of the members of a planning team and calculations of impacts of actions affect what kind of possibilities are chosen for concrete actions. Resources Possibilities for change often depend on resources. These can include monetary resources for procurements or salaries, time for planning and action, pedagogical tools and models, or personal skills, knowledge, and abilities. Resources are connected to adaptability described in Step 3. Allocation of resources and prioritisation reflect the values prevailing in the organisation (see Step 1). Some resources could be acquired through reallocating existing resources or through projects. The constantly developing pedagogical toolbox including methods and models of activity is one essential resource. At the level of individual competences, personal resources define/enable or constrain what kind of individual initiatives one can undertake. It is important to identify one’s own potential and possibilities to have an impact on sustainability. Knowing one’s own strengths and limits, and learning to advance to higher levels, helps an individual to actively contribute to sustainability. Wellbeing is important for action competence and is in turn fostered by a positive emotional atmosphere – a cultural-cognitive collective competence that is also relevant for adaptability (See also Step 3 and adaptability). Further training increases personal resources. At the level of collective competences, allocation of resources to sustainability issues can be made by decisions or steering of educational organisations. For example, in Finland, universities and universities of applied sciences must conclude with the Ministry of Education a contract specifying how they plan to use the resources from the government. The supply of pedagogical tools, materials and models construct collective competence. There are remarkable differences between countries in resources that are used and can be used in education and infrastructure, so the starting points vary. This must be considered. At the level of environmental performance, procurement of meters and energy-saving equipment require monetary investments. There can be contextual constraints: in some countries, corruption can draw considerable amounts of resources, while in other countries, rigid bureaucracy may constrain changes in resource allocation. All these levels are intertwined: scarce resources of the organisation on development of sustainability education, or inadequate material tools to reduce harmful environmental impacts, can diminish wellbeing of staff in educational organisations, and thus undermine individual initiatives. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 49 An example of the process Setting up a team for planning sustainability work in educational organisation. Elaborating, through a participatory and inclusive process, an action plan with concrete actions and responsibilities. Implementing the plan with the help of appropriate pedagogical tools and methods, and procurements. Evaluation of the implementation. 1. 2. 3. 4. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 50 Constraints and enablers concerning ACTION This step on the roadmap could reveal contradictions between the implementation of new models of activity (cf. Engeström 1987; Engeström & Sannino 2010), visioned with previous step 3 and planned with step 4, and activities of other actors. For example, textbook publishers might not have contents adapted for new kinds of learning, or cleaning-service providers may not have the resources needed for recycling. Changes in the educational organisation generate a need for changes for other actors. This could create inconvenient situations but could also plant a seed for a larger societal change. As a summary of the step 4, there are some factors that could hinder or enable the work towards action for sustainability in educational organisations. Figure 6. In the field of strategy and action, what could enable or hinder work towards sustainability •KNOWLEDGE OF LEADERS ABOUT SUSTAINABILITY • PERSONAL RESOURCES AND WELLBEING OF PERSONS IN CHARGE AND ALL MEMBERS OF COMMUNITY • FURTHER TRAINING TO STRENGTHEN INDIVIDUAL COMPETENCES •WELL ORGANISED TEAMWORK, PROJECTS, AND MANAGEMENT FOR SUSTAINABILITY • CLEAR TIME AND PLACE FOR COLLECTIVE PLANNING AND IMPLEMENTATION • RESOURCES FOR PLANNED ACTIVITIES •COMPETENCE IN TECHNICAL SOLUTIONS • WORKING COOPERATION WITH LOCAL ACTORS IN CHARGE OF INFRASTRUCTURE • SUFFICIENT RESOURCES FOR PROCUREMENTS AND REFURBISHMENT  ENABLERS   CONSTRAINTS  Individual competences Collective competences Environmental performance •HURRY, TOO MUCH ON THE STAGE • OTHER PERSONAL PRIORITIES THAN ECOLOGICAL SUSTAINABILITY • NO SUPPORT FROM PEERS •NATIONAL OR LOCAL ADMINISTRATION DOES NOT SUPPORT SUSTAINABILITY EFFORTS • COMPETING PRIORITIES OF THE EDUCATIONAL ORGANISATION • NO DISCUSSION AND INVOLVEMENT OF ALL ACTORS •UNSUFFICIENT INFRASTRUCTURE • NO RESOURCES FOR PLANNED STRUCTURES, LIKE RECYCLING BINS OR BIKE RACKS. • CORRUPTION AND UNWORKABLE ADMINISTRATION LOSING RESOURCES H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 51 Tools for Step 4 Here are some tools which you can use when taking the step 4. During ECF4CLIMproject, more tools are collected and tested by partners and demonstration sites. Tools provided in ECF4CLIM-project to the step “Action” • Development of an ECF (European Competence Framework) for climate change and sustainability: challenges and opportunities (WP3) o Development of an ECF (Tasks 3.3-3.5) ▪ The roadmap for promoting sustainability competences in education (This document) o Facilitating the work of Sustainability Competence Teams (SCT) and Sustainability Competence Committees (SCC) with co-design of measures to promote competences, behaviours and social practices towards climate action and sustainable development (Task 4.4) • Testing the ECF: evaluation (WP6) o Evaluation methods for the collective and individual competences, environmental performance, and participatory processes (Tasks 6.1-6.4) • Digital platform to promote active learning and citizen involvement (WP7) o ECF4CLIM digital platform (Tasks 7.1 -7.2) Questions for pedagogical reflection and development • What constrains and enables sustainability in your context? How do you have to take the constraints into account, and how can you take advantage of enablers in planning of actions? • Where to have focus in practicing action? What can we have an impact on? What can we decide? What can we not decide, but can have an impact on? What can we neither have impact on nor decide? • How can we promote inclusive collaboration for sustainability? • What kind of new actions, regulations, relations, discourses, communication practices do we need to promote sustainability? • How could our activities have an impact on the whole society? Exercises, methods, models, and materials • Roadmap table (Appendix 1), for summarising the key points and results of all the steps to help constructing the strategy. • Sustainable development certification of educational establishments in Finland https://koulujaymparisto.fi/in-english/ H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 52 • Activities for teaching Action. Rounder Sense of Purpose. The RSP Partnership, c/o University of Gloucestershire, UK. https://aroundersenseofpurpose.eu/framework/at-pra/ • Eco-schools program https://www.ecoschools.global/ • Sustainable Schools. Best Practices Guide. Ministry of education. British Columbia. https://www2.gov.bc.ca/assets/gov/education/kindergarten-tograde-12/teach/teaching-tools/environmental-learning/sustbestpractices.pdf • A tons of tips for effective team work from Google search, use for example words “methods of effective team work” • Spanish materials o Verbs that impact. Know the consequences of our daily actions on the environment to propose alternatives for its care and maintenance. https://www.naturalizaeducacion.org/sesion_doble/verbos-queimpactan/ o LIBERA Classrooms. It is an environmental education project to raise awareness of the GARBAGE problem in all educational centers that want to be part of this initiative. https://proyectolibera.org/aulas-libera/ o Environmental Seal Sustainable Educational Center – Regional Counselling of Environment, Housing and Land Management of Castilla y León. https://medioambiente.jcyl.es/web/es/participacion-educacionambiental/sello-ambiental-centro-educativo.html • Romanian material: https://www.edu.ro/planuri-de-lec%C8%9Bii-edd • Finnish materials see MAPPA.fi -service, for example: o Keke koulussa -kestävän kehityksen opas/Sustainable development guide for schools https://mappa.fi/materiaalit/keke-koulussa-kestavankehityksen-opas/ H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 53 6. CONCLUDING REMARKS This report introduces an initial European Competence Framework (ECF) aimed at enabling the education community to take action against climate change and towards sustainable development. This initial ECF is structured along the lines of the GreenComp developed by the Joint Research Center of the European Commission (Bianchi & al. 2022). However, this report further develops the competences outlined in the GreenComp and operationalizes them in the form of a roadmap. It aims to provide tools for different stakeholders to foster the enablers and overcome the constraints of sustainability in various educational contexts. The roadmap draws from the ECF4CLIM crowdsourcing results that indicated relevant factors that enable and constrain promoting sustainability. Additionally, the analysis of literature and policy frameworks presented in deliverable 3.2 have provided relevant information about sustainability competences for the process of creating the roadmap. The initial ECF brings together the needs, enablers, and tools for countering the constraints that were identified by the participants of the crowdsourcing exercise, designed to facilitate a participatory process to engage people from different perspectives. Promoting sustainability through education is a complex challenge. On one hand, we must recognize that we are facing a complex set of wicked problems which need to be tackled on multiple fronts at the same time. On the other hand, it is clear that not all the necessary changes can be done at once. The intention of this roadmap is to help the readers to find the concrete ways how and where to begin the change in their context. The roadmap hopefully helps teachers and education experts to create visions and a purposeful strategy on how to promote sustainability in practice in the specific context and how to evaluate it. Through a participatory approach we can facilitate learners’ abilities to name and frame their own ideas and concerns about our future, and their position and potential for change. Focusing on the positive aspects of sustainability can increase people’s sense of wellbeing and meaningfulness. A school or university that takes sustainability as a core principle, can focus on advancing planetary wellbeing for students, teachers, communities, nations, ecosystems and the planetary biosphere. Positive focus on fostering collective atmosphere of care and success in sustainability can feed motivation to change and act. Creating a roadmap becomes meaningful only when it becomes connected to practice; the actions and activities people do in their everyday lives. However, understanding how to act is a necessary but not sufficient condition for change. Humanity faces sustainability crises that accumulate and accelerate right before our eyes, which may result in anxiety, depression, and paralysis of some individuals, resulting in a complete loss of the ability to act in a meaningful way. Many of the crowdsourcing participants posed the question: how to empower and encourage people; how to cultivate care and hope while taking the gravity of the global situation H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 54 seriously within our educational community? Moving forward, we need sustainable hope, based on the recognition of facts. Sustainable hope also requires the ability to envision positive prospects for the future. Promotion of sustainable hope is one of the most essential elements of this roadmap. This initial roadmap is not our final proposal for possible roads and routes to a sustainable future. During the ECF4CLIM-project (2001-2025) the vision about the constraints, enablers, possibilities, processes, and even goals for sustainability in educational setting will be further clarified and reassessed. At the end of the project, a more sophisticated and tested version of the ECF will be presented for further development. An easy-to-use website of the roadmap will be constructed at a later stage to enable larger audiences engage in its further development. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.3, The development of an initial ECF 55 REFERENCES Butler, F. C. (1978). The concept of competence: An operational definition. Educational Technology, 18(1), 7-18. Engeström, Y. 1987. Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit. Engeström, Y. & Sannino, A. 2010. Studies of expansive learning. Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. doi:http://dx.doi.org.helios.uta.fi/10.1016/j.edurev.2009.12.002. Kemmis, S. (2022). Addressing the climate emergency: A view from the theory of practice architectures. The Journal of Environmental Education, 53(1), 42-53. Kemmis, S., McTaggart, R., & Nixon, R. (2015). Critical theory and critical participatory action research. The SAGE Handbook of action research, 453-464. Pihkala, P. (2020). Eco-anxiety and environmental education. Sustainability, 12(23), 10149. https://www.mdpi.com/2071-1050/12/23/10149 Scott, J. (2013). Institutions and Organizations. Ideas, Interests, and Identities. 4th ed. SAGE Publications. Vare, P., (2022). Introduction. In: Vare, P., Lausselet, N. & Rieckmann, M. (2022). Competences in Education for Sustainable Development: Critical Perspectives. Springer. 56 Appendix 1. Table for summarising the key points and conclusions of each step of the roadmap. Basis UNDERSTANDING OF HUMAN DEPENDENCE OF ECOSYSTEMS’ WELLBEING as the starting point Step 1 ENGAGEMENT Values Personal level: Community: Needs Personal level: Community: Principles of the participatory process: Step 2 CONNECTIONS Current state Sustainability issues on Personal level: Community: Societal: Global: How do we frame the problem? Cultural aspect Assumptions: Personal Collective Step 3 VISIONS Dream of sustainability Individual level: Community: Societal: Global: Changes that need to happen Individual level: Community: Societal: Global: Plausible futures (Trends & trajectories) Individual level: Community: Societal: Global: Step 4 ACTION Resources: Available Missing STRATEGY Who? What? Where? (Structures) How? Enablers: Constraints: What can we have impact on and what can we decide? EVALUATION related to all the steps. 57 Appendix 2. An example material for teaching complexity The Ocean garbage patch is quite a mess Niina Mykrä Published in Finnish in the journal ”Ympäristökasvatus 2022” (Environmental education 2022) Far away in the ocean is a large patch of waste. Images of “plastic soup” and dead birds with bellies full of plastic have become engrained in the minds of many of us as nightmares. But fortunately, we know how to deposit garbage in the correct bin, our waste management functions, and we are on our way towards solving rather than making this problem worse. Or are we? Photo: Forest and Kim Starr (Wikimedia CC-BY-3.0-US) I ride by car to the local grocery and grab a ready-made tuna salad to my plastic sports bag on the way to the soccer fields. I put on the workout clothes I just bought at discount and feel bad about the disposable packaging of the salad. What makes things easier is that there is a sorting bin for the plastic cover in the corner of the hall. I throw my training clothes to the laundry machine, take a shower, and finish off with a layer of face scrub. The day is over. This seemingly mundane episode - one of many - is a small knot in a thread that stretches around Tellus. The tentacles reach all the way to the waste patches of the seas. The lid of my salad package is one example of the ten most frequently found types of plastic litter on the beaches of the EU countries. In addition to food packaging, the beaches are littered by disposable cups, cutlery and other dishes, various cotton products containing plastic, plastic sticks and straws, cigarette filters, plastic bags, and