D3.2 ANALYSIS OF LITERATURE AND EXISTING POLICY FRAMEWORKS

0 D3.2 ANALYSIS OF LITERATURE AND EXISTING POLICY FRAMEWORKS 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 Task leader ISQ, Instituto de Soldadura e Qualidade Start Date of the Task 01.10.2021 Duration of task 6 months Contributing WP WP3: Development of ECF for Climate Change and Sustainable Development Tasks Task 3.2. Analysis of literature and existing policy frameworks Dissemination Level Public Due date 2022 March 31 Submission date 2022 May 12 Responsible partner ISQ Contributing organizations CIEMAT, JYU, MEDARESEARCH, TREBAG Authors: Tânia Alves, Lara Ramos (ISQ); Hannu Heikkinen, Terhi Nokkala, Niina Mykrä, Anna Lehtonen (JYU); Marian Constantin (MedaResearch); Carmen Lago, Yolanda Lechón, Ana Prades (CIEMAT); Ricardo Chacartegui, Jose Antonio Becerra, Antonio Serrano, Angela Barrios (University of Sevilla), Josep Espluga (Autonomous University of Barcelona), Monika Varnai, Nora Kovesd (TREBAG) Version 1.0 The project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 101036505 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 D3.2. Analysis of Literature and Existing Policy Frameworks 1 Index INTRODUCTION ..................................................................................................................................... 3 LITERATURE REVIEW .............................................................................................................................. 5 GREEN SKILLS DEFINITION ............................................................................................................................. 11 SUSTAINABILITY AS A COMPETENCE ................................................................................................................. 14 DEFINITION OF THE SUSTAINABILITY CONCEPT ................................................................................................... 21 POLICY FRAMEWORKS FOR SUSTAINABILITY ....................................................................................... 22 INTERNATIONAL AND EUROPEAN POLICY FRAMEWORKS FOR SUSTAINABILITY ........................................................... 22 NATIONAL/REGIONAL POLICIES ABOUT SUSTAINABILITY COMPETENCES IN EDUCATION AND TRAINING ......................... 30 Finland ............................................................................................................................................... 30 Hungary ............................................................................................................................................. 37 Portugal ............................................................................................................................................. 47 Romania ............................................................................................................................................. 52 Greece ................................................................................................................................................ 57 Spain .................................................................................................................................................. 59 ORGANISATIONAL INITIATIVES ABOUT SUSTAINABILITY COMPETENCES FOR CIVIL SOCIETY .......................................... 65 Finland ............................................................................................................................................... 65 Hungary ............................................................................................................................................. 67 Portugal ............................................................................................................................................. 70 Romania ............................................................................................................................................. 73 Greece ................................................................................................................................................ 76 Spain .................................................................................................................................................. 79 NATIONAL CURRICULA ANALYSIS ......................................................................................................... 85 FINLAND.................................................................................................................................................... 85 Curriculum analysis ............................................................................................................................ 85 HUNGARY .................................................................................................................................................. 94 Curriculum analysis ............................................................................................................................ 94 PORTUGAL ............................................................................................................................................... 107 Curriculum analysis .......................................................................................................................... 107 ROMANIA ................................................................................................................................................ 114 Curriculum analysis .......................................................................................................................... 114 GREECE ................................................................................................................................................... 130 Curriculum analysis .......................................................................................................................... 130 SPAIN ..................................................................................................................................................... 136 Curriculum analysis .......................................................................................................................... 136 BENCHMARK ...................................................................................................................................... 142 COUNTRY HIGHLIGHTS ................................................................................................................................ 146 MAIN CONCLUSIONS.......................................................................................................................... 148 REFERENCES ....................................................................................................................................... 150 GLOSSARY OF TERMS ......................................................................................................................... 157 APPENDIX .......................................................................................................................................... 159 HUNGARY ................................................................................................................................................ 159 ROMANIA ................................................................................................................................................ 168 GREECE ................................................................................................................................................... 175 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 D3.2. Analysis of Literature and Existing Policy Frameworks 2 SPAIN ..................................................................................................................................................... 180 FINLAND.................................................................................................................................................. 186 GREENCOMP COMPARISION WITH NATIONAL CURRICULA .................................................................................. 190 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 D3.2. Analysis of Literature and Existing Policy Frameworks 3 Introduction Human-induced climate change is putting the achievement of all Sustainable Development Goals (SDGs) at risk. Current research shows that countries are not moving simultaneously in incorporating sustainability and sustainable development into curricula. It becomes clear, then, that more work needs to be done to make education incisive enough to impact the environment positively (Boarin et al., 2022). Not only do national curricula need to address this concern and identify the knowledge, skills and attitudes that future citizens will need to display to address environmental risks as it is necessary to fill the gap between curriculum design and students’ achievements to prepare them for an ever evolving and increasingly demanding society (Boarin et al., 2022). The most significant (and probably the greatest) challenge educational systems face today is the urgency to prepare a kind of subject ready to tackle climate change consequences by the same societies that produced those problems. The inclusion of sustainability has been more significant in higher education than in other educational stages, and academic research still focuses mainly on sustainability's environmental and economic dimensions, thus revealing a narrow conception of sustainability (Suárez-López & Eugenio-Gozalbo, 2021). Early childhood, primary and secondary school, vocational education, adult education, and lifelong learning are equality, if not most important to induce societies to discover new and effective ways to address climate change, a problem that demands to re-learn to live in tune with the planet (Bianchi, 2020). Individuals should develop attitudes and behaviours that support a sustainable future for all from an early age, and they should take an active role and responsibility for a sustainable world. It is well known that the foundations of people's attitudes toward the environment and the world are formed in childhood (Guler, 2021). PISA revealed in 2006 that almost all learners in OECD member countries attend schools where these and other issues such as pollution and environmental degradation are part of the curriculum, but the lack of a widespread and universal competence framework for sustainability has resulted in the proliferation of many definitions of what knowledge, skills, attitudes, and values for sustainability are, failing to provide a clear and unified direction to education (Bianchi, 2020). In this report we present a review of the literature on sustainability competencies that are needed for society to be able to tackle these sustainability challenges and an exploratory study on international and national educational and environmental policies. On a methodological note, we have undertaken a two-step methodology. First, we conducted a literature review on green skills and sustainability as a competence. Considering the availability of a recent literature review on the same topics (Bianchi, 2020), we have decided to perform our review over the articles published in the past three years and indexed in Scopus. However, we also included literature references reported by the projects’ partners that fell out of the main chronology when relevant. This option had in mind the relevancy of the documents suggested. After step one, we collected and analysed official documents related to the environment and educational policies to identify the concerns with sustainability in both areas. When available, documents officially translated into English were used. In cases where this option was not available, we resorted to machine translation by Google services. Such was the case for Hungary, Romania and Greece. Therefore, these translations must be taken with caution since we cannot 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 D3.2. Analysis of Literature and Existing Policy Frameworks 4 guarantee the reliability of the translation, especially in the case of the translation from Greek to English, which is not, apparently, very accurate. Besides the information provided by the project’s partners, some databases were used to identify relevant policies and documentation about climate policies and the educational systems of each country. The resources used were The European Climate Adaptation Platform ClimateADAPT, The European Commission Energy homepage, The EACEA National Policies Platform, and National Implementation Reports ESD 2018 The structure of the report follows this structure. We start by presenting the results of our literature review. Then we introduce the political analysis of international and national policies. To make the report useful for other researchers, we tried to quote excerpts from the documents directly. This choice eventually has the negative consequence of document extension but facilitates its appropriation. Then, we analyse and systematize the national curricula of each participating country. The strategy of the analyses was to focus on compulsory education and the exhaustive presentation of skills and learning outcomes related to sustainability and environment awareness. The results show different realities for each country explained by their cultural traditions on ecology. However, these differences in politics must take into account the participation and initiative of school practices and civil society participation. These two elements may disclose a reality of concerns with sustainability issues and a set of behaviours that aim to tackle climate change consequences that the analyses of legal documents could not capture. The results show that although environmental concerns are present in each country, their addressing can encompass a poetic perspective that approximates the idea of children and nature and a curriculum design strategy that sets outcomes in students' knowledge, skills and attitudes. Finally, we outline an appendix in which we present the curricula of each country, organized by level of education, discipline, topics covered and skills or learning outcome, hoping to facilitate not only the comparison between countries but also the mapping of the current provision of green skills in compulsory education. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 5 Literature review The Agenda 2030 and the 17 SDG In 2015, following the Decade of ESD, the United Nations states adopted the 2030 Agenda for Sustainable Development. The political agenda defines 17 Sustainable Development Goals (SDGs) comprising a total of 169 environmental, social, and economic interconnected targets aimed at fighting poverty, caring for the planet and reducing inequalities (Vallez et al., 2022) and corresponding to sustainability concerns, such as the exploitation of natural resources, environmental pollution, and social injustice (UN, 2015). The 17 goals and 169 targets are intended to stimulate structural actions from international governments to balance economic, social, and environmental issues and dimensions (Boarin et al., 2022). UNESCO condenses SDGs into four key areas: climate change, sustainable consumption and production, biodiversity, and disaster risk reduction (Diepolder et al., 2021). This document is considered a milestone in the global discourse on sustainable development (Boarin et al., 2022) and a “watershed moment” in the long history of SD, providing an innovative and holistic approach to solving the world’s most compelling challenges about sustainability and its ramifications (De Iorio et al., 2022). Ban Ki-Moon, the eighth Secretary-General of the United Nations, stated that SDGs are the most scientific, comprehensive, and ambitious set of goals that the United Nations has ever presented. There is an expansion of scope in the 17 goals, ranging from eliminating abject poverty to forging global partnerships. The 17 SDGs are a significant move forward in sustainable development, taking a much broader view of sustainability than attempted before (Nogueiro et al., 2022). However, practical issues such as how to implement change continue to exist. Achieving the 2030 Agenda is the responsibility of all countries and industries, necessitating both private and public sector organisations to play an active and influential role. According to De lorio et al. (2022), private businesses are expected to be critical to the success of these challenges by increasing productivity, driving inclusive economic growth, and creating jobs. On the contrary, the public sector is viewed as critical to accelerating and pursuing SDGs because it works in the public interest for social good, promoting welfare, inclusivity, and equity. The international community recognized education as a critical promoter of sustainability and a better quality of life by setting a specific SDG on Quality Education (SDG 4) and as an essential element to achieving targets and indicators by 2030 (Cebrian et al., 2022). As a stand-alone goal, Agenda 2030 highlights the efforts to guarantee inclusive, equitable, and quality education and promote lifelong learning for all (González-Pérez et al., 2022). Furthermore, target 4.7 of SDG 4 is devoted to education for sustainable development and the knowledge and competencies to be promoted amongst learners to cultivate global citizens as change agents towards more sustainable societies (UNESCO, 2017). More recently, the Paris Agreement recognized the importance of "climate change education and training" and asked involved parties to cooperate in taking appropriate measures (Boarin et al., 2022, p. 2). Also, the new Education for Sustainable Development: Towards achieving the SDGs framework outlines actions in five priority action areas on policy, learning environments, building capacities of educators, youth and local level action, stressing education for sustainable development key role for the achievement of the 17 SDGs (UNESCO 2020) (Cebrian et al., 2022). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 6 Education is also the fundamental basis of social transformation. We need to acquire new skills, values, and attitudes that lead to more sustainable societies. Education systems must respond to this pressing need by defining learning objectives and relevant learning content, introducing pedagogies that empower learners and urging institutions to include sustainability principles in their management structures. Sustainable development refers now to the use of technologies to combine the physical, digital, and biological worlds to improve the lives of citizens who live in harmony with the environment (Membrillo-Hernández et al., 2021). The progress in reaching the goals was already behind schedule, and the world has faced significant challenges since establishing the 2030 Agenda. The disruptions resulting from the pandemic have emphasised the essential nature of the digital sphere in advancing the SDGs and the existing education inequalities. The United Nations projects that 2.8 million young people and children are at risk of lacking access to education or dropping out (Clark et al., 2022), which is a problem by itself and can undermine the establishment of the SDGs. Table 1. Sustainable Development Goals and targets and indicators related to environmental sustainability education (Agenda 2030) Nr. SDG 1 No poverty 2 Zero hunger 3 Good health and well-being 4 Quality education Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment 5 Gender equality 6 Clean water and sanitation 7 Affordable and clean energy 8 Decent work and economic growth 9 Industry, innovation and infrastructure 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 D3.2. Analysis of Literature and Existing Policy Frameworks 7 10 Reduced inequalities 11 Sustainable cities and communities 12 Responsible consumption and production Target 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature. Indicator 12.8.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment 13 Climate action Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning. Indicator 13.3.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment. 14 Life below water 15 Life on land 16 Peace, justice and strong institutions 17 Partnerships for the goals Source: Agenda 2030. The EU Green Deal - a roadmap to sustainable economies The European Green Deal (EGD) is a set of policy initiatives to make the EU countries’ economies sustainable and overcome such critical challenges as climate change and environmental degradation (Widera, 2021). The Deal was approved in 2019 for the Multiannual Financial Framework 2021–2027 to promote clean energy production, smart cities and the well-being of businesses and professionals in Europe. The European Green Deal pledged the Commission to develop a European competence framework for schools, training institutions, and universities to develop and assess attitudes, skills, and knowledge about climate change and sustainable development. The European Commission is also reinforcing its commitment to green and sustainable growth with the Recovery Plan for Europe designed to put the recovery on track by the path of the European Green Deal (García Vaquero, 2021). In this context, the Recovery and Resilience Facility (RRF) was set up to offer financial support for public investments and reforms. The RRF is a vital programme of the EU Recovery Instrument 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 D3.2. Analysis of Literature and Existing Policy Frameworks 8 (NextGenerationEU) in the revised Multiannual Financial Framework (MFF) for 2021–2027. It includes the provision of non-repayable financial support and loans to the Member States to support public investments and reforms, as set out in their National Recovery and Resilience Plans (NRRPs). These loans complement non-repayable support and are to be proposed in exchange for additional reforms and investments beyond those that benefit from the nonrepayable financial support (García Vaquero, 2021). However, the definition of these programmes does not guarantee their success. The National Plans for each country must enable member states to reap the full economic and employment benefits of the green transition, creating new green jobs, stable, predictable, and resilient economic growth, and less pollution with healthier and cleaner air (García Vaquero, 2021). The EU pact for skills The European Commission (EC) and Organisation for Economic Co-operation and Development (OECD 2005) have formulated several competency frameworks considered prerequisites for handling societal challenges, including green transformation. These competencies emphasise the importance of behavioural and attitudinal aspects in civil society and generalised approaches to develop the necessary competencies. Such frameworks are DeSeCo, EntreComp, DigComp, LifeComp, GreenComp, and 21st-century skills. Unfortunately, the development of these competencies in different areas is not interrelated, and competencies for green transformation are poorly addressed. Furthermore, such articles, individually, do not meet the needs of green transition as a complex and integral competence. The Partnership for 21st Century Skills is a collaborative organisation of governments and businesses that defined a framework for developing the skills, aptitudes, and attitudes necessary to succeed in the workplace and 21st-century society. It categorises competencies into three categories: 1. learning skills (creativity and innovation, critical thinking and problem solving, communication and collaboration); 2. literacy skills (information literacy, media literacy, and ICT literacy), and 3. Life skills (flexibility and adaptability; initiative and self-direction; social and intercultural skills; productivity and accountability; leadership and responsibility). The concerns with the environment and sustainability are present in different skills frameworks. For instance, the European Entrepreneurship Competence Framework (EntreComp) includes the following skill: Ethical and sustainable thinking: Assess the consequences and impact of ideas, opportunities and actions • Assess the consequences of ideas that bring value and the effect of entrepreneurial action on the target community, the market, society and the environment • Reflect on how sustainable long-term social, cultural and economic goals are, and the course of action chosen • Act responsibly. The Digital Competence Framework for Citizens (DigComp) includes “Protecting the environment: To be aware of the environmental impact of digital technologies and their use” in the set of skills. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 15 sustainability (De LaTorre et al., 2022). Peiró et al. (2021) adds the definition of competence as a set of behaviours that aid in achieving desired outcomes. Furthermore, they are socially and future-oriented and linked to a specific context. The concept of competences differs from capabilities, competencies, and skills. The term derives from the Latin word "Compete," which means "ability to do something." (Fodor et al., 2021, p. 3). Competence is a small-scale identifiable element, a demonstrable skill associated with completing a task that contributes to a capability. A capability can be considered a large-scale, integrated characteristic; a competency is acquiring contributing elements known as a skill or competence/competencies. Competence encompasses the development of both a skill and a competency. The degree of skill acquisition distinguishes competence from skills/competency (Holdsworth, 2021). Bianchi asserts that education typically thinks in terms of competencies; however, the labour market requires skills (Fodor et al., 2021). The connections between capability/attribute, competence, competencies, and skills are critical in the development and implementation of educational programs." (Holdsworth, 2021). Researchers and practitioners in the competence field typically rely on Boyatzis' definition, classifying individual characteristics into three dimensions: knowledge, skills, and attitudes/values (KSAs) (De LaTorre et al., 2022). Put in another way, competences are a person's knowledge, skills, abilities, attitudes, and other characteristics that enable them to perform skillfully (making reasonable decisions and taking action) in complex and uncertain situations such as work, civic engagement, and personal life (Beagon, 2022). KSAs are defined as follows (De LaTorre et al., 2022): ● Knowledge is the "cognitive" aspect of competence; it refers to all of the topics and issues that people are familiar with or need to be familiar with to do their job. It is frequently associated with the "head"; ● Skills are the "practical" or applied dimension of competence; this dimension refers to what people are capable of doing or what they need to do to do their job. It is frequently associated with "hands"; ● Attitudes refer to the attitudes and values that people must have to do their jobs well. It's frequently associated with the "heart". The literature examines green attitudes from the following angles (Cabral, 2021): 1. Attitudes formed as part of environmental education for environmental problems and solutions; 2. Attitudes toward environmental education and education for sustainable development; 3. Attitudes toward environmental protection ; 4. Attitudes toward sustainable development; 5. Attitude toward a commitment to ecological challenges; and 6. Attitude supported by a sense of responsibility for environmental issues, respect for nature and society, and assessment of socio-environmental conflicts. Several studies delineate green behaviour as the following viewpoints (Cabral, 2021): 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 D3.2. Analysis of Literature and Existing Policy Frameworks 16 1. Behaviour that demonstrates respect for the environment and engages in proenvironmental collective actions; 2. Preventive measures initiated to protect the natural environment and conserve energy; 3. Reusing and recycling natural resources; 4. Behaviour for environmental conservation; 5. Behaviour to achieve sustainability; and 6. Behaviour to produce green products, labelling the products as environmentally safe, recycling and receiving packages and developing products that cause the least harm to the environment. Competence-based education focuses on students' learning outcomes rather than what teachers should be teaching. Competencies enable teachers to perform better and more effectively under various circumstances, frameworks, and conditions (Rieckmann et al., 2022). This way, competences cannot be taught; they must be developed. As a result, ESD necessitates a transformative, action-oriented pedagogy. This demands that educators have the competencies necessary to support learners' competence development (Rieckmann et al., 2022). As a consequence, it is necessary to distinguishing between content knowledge ("what to teach") and pedagogical content knowledge ("how to teach"). The shift from educational contribution to environmental awareness to sustainability competences is based on the idea of an active future citizen who must gain the competence and willingness to effectively implement sustainability principles and seek ways to intervene where they are being implemented (Mets et al, 2021). This has led researchers to hypothesise that sustainability could be taken as competence in itself, with its definition that could be a crosscompetence to different education levels, and with its compliance and evaluation indicators (Membrillo-Hernández et al., 2021). Developing sustainability competencies at all levels of education is especially important for developing sustainability literacy and individuals becoming positive change agents in their workplaces and personal lives (Cebrian et al., 2020). Bianchi (2020, p. 2) differentiates between "competences in sustainability and key competences in sustainability", defining the first as "the interlinked set of knowledge, skills, attitudes, and values that enable effectively, embodied action in the world, according to the context"; and key competences in sustainability as "several sustainability competences that functionally relate to each other. It facilitates achieving successful performance and a positive outcome that progresses sustainability while working on specific sustainability challenges and opportunities in various contexts. The European Parliament and Council define social and civic competences as one of eight Reference Framework Key competence areas 1 (Table 2), which include, among other things, social participation and civic responsibility. The issues of sustainability and green transformation are likely to become transdisciplinary rather than disciplinary or interdisciplinary issues in the context of contemporary citizen competencies. Socio-scientific competencies are associated with various so-called soft skills and civic values. In addition to environmental and sustainability 1 COUNCIL RECOMMENDATION of 22 May 2018 on key competences for lifelong learning. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 17 awareness in general education, students should acquire 'citizenship' competencies, including those involving a more collective realisation (Mets et al., 2021). Table 3. Key competences for lifelong learning Eight key competences Literacy competence Multilingual competence Mathematical competence and competence in science, technology and engineering Competence includes an attitude of critical appreciation and curiosity, a concern for ethical issues and support for both safety and environmental sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community, and global issues. Digital competence Personal, social and learning to learn competence Citizenship competence Citizenship competence is the ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic, legal and political concepts and structures, as well as global developments and sustainability. Entrepreneurship competence Cultural awareness and expression competence Since the turn of the century, researchers have debated which competencies could promote sustainability in everyday life (Sanchez-Carrillo et al., 2021). Several studies have attempted to identify key competencies for promoting SD in education institutions and developed educational models. In addition, numerous studies have focused on integrating these competencies into various types of programs. These studies focus mainly on higher education. However, stakeholder perspectives, such as those of teachers and students, were also investigated, emphasising pedagogy and education methods for these competencies. Reviews on this topic have also been conducted in the last decade. These studies have identified a set of skills that should be taught. Some studies provided structured proposals based on models or frameworks, while others provided a list of competencies without a framing structure (Peiró et al., 2021). Wiek, Withycombe, and Redman’s (2011) work is the most frequently cited and debated key competencies framework in the academic literature on sustainability education (Beagon, 2022). As summarized by Wiek et al. (2011), critical competencies in sustainability include systemsthinking, anticipatory, normative, strategic skills, and interpersonal competence. Numerous studies used this framework as a basic theoretical foundation, resulting in some convergence in other studies (Bianchi, 2020). Rieckmann (2012) proposed expanding this framework with additional sustainability competencies emphasising critical thinking and integrated problem solving as skills required to improve sustainability. Wiek et al., expanded on their previous findings to include integrated problem solving (Beagon, 2022). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 18 Table 4. Abbreviated definitions of the key competencies in sustainability (Wiek et al. 2011, 2016) Source: Brundiers et al., 2021. Recently, a team of fourteen international experts in sustainability education conducted a Delphi study on Wiek et al. (2011, 2016) framework of key competencies in sustainability to build expert consensus (Brundiers et al., 2020). The experts agreed with the original framework and added two new competencies to it, namely intrapersonal and implementation competencies. Table 5 contains the most recent updates to the framework's definitions of key competencies in sustainability. Table 5. Definitions of key competences in sustainability in Brundiers et al. 2020. Source: Bianchi, 2020. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 19 A review of the learning outcomes and skills developed in sustainability leadership education consistently emphasises collaborative, experiential, and transformational learning. Collaborative skills and learning outcomes focus on effective communication, involving others in sustainability efforts, and working well in diverse groups. Experiential skills and learning outcomes revolve around students' communities' sustainability problems and incorporating informed decisions into their daily lives. Finally, transformative skills and learning outcomes frequently rely on students' ability to engage in self-criticism and self-development processes (Allen, 2021). Many of the mentioned competencies focus on complex cognitive processes used to understand and analyse complex reality and context. Another well-known stumbling block is the one referring to attitudes and values. Furthermore, several competences are related to emotion management concerning oneself and interactions with others. The third set of competencies emphasises social aspects. Competencies mentioned here include social relationships, participation, collaboration, and appreciation and respect for cultural differences. To improve collective actions for SD, it is frequently necessary to stimulate others, promote shared views and goals, and use catalytic leadership. The fourth block focuses on more "behavioural" competences that are more closely related to the actions that characterise the competence, though their enactment will always be contextual. Another crucial component, though one that is often overlooked, is the orientation toward the future. Again, SD necessitates these skills because the concept is clearly oriented toward the future. This competency set includes visioning, anticipating, forecasting, foresight, strategizing, and visualising scenarios. Finally, it is worth noting the importance that several authors place on interdisciplinary work and, in some cases, research competencies (Peiró et al., 2021). A pedagogy for Sustainability Competences The distinction between education for sustainable development (ESD) and sustainability competencies is that competencies are concerned with the competencies that teachers and educators must implement in educational settings in order to promote sustainability competencies among their students (Cebrian et al., 2020). For this reason, recent studies have begun to investigate the most relevant pedagogies needed to shape the profile of students and future citizens and prepare them to produce the significant transformation required to achieve global sustainability goals (Boarin et al., 2022). The existence of diverse perspectives on sustainability and diverse approaches to embedding ESD is seen as a positive factor in ensuring that new developments are culturally and locally relevant (Cebrian et al., 2022). Education for sustainability is a comprehensive and transformative education that addresses learning content and outcomes, pedagogy, and the learning environment. Learning methodologies and teaching behaviours must be changed to make all students active agents and precursors of sustainable behaviours. A constructivist approach to learning may be better suited than a behaviourist approach. Sustainability education calls for an action-oriented, transformative pedagogy that promotes self-directed learning, participation and collaboration, problem-solving, inter-and transdisciplinarity, and the integration of formal and informal learning to develop key sustainability competencies (Cebrian et al., 2020). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 20 Other authors advocate a whole-school approach shifting from an add-on to existing subjects and curriculum to a transdisciplinary and holistic embedment. Students need to participate in meaningful and deep learning experiences that engage them in cognitive, psychomotor, and affective learning domains (Cebrian et al., 2022). Currently, there is much emphasis on what students will be able to do at the end of their learning pathways and experiences and how well-developed curricula, instructions, reporting, and assessments foster this. This is commonly referenced as learning outcomes-based curricula (Fodor et al., 2021). Some other emerging trends in the education for sustainability research literature are education on alternatives to the linear economic system or the broad area of digitalization. Research in this area has three categories (Diepolder et al., 2021): ● content-related (e.g., the effect and handling of fake news); ● medium-related (e.g., mobile learning, massive open online courses); ● interactive learning environments. Another topic of discussion on education for sustainability is the assessment of competences. The competencies are acquired through learning-by-doing in a specific context while being supervised. As a result, context is an essential factor in determining whether or not behaviours are competent. It includes the physical environment and the social environment and its dynamic person-environment interaction over time. Thus, knowing the context is required for assessing a given competence, and it is taken into account to understand better and appraise the meaning and effectiveness of the behaviours (Peiró et al., 2021). Furthermore, competences come to the fore in terms of performance. Thus, assessing behavioural manifestations of competencies in a given context is the most direct way to measure them. Behaviours frequently produce outputs that we can analyse and evaluate as indirect but valid evidence of the competencies used in their production. Then, based on the behaviorally anchored report on how an actor dealt with the complex issue at hand, competences can be assessed (Peiró et al., 2021). One of the challenges in achieving the SDGs through education for sustainability competences is their lack of specificity because they are presented in a framework that is too broad, inconsistent, and difficult to quantify and implement. They are also presented without clear priorities or a plan for achieving them (Baena-Morales & González-Víllora, 2022). The importance of teachers and school leaders in embedding ESD in schools has been widely acknowledged. A large body of literature addresses the drivers and barriers to embedding ESD based on teachers' and educators' perceptions and perspectives. Because of their privileged decision-making position and ability to influence school organisational conditions, school principals are envisioned as crucial change agents embedding sustainability. However, there is a scarcity of research on the educational leadership qualities and processes required to build sustainable schools (Cebrian et al., 2022). Another issue is that teachers are not adequately trained in general (Baena-Morales & GonzálezVíllora, 2022). In contrast to the assumption that educators can intuitively navigate new pedagogical practices and educational design for sustainability, difficulties arise from a lack of 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 D3.2. Analysis of Literature and Existing Policy Frameworks 21 planning time, difficulties developing sustainability content, and uncertainty about sustainability issues (Allen, 2021). Given these challenges and the scarcity of prior research, a review outlining consistent and effective pedagogies, skills, and learning outcomes to guide educators in the facilitation of sustainability leadership education is required (Allen, 2021). Finally, educational systems need to consider current challenges to delivering sustainability skills. The Covid-19 pandemic and the lockdowns in countries worldwide necessitated immediate and drastic measures to ensure teaching continuity and student retention. Although many schools provide learning through virtual classrooms, many students have limited access to the internet. Furthermore, successful teaching is dependent on the computer literacy of teachers, educational administrators, and parents. The World Economic Forum's report for 2021 outlines the major post-pandemic social issues (e.g., extreme weather, deaths from infections, climate action failure, environmental damage, digital gap, cyber failures, lifestyles in crisis). It emphasises the need to improve equity in access to technology (Boarin et al., 2022; GonzálezPérez et al., 2022). Definition of the sustainability concept Sustainable development was defined for the first time in 1987 when the United Nations established the World Commission on Environment and Development (WCED) to establish “A global agenda for change”. In its report Our Common Future (also known as the Brundtland Report), an explicit link was made between social, economic, cultural, and environmental issues. Sustainable development was defined as "development that meets the needs of the present without jeopardising future generations' ability to meet their own needs" (Cebrian et al., 2022). Furthermore, economic growth, environmental impacts, and social issues are framed as interconnected systems in the report, implying that economic development must be balanced with social justice and ecological wellbeing (Allen, 2021). However, as of 2021, some experts have included other domains that contribute to sustainable development: culture, technology, economics, and politics (Membrillo-Hernández et al., 2021). These domains are also designated as dimensions of sustainability: environmental protection, economic vitality maintenance, and adherence to specific social considerations about human development (Mirčetić et al., 2022). In 1992, through UNESCO's programme EDSGlobal, sustainability became a concept as a public policy that responds to an urgent need for action by the world's governments to care for the environment and society, promoted for the first time (Membrillo-Hernández et al., 2021). International and national agencies' definitions of sustainable development or sustainability have frequently been criticised for being vague, abstract, ambiguous, contradictory, and nonoperational. They do not clarify what methods and innovative processes are required to cultivate sustainable communities (Cebrian et al., 2022). This has resulted in a diverse counter-discourse. A common critique is of the sufficiently vague definition promoted by the international mainstream, ambiguous enough to allow for consensus building but devoid of much substance. Nevertheless, by the mid-1990s, the concepts of 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 D3.2. Analysis of Literature and Existing Policy Frameworks 22 sustainable development and sustainability had become widespread, making their way into academic literature and policy agendas worldwide (Purvis et al., 2018). As a result, different perspectives and definitions coexist among various disciplines such as politics, economics, education, and environmental sciences (Cebrian et al., 2022), adding ambiguity to this concept. The term has experienced terminological dispersion, resulting in the emergence of over 300 conceptualizations (Baena-Morales & González-Víllora, 2022). "Sustainable", "sustainability", and "sustainable development" are terms that have gained global relevance, initially associated with planet preservation issues but now more associated with human well-being and relationship with the planet for the well-being of future generations. These terms have had to be re-examined because society has used them ambiguously, conflating them on occasion with growth, progress, maturity, evolution, or wealth. However, the significance of sustainability is linked to the ethics that guide human conduct, reflecting the values of courage, prudence, and hope (Nogueiro et al., 2022). The meaning of sustainability has evolved, with the most common being to associate it with something that lasts, is perennial, or by its nature remains present without consuming something that would be harmful externally. The term has gained popularity in policy-oriented research to express what public policies should achieve. The modern sciences of the twenty-first century have adopted the concept of sustainability as a requirement for the coexistence of the Earth's biosphere and human civilization (Membrillo-Hernández et al., 2021). The ‘three pillars’ conceptualisation, environmental, economic, and social, has gained widespread traction. This is typically realised through the balancing of trade-offs between seemingly equally desirable goals within these three categories, though applications vary. However, one problematic aspect of this conceptualization is its lack of theoretical development; according to Purvis et al., (2018) there appears to be no original urtext from which it derives, instead appearing in the literature and commonly taken at face value. This approach was presented as a 'common view' of sustainable development as early as so common that it does not appear to require a reference. Although this theory became commonplace some works consider additional pillars such as institutional, cultural, and technical (Purvis et al., 2018). Policy Frameworks for Sustainability Policies for incorporating sustainability themes into education have been in place since the 1970s. However, their focus has shifted significantly since the beginning. Michelsen (2016) divides the evolution of education for sustainable development into three key phases: the orientation and experimental phase, from 1970 to 1990, with a focus on environmental issues; the transition phase, from 1990 to 2000, with the introduction of development-related themes; and the expansionary phase, since 2000 (Leicht et al., 2018). International and European policy frameworks for sustainability The United Nations Organization for Education and Culture (UNESCO) established the "UN Decade of Education for Sustainable Development" in 2005. This program's goal was to integrate the principles, values and practises of sustainable development all aspects of education and learning. In 2012 Rio+20 Earth Summit, world leaders initiated a process to 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 D3.2. Analysis of Literature and Existing Policy Frameworks 23 develop a set of global goals known as Sustainable Development Goals (SDGs), to tackle new and emerging sustainability challenges globally, assess progress and analyse the gaps (Boarin, 2022). The document Education for Sustainable Development Goals - Learning Objectives is an initiative of UNESCO. It tries to answer the challenge of ensuring that by 2030 all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. The publication intends to guide readers on how to use education, and in particular ESD, in achieving the SDGs. It identifies learning objectives, suggests topics and learning activities for each SDG, and describes implementation on different levels from course design to national strategies. The document aims to support policymakers, curriculum developers and educators in designing strategies, curricula and courses to promote learning for the SDGs. The document is not prescriptive in any way but provides guidance and offers suggestions for learning topics and objectives that educators can select and adapt to it concrete learning contexts. This framework identifies the following key competences for sustainability: • Systems thinking competency: the abilities to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. • Anticipatory competency: the abilities to understand and evaluate multiple futures – possible, probable, and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. • Normative competency: the abilities to understand and reflect on the norms and values that underlie one’s actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions. • Strategic competency: the abilities to collectively develop and implement innovative actions that further sustainability at the local level and further ailed. • Collaboration competency: the abilities to learn from others; to understand and respect the needs, perspectives, and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. • Critical thinking competency: the ability to question norms, practices, and opinions; to reflect on own one’s values, perceptions and actions; and to take a position in the sustainability discourse. • Self-awareness competency: the ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. • Integrated problem-solving competency: the overarching ability to apply different problem-solving frameworks to complex sustainability problems and 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 D3.2. Analysis of Literature and Existing Policy Frameworks 24 develop viable, inclusive, and equitable solution options that promote sustainable development, integrating the abovementioned competences. Regarding climate change mitigation (SDG 13: Climate Action. Take urgent action to combat climate change and its impacts) the framework introduces the learning objectives presented in Table 6. Table 6. Learning objectives for SDG 13 "Climate Action" Cognitive learning objectives 1. The learner understands the greenhouse effect as a natural phenomenon caused by an insulating layer of greenhouse gases. 2. The learner understands the current climate change as an anthropogenic phenomenon resulting from the increased greenhouse gas emissions. 3. The learner knows which human activities – on a global, national, local and individual level – contribute most to climate change. 4. The learner knows about the main ecological, social, cultural and economic consequences of climate change locally, nationally and globally and understands how these can themselves become catalysing, reinforcing factors for climate change. 5. The learner knows about prevention, mitigation and adaptation strategies at different levels (global to individual) and for different contexts and their connections with disaster response and disaster risk reduction. Socio-emotional learning objectives 1. The learner is able to explain ecosystem dynamics and the environmental, social, economic and ethical impact of climate change. 2. The learner is able to encourage others to protect the climate. 3. The learner is able to collaborate with others and to develop commonly agreed-upon strategies to deal with climate change. 4. The learner is able to understand their personal impact on the world’s climate, from a local to a global perspective. 5. The learner is able to recognize that the protection of the global climate is an essential task for everyone and that we need to completely re-evaluate our worldview and everyday behaviours in light of this. Behavioural learning objectives 1. The learner is able to evaluate whether their private and job activities are climate friendly and – where not – to revise them. 2. The learner is able to act in favour of people threatened by climate change. 3. The learner is able to anticipate, estimate and assess the impact of personal, local and national decisions or activities on other people and world regions. 4. The learner is able to promote climate-protecting public policies. 5. The learner is able to support climate-friendly economic activities. More recently, the EU Council issued a Proposal for Council Recommendation about learning for environmental sustainability. The proposal presents the following statements: 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 D3.2. Analysis of Literature and Existing Policy Frameworks 31 encouraging early childhood education and care providers and education providers to integrate sustainable development perspectives into their education; stressing the importance of addressing the sustainable development perspectives in teacher education and supports the strengthening of sustainable development in inservice training of teachers; promoting competence in sustainable development by strengthening cooperation between formal, non-formal and informal education; promoting sustainable development activities, which with their links to continuous learning comprehensively extend to different areas of life and enhances the transfer of knowledge to the activities and from plans to practice. The document, however, does not define competencies accurately. The policy says: “The special responsibility of the Ministry’s administrative branch lies in promoting goals related to social sustainability”, but also: “the Ministry’s administrative branch can promote a cultural change, which is a prerequisite for a change towards comprehensive sustainable development.” Environmentally sustainable policies include only the themes of construction and maintenance and the use of the existing building stock. So, social sustainability is emphasised in the document. The Ministry of Education and Culture Strategy 2030 (2019) 4 introduces the areas on which the Ministry, its agencies and branch of government should focus over several government terms. It mentions: “The Ministry and our branch of government also share responsibility for helping mitigate climate change.” The promise to commit to sustainable development is tied to concrete actions only to the economy and sustainable growth. Actions include monitoring the sustainable development indicators for the sector (described in section b), which has elements of environmental sustainability. The National youth work and youth policy programme VANUPO 2020–2023 5 named “Aiming to ensure a meaningful life and social inclusion for all young people” (2020) is a statutory crossadministrative programme adopted by the Government every four years to improve how young people live and grow. In this programme, the Government defines its youth policy objectives and the measures for attaining them. The programme is adopted as a government resolution and includes three main targets: Young people will have the prerequisites for smoothly running daily lives – Social exclusion will be reduced; Young people will have the means and skills for participation and exerting influence (including that a) Tools that will facilitate young people’s civic participation will be developed; b) Democracy and human rights education at schools and educational institutions will be enhanced, and c) Young people’s voices will be heard in the climate change debate); 4 https://julkaisut.valtioneuvosto.fi/handle/10024/161562 5 https://okm.fi/julkaisu?pubid=URN:ISBN:978-952-263-887-8 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 D3.2. Analysis of Literature and Existing Policy Frameworks 32 Young people will have trust in society – Non-discrimination and security will be strengthened. Ecological sustainability is included only in target 2C – “Young people’s voices will be heard in the climate change debate”. This target refers to the government’s commitment to supporting young people’s opportunities to participate in the debate on climate change and the planning and implementation of climate change mitigation actions. The measures established to accomplish this were: In particular, young people’s opportunities to participate in the preparation and implementation of the climate policy planning system referred to in the Climate Act will be promoted. The planning system will pay particular attention to young people’s viewpoints (including consumption, the transport sector). As the Climate Act reform was drafted, new tools for consultation specifically intended for young people were piloted, as VANUPO stated. Spring 2022, the Climate act is in approval process in Government. The provision of correct climate information will be stepped up. As part of the Municipal Climate Solutions programme, the planning of a materials package on operating models for climate change mitigation and adaptation in municipalities will be launched. Young people will be taken into consideration as a specific group in its procurement. In 2020, proposals on reducing the carbon footprint, especially those put forward by young people, will be promoted on the Kokeilun paikka (“Place to Experiment”) platform funded by the Ministry of the Environment. Young people’s representation in the Global Roundtable on Climate Change will be secured. The idea behind the Roundtable is to ensure society’s broad-based involvement in climate actions and the commitment of various stakeholders in society to shared climate targets. The Global Roundtable on Climate Change provides stakeholders with a channel for taking part in the national preparation of climate actions. A dialogue will be supported by those working with young people on how young people’s agency in climate matters can be promoted and reinforced through existing participation mechanisms, including municipal youth and education services and the web service 6 . Possibilities for emission-free mobility, such as walking and cycling, will be supported and promoted among young people. The coordination of transport and land use, sustainable urban planning will be promoted, especially in urban subregions (for example, through the MAL agreements between the central government and municipalities on land use, housing and transport). The entire educational system and, in particular, the possibilities provided by curricula and qualification requirements, will be used to guarantee each learner of any age up-to-date and justified information on climate change and its impacts. Teachers will be offered in-service training on this topic area. 6 nuortenideat.fi 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 D3.2. Analysis of Literature and Existing Policy Frameworks 33 Education providers will be encouraged to follow the principles of sustainable development and set an example for how educational institutions can take ecological, economic and social sustainability perspectives into account in their continuous operation. Good practices related to sustainable development will be shared nationally. The National Forum for Skills Anticipation Report 7 (2019) highlights changes in competencies and skills needed in 2035. The National Forum for Skills Anticipation works under the Finnish National Agency for Education. The forum states that “Knowledge of sustainable development will be an important basic skill in the future, especially in industrial sectors. Such skills will become more important if societal development towards a more ecological direction continues.” Despite that, the cards based on the skills of the Skills Anticipation Report 8 do not mention sustainability or environmental matters as needs for the education and training. With the Impact Programme on Climate Responsibility (2019) 9 , The Finnish National Agency for Education wants to support climate change education in educational settings. Therefore, various stakeholders took part in the open crowdsourcing process. The result was four goals for climate change education: • In educational settings, there is competence to strengthen climate responsibility; • Climate education is based on knowledge, involving and empowering learners; • Climate responsibility is embedded in the culture of the educational organisations, and • Competencies for climate responsibility, as well as learning practices fostering them, are developed in networks of relevant actors, and outputs are widely distributed. Each goal has several concrete steps. The programme results remain incomplete - responsibilities for the implementation were not given to any organisation, but “everyone can be responsible in implementing the programme, following their roles, and acting towards the vision and goals in everyday life.” The Sustainable future – The online guide to developing learning, organisational culture and everyday practices in education (2021) 10 was composed by The Finnish National Agency for Education to provide information and support in the field of education and training - from early childhood education to secondary education. The guide contains advice, materials and case studies that can be used in educational work. Altogether, 26 articles are written by 35 professionals in each field. The topics are divided into four themes: 1) Why now and not later; 2) Enablers of sustainable development; 3) paths to sustainable future in curricula, and 4) Missing the concepts or practices? This guide is wide-ranging and appears to be a welcome and helpful tool for educators, including theoretical backgrounds and practical examples. However, it is unclear how well this document is known among schools and teachers. 7 https://www.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/osaaminen-2035 (in Finnish) https://www.cedefop.europa.eu/en/news/finland-skills-2035 (some facts in English) 8 https://www.oph.fi/sites/default/files/documents/koulutustarvekortit-verkkoversio-en_0_0.pdf (in English) 9 https://www.oph.fi/fi/ilmastovastuu-koulutuksessa-vaikutusohjelma 10 https://www.oph.fi/fi/kestava-tulevaisuus 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 D3.2. Analysis of Literature and Existing Policy Frameworks 34 In November 2021, the Finnish National Agency for Education started the Development project for sustainability education 2021-2023 11 . Its goal is to provide support to early childhood education and basic education in sustainability education. In addition, the project promotes lifelong learning so that learners gain knowledge, skills, and attitudes in line with ecological sustainability 12 . Relevant policies for the implementation of sustainability In Finland, the actors in the environmental field are eager to have education as one tool to implement environmental policy. Several environmental policy documents mention education and schools. Nevertheless, these statements stay pretty abstract. The environmental sector does not have power over the education sector on the action plan level, so the implementation and steering of the education sector come only from the education administration. The prime Minister's Office leads the work towards sustainability in Finland; it organises The Finnish National Commission on Sustainable Development 13 . The Commission's main task is to accelerate the implementation of the global Agenda for Sustainable Development, Agenda 2030, and make it an integral part of the national work for sustainable development. Furthermore, the Commission promotes cooperation to achieve SDG and strives to integrate the strategic objectives of sustainable development into the national policy, administration and social practices. The Society’s Commitment to sustainable development 14 is the primary tool for sustainability in Finland. In the society’s commitment, actors from different sectors of the society are committed to promoting sustainable development in their work with concrete actions. It is meant to be a tool for administration, citizens, and private entrepreneurs and businesses. Both the Ministry of Education and Culture 15 and The Finnish National Agency for Education 16 have promised to include sustainable development systematically in the national goals of education, steer and support municipalities to changes according to sustainability goals in curriculum, strengthen abilities to build a sustainable future in schooling and implement sustainability in their strategies. However, when analysed more closely the promises have been over-optimistic (Mykrä, 2022). Schools were also asked to fill in their operational commitments, but only a few per cent of schools did so. Over half of the commitments exposed concentrate on refuse, mostly on reducing biowaste in school lunchrooms. Schools present only a few more challenging and essential topics, like increasing environmental awareness, monitoring education, and developing competence 17 . 11 https://www.oph.fi/fi/kehittaminen/kestavyyskasvatuksen-kehittamishanke 12 This project is connected to the Civil Society Case example Finland: Sustainable School Program presented later in this paper. The project cooperates with the Finnish ECF4CLIM-team: the projects share similar objectives in some respects, and some of the research data will be acquired together. 13 https://kestavakehitys.fi/en/commission 14 https://kestavakehitys.fi/en/commitment2050 15 https://sitoumus2050.fi/en/toimenpidesitoumukset#//details/554C5EB4F826C3CC7421EA14 16 https://sitoumus2050.fi/fi_FI/toimenpidesitoumukset#//details/5746D2F588FC8A014BA8EE5C 17 See https://sitoumus2050.fi/en/toimenpidesitoumukset#/, choose filter CREATOR: school/educational institution. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 35 The state of sustainable development in Finland is monitored based on the Society’s Commitment to Sustainable Development. Progress toward the target state is monitored using ten indicator baskets linked to the commitment 18 agreed upon in the National Sustainable Development Monitor 19 . Its indicators are: • The number of day-care centres, schools and educational institutions with a focus on sustainable development • Life-long learning and participation in training • Research and development costs, the share of GDP However, these indicators do not describe the state of sustainability in everyday life of educational organisations like schools. The Biodiversity Action Plan 20 introduced “Communication and education” as a cross-cutting theme. Three of the four proposed actions are related to education: “Teacher education”, “Biodiversity in the national curriculum”, and “Cooperation in biodiversity education”. The first two of these have been accomplished, but the last one still needs a boost – there have been cutbacks in funding that have hindered the environmental education work. The National Forest Strategy 2025 21 (updated in 2019) states that know-how requirements in the forest sector will demand the development of education at all levels. Therefore, one area of strategic projects is know-how and education. The goal is that people’s understanding of sustainable forest management, forest-based products and services, water protection, forest biodiversity and other environmental benefits will increase. The Report on the Implementation of the 2030 Agenda for Sustainable Development. Voluntary National Review 2020 22 , Finland describes actions and progress in 2016–2020 regarding all sustainable development goals and targets. Chapter 5.6.9, "Incorporation of the 2030 Agenda into the Education system at all levels" (pp. 61-65 and p. 112), gives quite a rosy impression about the state of education in Finland. Very little about actions towards ecological sustainability in education is mentioned – mainly, the report discusses social sustainability. The document states that "sustainable development is already effectively captured in learning contents within documents such as the National Core Curricula for early childhood education and care, basic education and vocational education and training." We could question the preciseness of the word "effectively" since sustainability has a significant role in the general part of curricula but only in the subject's less visible part. On the other hand, the document admits: "However, there is still work to do to encourage more widespread adoption of a holistic organisational culture, among other things." – so there is some critical view in this document, too. 18 https://kestavakehitys.fi/en/indicator-baskets 19 https://kestavakehitys.fi/en/education-and-development-of-competence 20 https://www.biodiversity.fi/actionplan/home 21 https://mmm.fi/en/nfs 22 https://julkaisut.valtioneuvosto.fi/handle/10024/162268 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 D3.2. Analysis of Literature and Existing Policy Frameworks 36 Case Study of Policy Level Measures Facilitating Delivery of Sustainability Skills in Finland: The Green Flag certificate, Certificate on Sustainable Development and the UN Schools Network. The national administration does not measure sustainability education comprehensively 23 . The most accurate measurements are connected to the society’s commitment to sustainable development, and its monitoring described earlier. The latest monitoring process of the indicator basket “Education and development of competence” did not include sustainability education. There were some measures about that area in 2019, but not comprehensively. As we can read in the report: “At present, there is no comprehensive data available on work by schools to promote sustainable development. Neither does the indicator contain information on the work carried out by higher education institutions.” The number of sustainable development certificates in day-care centres, schools and educational institutions has grown slowly. The indicator monitors the number of day-care centres, schools and educational institutions committed to certificates related to sustainable development or part of the UN school network. The Green Flag/Eco Schools 24 is an international programme and environmental label for sustainable development in day-care centres, schools and educational institutions. The sustainable development certification for educational institutions is available for schools, vocational education and training institutes, and liberal adult education institutions. The network of UN schools is an open support and cooperation network for all schools and educational institutions for highlighting UN themes, human rights, the themes of peace and security and the themes of sustainable development visible as part of the schools' teaching and operating culture. The indicator relates to activities at schools that promote young people's relationship with nature, eco-social education and positive attitudes towards sustainable choices, and an objective according to which all learners will attain the knowledge and skills needed to promote sustainable development by 2030. The number of day-care centres, schools and educational institutions that at the end of 2018 had the right to use the Green Flag of Eco Schools or the Sustainable development certificate of educational establishments or had joined the network of UN schools 25 : In 2018, 267 organisations used the Green Flag of Eco Schools, 80 organisations had a Certificate on Education for Sustainable Development, and 134 organisations were members of the UN Schools network. In Finland, 5.4% of primary, secondary and upper secondary schools have the right to use the Green Flag, and 4.6% are members of the UN Schools network. Sustainable development certificates for educational establishments are most common in intermediate vocational training institutes. Internationally comparable information is available on the number 23 https://kestavakehitys.fi/en/-/young-people-increasingly-concerned-about-climate-change-andinterested-in-politics 24 https://www.ecoschools.global/ (in Finland we call the Eco School -program a Green Flag -program) 25 Sources: Foundation for Environmental Education FEE Suomi, the OKKA Foundation, the UN Association of Finland. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 37 of Eco Schools, and this comparison also includes the number of secondary vocational institutions. Finnish Green Flag /Eco Schools account for 5.3% of all schools in these statistics. The share for the other Nordic countries is as follows: 11.7% in Sweden, 13.9% in Norway, 19.9% in Iceland and 2.2% in Denmark. The European country with the largest share of Green Flag schools is Ireland, where 80.1% of all schools have the right to use the badge. There is no valid national target for the number of certified day-care centres, schools and educational institutions in Finland. However, in 2006, the Education and Training Division of the Finnish National Commission on Sustainable Development set a target of 15%, which should be attained by 2014. The number of certified organisations has grown relatively slowly. However, the number within the scope of certification has likely grown more quickly as educational institutions have merged over the years to form larger units. The growth of impact could thus be more significant than the organisation-based examination would suggest. The indicator does not include the sustainable development work carried out in day-care centres, schools and educational institutions independently or in networks other than those examined by the indicator. This may have increased with the newest curricula for basic education and upper secondary schools, as sustainable development and eco-social education play a key role in their national core curricula. However, there is no comprehensive data available on work by schools to promote sustainable development. Neither does the indicator contain information on the work carried out by higher education institutions. Hungary In Hungary, schools and kindergartens are established and maintained by the state, local governments, minority local governments, legal entities (foundations, churches, etc.) as well as natural persons. The Ministry of Human Resources, which is also responsible for culture, social affairs, health care, youth, and sport, has overall responsibility for the educational system. Environmental education and education for sustainability policies in Hungary are heirs of century-long traditions of outdoor learning emphasizing harmony with nature. In the past 40 years, however, the country went through a transition from a systemic emphasis on environmental education towards that of education for sustainable development. Thus, in the early 1980s, environmental issues had a special relevance in public life in Hungary and initiatives supporting ecological consciousness were “tolerated” by the communist government, but not considered critical. This resulted in a relatively large number of civil gatherings connected to ecological movements that made their way into education. Only during the late 1990s did the idea of education for sustainable development find a place at the core of the agenda of educational development. Since 2005, after EU membership, Hungary has adopted international recommendations and strategies (e.g., the UNECE Strategy for ESD in 2005) and Hungarian NGOs have participated in international and EU projects. Although this did not result in significant changes in political initiatives, the public understanding of sustainable development and the awareness of the integration of the social and economic aspects of sustainability have resulted in efforts to include these themes in the educational programmes. This period of transition is described by Reti et al. (2014). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 38 Currently, the concepts of green competencies and green jobs have not spread in Hungary and are hardly present in educational and environmental legislation. However, according to the research report “The Real Thing. Environmental learning situation in Hungary” this concern is addressed by other well-functioning of educational instruments such as the Green Kindergarten Program and Network, the National Eco-School Program and Network and the Forestry Kindergarten and Forestry Schools programs. These cover kindergarten and elementary school programmes for the age groups from 3 to 14 years, providing a strong background to the students. Through ecological projects, students have the opportunity to try and develop their various career skills and green skills. Despite the positive impact of these programmes, their benefits are restricted to the students in participating educational institutions. In recent years, Hungary has adopted educational policies aimed at promoting education for sustainability, as well as environmental and climate change mitigation policies that refer to the education of young people. These, however, still have a limited scope of impact, not building on each other and not reflecting a comprehensive approach to the necessary changes for the promotion of green competencies. Sustainability and green skills in relevant educational policies The current foundational document on the Hungarian educational system is Act on Public Education 26 . This legislation mentions sustainability only once, at the general aims of the ordinance, even though the document itself is 100 pages long. In clause one, the objectives and principles of the law are identified, as follows: 1. Public education is a public service, which creates the conditions for the long-term development of Hungarian society in the interests of the rising generation, and the general framework and guarantees which are provided by the state. Public education as a whole is defined by the moral and spiritual values of knowledge, justice, order, freedom, equity, solidarity, equal treatment and education for sustainable development and healthy lifestyles. Public education is a universal service of the common good and the individual with respect for the rights of others. The National Environmental Education Strategy 27 was published in 2010 by the Hungarian Society for Environmental Education to give to assist the “environmental educators” with communicationand attitude-forming tools. The Strategy intends to go beyond the “awarenessraising” approach and consists of the following five parts (Table 8): Table 8. Parts and themes recommended by the National Environmental Education Strategy. PARTS THEMES Pedagogy of sustainability Values and principles Pedagogical background of environmental education Quality assurance in environmental education 26 Act CXC of 2011 (https://njt.hu/jogszabaly/2011-190-00-00). 27 http://mkne.hu/NKNS_uj/layout/NKNS_layout.pdf 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 D3.2. Analysis of Literature and Existing Policy Frameworks 39 Private life Material culture Family, Household, Lifestyle Health Promotion Leisure, tourism Social environment Traditions; Arts Science; Religion; Economy Law; Local Government Civil public life; Environmental information Communication, media Financing environmental education International cooperation Institutional environmental education Specificities of the ages Environmental education before school age Class, subject Extracurricular environmental education Renewal curricula Non-school environment Towards the realisation of the Strategy The tools of environmental education For the implementation of the strategy Efforts to renew the strategy date back to 2019, when it was a document named the National Environmental Education Strategy Basis was published. This theoretical document states that environmentally friendly, value-based, and sustainable behaviour based on knowledge and love of nature and the environment needs to be considered decisive for students. Institutions must prepare them to exercise their civic duties and rights concerning the environment, including the awareness of the economic and social processes. The Strategy goes beyond the defence of environmental education and presents a reflection on the educational policies and experiences in Hungary, as well as considerations about the curricular designs, strategies, and activities most suitable for this purpose. Thus, it defends that the “curricula” that encourage the learning of sustainability differ significantly from the more traditional curricula that serve the function of regulation and that a shift between cognitive- 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 D3.2. Analysis of Literature and Existing Policy Frameworks 40 dominated learning theory to a more experiential (empirical) conception of learning is necessary: “Environmental education has never been able to accept that students acquire knowledge from texts, in a receptive way, essentially passively. It has always been part of the ars poetica of environmental education that the child must discover the connections on his or her own, that active learning is needed, and that actions must be taken in a motivating way to the general abilities that operate on all kinds of content.” Some suggestions are made to help educators continuously innovate in environmental education, such as: resorting to the use of IT tools; promoting attitude-forming activities and educational innovations that challenge the economic paradigm; targeting different groups of learners and even individuals with special educational needs or disadvantages; keeping consistency between the position expressed or suggested by the educator and the content of his teachings; and, finally, spending time outdoors in a natural environment. In December 2016, the Hungarian Government published a Concept for Global Responsibility Education in Formal and Non-Formal Education in Hungary which focuses on a shift concerning both formal and non-formal education. According to this publication, “Education for global responsibility aims to prepare citizens to be able to cope with the understanding of the world around them, the challenges of the world of interdependencies, and to become active actors in shaping their immediate and wider world, to stand up to the idea of environmental protection, global solidarity, social justice, thinking systematically for the whole globe, for the Earth and all their fellow human beings.” The document identifies a set of specific competencies needed in global responsibility education that simultaneously encompass a range of knowledge, skills, attitudes, values, and identities. In this list, there is only one reference to sustainability (environment-socio-economy) classified as a value to be promoted in formal and non-formal education. Relevant policies for the implementation of sustainability The National Framework Strategy for Sustainable Development (NFSSD) for 2012–2024 was established by the Hungarian Parliament in March 2013, defining the objectives of the national government and municipalities, and placing sustainability targets in a Hungarian context. The National Council for Sustainable Development developed the strategy through a variety of public participation methods and created a mechanism for systematic analysis and evaluation. The protection and enhancement of national resources, which may be classified as human, social, environmental, and economic, is the primary challenge for the creation of a sustainable society, according to the Strategy. The systematic analysis of the Strategy carried out after the adoption of the 2030 Agenda set out in a monitoring report that the four priorities of the Framework Strategy, i.e., the human, social, environmental, and economic resources, followed the 17 SDGs. The Climate Change Action Plan, up to 2020, also placed education among the tasks for the project implementation. It determines the following priorities: 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 D3.2. Analysis of Literature and Existing Policy Frameworks 47 However, to be effective in training children and young people for sustainability, it is important that: ● the initiative involves more schools; ● teachers are encouraged and supported in the preparation of projects and the application process; ● teachers are made aware of the environmental issues in their preand on-service training; and ● an evaluation program is set with explicit criteria and goals to be achieved as well as a framework of sustainability competencies that should be delivered. Portugal Sustainability and green skills in relevant educational policies The Students' Profile by the End of Compulsory Schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória) (2017) is a guiding document that describes the principles, vision, values and competencies the country wishes Portuguese students to have by the time they finish compulsory schooling. It states that basic and secondary education must promote skills for adopting behaviours that respond to the global challenges of the environment and build a sustainable future. Thus, students should be able to: ● (i) adopt behaviours that promote health and well-being, namely in daily habits, food, consumption, physical exercise, sexuality and their relationships with the environment and society; ● (ii) understand the balances and weaknesses of the natural world in the adoption of behaviours that respond to the great global challenges of the environment; ● (iii) manifest environmental and social awareness and responsibility, working collaboratively for the common good, intending to build a sustainable future. The competencies for sustainability are part of the Citizenship and Development subject, one of the national curriculum components that is taught in schools using three complementary approaches: transdisciplinary nature in the first cycle of basic education, autonomous subject in the second and third cycles of basic education, and curriculum component developed transversally with the contribution of all subjects and training components in secondary education. In this sense, all curriculum subjects' programs integrate the development of transversal competencies in various aspects of citizenship education, specifically environmental education for sustainability. The National Education Strategy for Citizenship (ENEC – Estratégia Nacional para a Cidadania) includes a set of skills that must be provided by the citizenship education of Portuguese children and young people, such as those linked to sustainable development and environmental 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 D3.2. Analysis of Literature and Existing Policy Frameworks 48 education. In addition, the Strategy states that each school must implement and coordinate an Education Strategy for Citizenship at School (EECE). The National Environmental Education Strategy 2020 (ENEA – Estratégia Nacional de Educação Ambiental 2020) currently encourages and finances educational actions aimed at schools, municipalities, public administration, and the corporate sector to serve the three central pillars of environmental policy: decarbonizing society, circularizing the economy and valuing the territory. Relevant policies for the implementation of sustainability Portugal has been implementing climate change policies that have successfully ensured compliance with the goals set out in various international commitments. The country was a pioneer at the European level in adopting a National Strategy for Adaptation to Climate Change (ENAAC) and innovated in the establishment of the Portuguese Carbon Fund (FPC) as a financial instrument of the State to act in the area of climate change 30 . It is also worth noting the relevant role played by local authorities in the implementation of the 2030 Agenda in their territories through a set of initiatives that, while respecting the autonomy of local authorities, contribute decisively, through proximity and concrete action, to the implementation at the national level. At the end of 2020, the number of municipalities covered by climate change adaptation plans or strategies corresponded to 88% of Portuguese municipalities 31 . Considering strategies for promoting green skills in national environmental and industrial policies, Portugal has developed roadmaps and action plans for a Circular Economy in line with the ambitions of the European Commission. The document Leading the Transition: Action Plan for the Circular Economy in Portugal (PAEC) establishes a commitment to the construction of environmental literacy and the education of citizens for environmentally conscious choices. The National Programme for Climate Change (PNAC 2020/2030), approved in 2015 32 , established the vision and objectives of the first national climate policy until 2030. It identified policy options to address the need to promote an economy resilient to the effects of climate change. It identified the following goals: (i) to increase resilience and national adaptation capacities; (ii) to involve society in the challenges of climate change, increasing individual and collective action; and (iii) to ensure adequate governance conditions and climate integration. In addition, the Plan established guidelines for sectoral policies and advocated for dynamic planning. The National Adaptation to Climate Change Strategy (ENAAC 2020) focused on improving articulation between domains (particularly those of a transversal nature), integration in sectoral policies, and adaptation measure implementation. ENAAC 2020 proposes increasing awareness of climate change, promoting climate adaptation into various public policies and operationalization instruments, and emphasizing the implementation of adaptation measures. 30 National report on the implementation of the 2030 Agenda for Sustainable Development, 2017. 31 https://climate-adapt.eea.europa.eu/countries-regions/countries/portugal 32 Approved by Council of Ministers Resolution No. 56/2015 on July 30. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 49 The document promotes, through working groups and thematic areas, the coherent vertical integration of the various scales required for climate adaptation, from international to local, and prioritizes its mainstreaming in different sectoral policies and adaptation measures, which are based on technical and scientific knowledge and acceptable practices that are being developed. The ENAAC 2020 resulted in the "Raising awareness and education on climate change, which was part of a project with 30 schools across the country, with the general objective of communicating, training and raising awareness among the school community on how to prevent the effects of climate change and implement adaptation measures, as well as the availability of the Climate Portal, which constitutes a platform for general access with functions for the dissemination of climate indicators for specific sectors in Portugal, in historical series and climate scenarios at the regional level." 33 The Action Plan for Climate Change Adaptation (P-3AC) 34 focuses on implementing the adaptation measures. It aimed to achieve the second objective of ENAAC 2020 — the implementation of adaptation measures —essentially identifying physical interventions with a direct impact on the territory. To this end, it established the lines of action and priority adaptation measures, identifying the entities involved, monitoring indicators, and potential funding sources. P-3AC chooses eight direct intervention lines in the territory and infrastructures, supplemented by a series of transversal lines, to respond to Portugal's significant impacts and vulnerabilities. Without prejudice to the guidelines contained in the national strategy, the lines of action and measures to reduce vulnerabilities to climate change recorded in the Plan serve as the benchmark for national action on climate change adaptation and for the preparation of financing instruments to be developed under the Multiannual Financial Framework 2021-2027. In 2021, the National Energy and Climate Plan 2030 (PNEC 2030) was approved 35 . PNEC 2030 is the primary national energy and climate policy instrument for the coming decade. The Ministerial Commission for Climate Action is in charge of overseeing and monitoring the implementation of PNEC 2030 and achieving the established targets. The Plan establishes objectives of promoting new aspects of training specialized technicians for the energy efficiency and renewable energies sector and promoting training for technicians and specialists in the construction and NZEB (nearly zero-energy buildings) buildings area. It also intends to include and anticipate training and professional requalification to guarantee a fair transition and foster capacity building (education and training) in climate change mitigation. Finally, the Portuguese long-term vision was established in the Carbon Neutrality Roadmap 2050 (RNC2050), which served as the Portuguese Long-Term Strategy submitted to the European Commission and the United Nations Framework Convention on Climate Change (UNFCCC). The strategic vision of this document is based on eight premises, including contributing to national resilience and capacity to adapt to vulnerabilities and impacts of climate change. 33 Action Program for Adaptation to Climate Change (P-3AC). 34 Approved by Council of Ministers Resolution No. 130/2019 on August 2. 35 Approved by Council of Ministers Resolution No. 53/2020, on July 10. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 50 The National Youth Plan 36 (2018-2021) established a commitment to invest in youth, focusing on inter-ministerial articulation with guardianships and programs that have an impact on the lives of young people, namely concerning education, employment and entrepreneurship, higher education, housing, birth rates, health, quality of life, sport, culture, the environment, agriculture, transport, the sustainability of social security, the fight against poverty, equality, inclusion and migration. In addition, one of the Plan's objectives was to promote youth volunteering practices within the scope of the preservation of nature, forests and respective ecosystems. Case Study of Policy Level Measures Facilitating Delivery of Sustainability Skills in Portugal: The National Strategy for Environmental Education Description of the case (what skills delivered and how) National Environmental Education Strategy 2020 37 (ENEA 2020) foresees 16 measures framed by three strategic objectives: Environmental Education + Transversal, Environmental Education + Open and Environmental Education + Participated. These objectives serve three central pillars of environmental policy: decarbonizing society, making the economy circular and valuing the territory. Who/how initiated? (drivers and enablers) The ENEA 2020 is an initiative created by the Minister of Education and the Minister of the Environment. It resulted from a unique process of debate and public participation. The implementation of this Strategy favours a thematic and transversal work capable of guaranteeing the national and international commitments assumed by Portugal in the field of sustainability. Among these, the Paris Agreement and the United Nations' Sustainable Development Goals - Agenda 2020 stand out. Within the scope of Public Participation, with the aim of promoting greater involvement of all interested public and providing clarifications regarding the process of drawing up the Strategy, several clarification sessions were held. Strengths of the practice The strategy involves different stakeholders such as Direct, indirect and autonomous administration, State and Local Business Sector, educational establishments, Universities and Polytechnic Institutes, Research Centers, Companies regardless of their legal form, Associations and Foundations, Environmental Non-Governmental Organizations and Similar and other organizations working in the issues of decarbonizing society, making the economy circular and enhancing the territory. Thus, the actions provided for in ENEA 2020 contribute to active citizenship in the field of sustainable development and to the construction of a fair, inclusive and low-carbon society, rational and efficient in the use of its resources, which combines equity between generations, citizens' quality of life and economic development. 36 Approved by Council of Ministers Resolution No. 114-A/2018, on September 4. 37 https://enea.apambiente.pt 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 D3.2. Analysis of Literature and Existing Policy Frameworks 51 Limitations of the practice Financial support is provided by European funds through the Environmental Fund agency. The projects are submitted to public tenders in which some will be selected. This strategy may leave out organizations without the necessary resources to prepare the application or whose activities are not covered by the open competition notices. Results achieved incl. assessment/evaluation According to the Evaluation Report 38 , until 2021, 10+3 notices had been published (3 already in 2021) focused on different themes, however always comprehensive and focused on the most pressing environmental issues. The themes were sufficiently assertive in the environmental issues defined internationally and that most concern society and current politics: from climate, air, noise to energy efficiency, spatial planning, sustainable mobility, dematerialization, collaborative economy and sustainable consumption, product design and efficient use of resources, land use planning, waste recovery, sea and coast, water and natural values. The entities applying for the different notices of ENEA 2020 showed differentiated and representative profiles of society: NGOs, Companies, Central and Local Administration, Associations/Foundations, among others. It was thus possible to materialize different projects reflecting different perspectives. Challenges and barriers faced The continuity of the Strategy depends on European funds and their availability and calendarization. Political issues and public administration protocols and timing may affect the allocation of verbs. Transferability and Scalability The use of financing projects to allow the realization of environmental education activities can lead to the results obtained disappearing at the end of the project execution period. To ensure transferability and scalability, it is necessary for the agents involved to create communication and sharing strategies so that the results and good practices are appropriate. However, the high number of stakeholders involved in the Strategy and the variety of entities present may contribute to this dissemination. Key takeaways The National Strategy for Environmental Education places the problem of sustainability as a social problem that needs to be addressed collectively and considering local and specific contexts with partnerships and consortiums. 38 https://apambiente.pt/sites/default/files/_SNIAMB_A_APA/Cidadania_ambiental/EducacaoAmbiental/E NEA/Relatorio_ENEA_2021.pdf 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 D3.2. Analysis of Literature and Existing Policy Frameworks 52 Romania Sustainability and green skills in relevant educational policies The National Education Law (2021) has been amended to include environmental competencies among the key competencies. For example, art.4 stipulates "cultivating sensitivity to human issues, moral and civic values and respect for nature and environment..." In addition, art. 329 states, "the main aims of lifelong learning are the full development of the person and the sustainable development of society." Romania has adopted the Education for Sustainable Development Strategy (UNECE, 2005). Furthermore, in 2015, Romania adopted the Agenda for Sustainable Development 2030, assuming the obligation to ensure that by 2030 "all students acquire the knowledge and skills needed to promote sustainable development, including, among other things, through education for sustainable development and sustainable lifestyles." As essential decisions, it should be mentioned that in 2017 the Department for Sustainable Development was established at the level of the Government, under the direct subordination of the Prime Minister. It plays the role of implementation coordinator for the 17 sustainable development objectives (SDOs). The addressed key topics on sustainable development include, but are not limited to, poverty reduction, civic duty, peace, ethics, responsibility in the local and global context, democracy and governance, justice, security, human rights, health, gender equality, cultural diversity, development rural and urban areas, the economy, production and consumption patterns, civic responsibility, environmental protection, natural resource management and biodiversity and nature. In addition, Education for Sustainable Development is carried out formally and informally through the numerous partnerships that the Ministry of Education has with central and local public authorities, economic operators and NGOs. Regarding pre-university education, the themes of these partnerships are poverty reduction, civil rights and social responsibilities at the local/regional/global level, children's rights, equality and diversity, tolerance and respect, rural and urban development, and environmental protection, resource management natural. The Ministry of Education supported training courses for pre-university teachers, addressing the following topics: environmental education, experiential learning, education for the sustainable development of society, environmental protection as part of the national curriculum, sustainable and innovative development, skills for sustainable development. Universities have also started introducing elements of sustainable development and new disciplines in the compulsory or optional curriculum, depending on the study programs. For example, topics like climate change, managing social and economic change, environmental economics, public policy and environmental management, alternative energy, wastewater, pollution reduction, and green technologies are now part of over 240 undergraduate and master's degree programs. Through education, Romania is committed to increasing the population's awareness of climate change and environmental issues. Therefore, it should be noted the interest for the education approaching the environment, climate and sustainability expressed by the current Government 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 D3.2. Analysis of Literature and Existing Policy Frameworks 53 Program (GovProgr 2021): "facilitating environmental education to promote environmental protection and address climate change issues in and out of schools". Romania has committed to developing a national strategy for Climate Action Empowerment (CAE) in the following years. This strategy includes integrating climate change in the school curriculum, implementing the six elements of CAE (education, training, awareness, public participation, access to information, international cooperation), and the support of all stakeholders in the implementation of climate actions. Relevant policies for the implementation of sustainability The most pertinent laws and strategic documents considering the policies and the legal framework for education for sustainability in Romania are 1. The National Strategy on Climate Change and Economic Growth through Low Carbon (NSCCEG, 2013) and its Action Plan (in the process of updating) (NPCC, 2013); 2. The National Strategy for Sustainable Development of Romania 2030 (NSSDR, 2013); 3. The National Energy and Climate Plan (NECP, 2020). In the NSCCEG, formal and continuous education and participation in climate actions are considered to have maximum importance for preventing, mitigating, and adapting to climate changes. The document highlights the need to introduce specific competencies in the formal education curricula, the training programmes, and the continuous education of the adults. Understanding phenomena, the complexity of the impacts and interconnections, and the capacity to plan and implement climate actions are priorities. The national and local authorities are in charge of introducing appropriate measures to stimulate the partnerships for climate actions involving different stakeholders. On the other hand, awareness campaigns on the climate changes (NSCCEG, Action 5, Develop and implement a campaign to raise awareness of all actors, especially of the general public), together with the extensive promotion of climate actions, are considered valuable measures to stimulate suitable changes in attitudes and behaviours. A broad spectrum of stakeholders is involved in the awareness actions, focusing on the decentralisation of the responsibilities, from national agencies and ministers to the local administrations, local councils, local/regional environment agencies, NGOs, and economic units. The NSCCEG strongly recommends practical climate actions and significant participation in society. The Action Plan includes a list of specific actions for implementing NSCCEG. Among them, the measures related to education for sustainability and climate changes are: 1. Development of the climate change curriculum for pre-university education; 2. Completing the university and post-university curriculum with topics/modules on climate change; 3. Development of lifelong learning programs on climate change 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 D3.2. Analysis of Literature and Existing Policy Frameworks 54 4. Introduction of new occupations in the classification of occupations in Romania to cover sustainability and climate change specificities; 5. Supporting partnerships between universities and the public sector to facilitate the transition from education to employment through a system of internships in climate change or related fields (e.g., renewable energy, waste management, biofuel production); 6. Information and awareness campaigns for various target groups: farmers, entrepreneurs, teachers, pupils, and students, carried out by civil society organisations on the impact of climate change, reducing greenhouse gas emissions and adapting to climate change; 7. Media campaigns to inform the general public about the climate change; 8. Partnerships and working groups between public authorities and civil society organisations to raise awareness and inform citizens. The National Strategy for Sustainable Development of Romania 2030 defines measures to develop skills that help individuals reflect on their actions, considering their current and future social, cultural, economic and environmental impacts. This education has to become an integral part of lifelong learning. Two targets set for 2030 express the country's commitment to the development of sustainability competencies: 1. all students will acquire the knowledge and skills needed to promote sustainable development, sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, appreciation of cultural diversity and contribution culture for sustainable development; 2. extending the role of education for sustainable development in university programmes and emphasising the role of interdisciplinary research in the development of a sustainable society. In the National Energy and Climate Plan, the main measures are oriented to stimulate the decarbonisation of energy production. In addition, the steps devoted to research, development and innovation and the development of the educational resources for climate change prevention, mitigation, and adaptation are briefly mentioned. Case Study of Policy Level Measures Facilitating Delivery of Sustainability Skills in Romania: Education on Climate Change and the Environment In 2021, Romanian Presidential Administration launched the initiative "Education on Climate Change and the Environment" (ECCE, 2021). A Working Group (WG) was set up, bringing together representatives of the Presidential Administration, the Ministry of Education, the Ministry of Environment, Water and Forests, educational institutions, students, teachers, parents, and relevant NGOs. In January 2022, the report "Education on Climate Change and the Environment in Sustainable Schools" (WG Report, 2022), produced by the WG, was launched into public debate. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 55 The main objective of the ECCE is to improve the quality of climate change education and environmental education by developing a national climate education program. The report includes a set of proposed actions such as 1. The introduction of the green week in the structure of the annual school year; 2. The updating of the Biology curricula to create the main competencies for the environment and climate change; 3. The introduction of optional courses for climate change and the environment; 4. The development of dedicated manuals in digital and print format; 5. The building of a dedicated web platform; 6. The development of training programmes for teachers and dedicated materials for students; 7. The development of user-friendly applications and experimental kits for students to assess the quality of the environment; 8. Promoting good practices and cooperation between educational communities. The process is considered a good case example of increasing the delivery of sustainability skills by education in Romania. Furthermore, the initiative continues the proposed reform for the education entitled "Educated Romania", largely debated in the society from 2016 to 2020. The ECCE will deliver knowledge and skills with a clear orientation to action and changes based on three dimensions: 1. culture of complexity; 2. the capacity of action; 3. co-responsibility for the environment. Since 2015, some new competencies have been introduced in the national curriculum concerning the environment (ISE,2015): the use of data about the environment; the capacity for environmental investigation; understanding of the relation health-environment; healthy lifestyle; and critical reflection on changes in human activity in relation with the environment. In 2022, the educational objectives for the climate change and the environment consist of the development of competencies (knowledge, skills and attitudes) to enable individuals to contribute to 1. actions relevant to preventing climate change and mitigating its impacts; 2. actions to adapt to climate change and ensure resilience to climate change; 3. protecting, restoring and promoting the sustainable use of terrestrial ecosystems, running water, lakes, seas and marine resources and maintaining the biodiversity; 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 D3.2. Analysis of Literature and Existing Policy Frameworks 56 4. ensuring sustainable consumption and production models (WG Report, 2022). The process will be oriented to develop students' ability to: 1. understand and use basic notions about the environment (how the environment works and what they receive from the nature) and climate change (awareness of the sources of the problems; causes, effects and measures; how to approach the prevention and mitigation); 2. develop systemic thinking on a global scale and understand global climate change and the connections between different processes and areas such as green energy, exploitation of natural resources, pollution, the food industry, the extractive industry, the energy industry, social justice, food waste, and natural disasters; 3. investigate the environment and understand the relation environment-living factors; 4. making decisions, acting daily, reporting on the impact on the planet, adopting protective behaviour to the quality of the environment; 5. adapting to extreme weather events and responding to potential natural disasters; 6. understanding environmental legislation, the complexity of actors and roles in the environmental protection and how to initiate relevant personal actions; 7. participating in the future development of public policies on climate change and the environment and the development of adequate new technologies. The knowledge, skills and behaviours detailed in the report are about climate change, terrestrial life, underwater life, responsible consumption and responsible production. The educational process will adopt action-oriented and participatory pedagogy (e.g., learning based on nature, project, locations or phenomena) and interdisciplinary and transdisciplinary perspectives in the classroom on the issue of global climate change and its local manifestations. The report proposes a digital ecosystem for climate and environmental education, including integrated digital platforms and applications. A web platform dedicated to centralising and accessibility of key resources for students and teachers is suggested, also acting as support and stimulation for the student's participation in environmental protection and climate actions. Five distinct content areas are proposed: 1. environmental events or actions to be undertaken at the local or national level, where each school/teacher can enrol a group of students; 2. a digital library that centralises open educational resources: examples of lesson plans, exercises, presentations and activities (detailed by specific thematic areas), guides for teachers and students, questionnaires, checklists, links to documentaries with free access; 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 D3.2. Analysis of Literature and Existing Policy Frameworks 63 The Spanish Law 7/2021, of May 20, on climate change and energy transition 55 aims to meet the Paris Agreement objectives by decarbonising the Spanish economy, promoting ways to adapt to the impact of climate change and implementing a sustainable development model that generates employment. Section VIII of the Law, titled "Education, Research and Innovation in the fight against climate change and the energy transition", addresses two essential issues for the involvement of Spanish society in responses to climate change and the promotion of the energy transition: education and training for sustainable development with particular emphasis on climate change; and research, development and innovation. Furthermore, article 35, on "Education and training against climate change", explains the philosophy regarding the educational actions to be carried out to fight climate change at all educational stages and in-job training. Other sections of the documents announce the compromises the Government must reach to tackle climate change issues. Section 1 states that the Spanish educational system will promote the involvement of society, reinforcing knowledge about climate change and its implications, training for a low-carbon and resilient technical and professional activity and acquiring the necessary personal and social responsibility. Section 2 specifies that the Government will review the basic education curriculum to ensure these issues are part of the Educational System in a transversal way. Likewise, the Government will promote actions guaranteeing adequate teacher training. In addition, section 3 states that the Government will also review and update the National Catalogue of Professional Qualifications promoting job profiles related to environmental sustainability, climate change and energy transition. In section 4, it is mentioned that the Government will promote an accreditation process of professional competences acquired through work experience and non-formal training, promoting education and training to advance in coping with climate change and energy transition. Finally, in section 5, the Government will use informal, formal and non-formal education to carry out awareness campaigns for citizens on the effects of climate change and the impact human activity has on them. Public Administrations will recognise and provide the necessary means and resources to carry out non-formal education activities that promote the involvement of especially vulnerable groups, childhood and youth, in the fight against climate change. Besides the Climate Change and Energy Transition Law, an Agreement issued by the Council of Ministers on March 16, 2021, adopted the final version of the 2021-2030 National Integrated Energy and Climate Plan 56 ("PNIEC" by its Spanish acronym), which aims to have 100% renewable electricity by 2050. The PNIEC 2021-2030 identifies objectives and adopts measures in the five dimensions of the Energy Union: decarbonisation, including renewable energies; energy efficiency; energy security; the internal energy market and research, innovation and competitiveness. By 2030, the PINIEC is trying to achieve the following objectives: 23% reduction in greenhouse gas (GHG) emissions compared to 1990; increase up to 42% of renewables on the final use of energy; improved energy efficiency by 39.5%; increase up to 74% of renewable energy in electricity generation. Regarding education, the only mention is the training of 55 https://www.boe.es/boe/dias/2021/05/21/pdfs/BOE-A-2021-8447.pdf 56 https://www.boe.es/boe/dias/2021/03/31/pdfs/BOE-A-2021-5106.pdf 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 D3.2. Analysis of Literature and Existing Policy Frameworks 64 professionals in the renewable energy sector (measure 1.17) and the energy efficiency sector (measure 2.14), which focus on acquiring technical knowledge. The Long-term Decarbonisation Strategy 2050 57 highlights the importance of education, professional training and continuous learning, dedicating section 7.5 to point 7 "cross-cutting factors in climate neutrality". One of the main conclusions of the study "Educational and training gaps in the renewable energy sector" published in 2018 is that the lack of qualified professionals could be a barrier to progress in developing renewable technologies in Spain. Therefore, the following actions are proposed to avoid a future shortage of qualified professionals: ● Adaptation of the training offers to fill these gaps and make it more flexible to adapt to the development pace of the renewable sectors. ● The integration of subjects related to climate neutrality and sustainable development in formal education at all levels, bearing in mind the complexity of this task and the need to maintain the effort in a sustained manner in the long term. ● Implementation of quality standards in training, in close cooperation with the industry in the short-term perspective. ● Both training media and educational materials must be adapted and improved by incorporating online training and digitisation. ● These training actions also cover professional training to identify new qualification needs, especially those related to climate neutrality, defining the new competence standards, which allow identifying the priority sectors that will be the country's economic engine. The National Catalogue of Professional Qualifications, the Catalogue of Vocational Training Degrees and Specialisation Courses, and the National Directory of Professional Certificates are currently being reviewed and updated. The Hydrogen roadmap: A bet for the renewable H2 58 aims to identify the challenges and opportunities for fully developing renewable hydrogen in Spain. Educational concerns are only briefly mentioned in annexe 1 in two financing instruments for renewable hydrogen projects: ● Within the Clean Hydrogen Alliance, education is one of the three horizontal pillars. ● Likewise, in the European Fund for Strategic Investments, education is cited with research and innovation, renewable energy and energy efficiency. Concerning the training of qualified professionals, the document refers to the need to adapt the profiles and technical inspections to deal with tasks related to hydrogen technologies. This will impact the training of firefighters, roadside assistants, and workshop technicians and demand the update of the guides and manuals regarding these tasks. 57 https://ec.europa.eu/clima/sites/lts/lts_es_es.pdf 58 https://energia.gob.es/es-es/Novedades/Documents/hoja_de_ruta_del_hidrogeno.pdf 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 D3.2. Analysis of Literature and Existing Policy Frameworks 65 Finally, the Biogas roadmap 59 addresses the biogas sector, which is very underdeveloped in Spain, and emphasises the need for adequate training of technicians from local entities with competencies in the collection and treatment of waste. The goal is to optimise the resources of the entities and properly integrate all processes related to waste. For this, campaigns will be carried out to publicise the economic, social and environmental benefits of generating and consuming biogas, including training plans and social awareness activities. Furthermore, the study of biogas technologies will be included in the educational plans in the existing degrees related to the thematic. Case Study of Policy Level Measures Facilitating Delivery of Sustainability Skills in Spain: Guiding documents for environmental education centres Spain, like many other countries, has a significant number of EECs working to raise environmental awareness and encourage people to value their surroundings' natural and cultural heritage. These EECs are classified according to their origins, environment, funding sources, and level of development over time. Interpretation centres, nature centres, school farms, museums, and eco-museums are some examples of natural spaces with varying degrees of protection. One of their management tools is a guiding document, which is regarded as one of the three sustaining pillars of EECs by most Spanish authors: Facilities and resources (i), the guiding document (ii), and the pedagogical working team (iii). It is widely accepted that any educational organisation must have explicit goals while also demonstrating its involvement and commitment to achieving them. These objectives, as well as the guidelines for action and reviews of the pedagogical task, are typically documented in what is known in Spain as the Proyecto Educativo de Centro, abbreviated PEC (a guiding document that literally translated into English would be an 'Educational Project for Educational Institutions,' as Centro in Spanish and in this context refers to an educational institution, e.g., a school). A study by Medir et al. (2014) collected and analysed several of these PEC and concluded that they highlight areas for improvement and identify local problems and socially participatory approaches for their solution. Besides this, they promote consensus and clarification about the understanding of sustainability. Organisational initiatives about Sustainability competences for Civil Society Finland The Society's Commitment to sustainable development is civil society's main governmental organisational initiative. In addition, many non-governmental organisations (NGOs) operate in sustainability themes and sustainable schools. All stakeholders (NGOs, some researchers, and some governmental administrative officers) working with sustainability and environmental education in Finland meet at Round Table regularly. The president of the round table is FEE 59 https://energia.gob.es/es-es/Participacion/Paginas/DetalleParticipacionPublica.aspx?k=437 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 D3.2. Analysis of Literature and Existing Policy Frameworks 66 Finland, part of the international Foundation for Environmental Education. The Round Table processes are joint initiatives for sustainability education and influence the preparation of policy documents in this field. One of these is described below in the Case Example Sustainable School Programme section. NGOs also organise together the major outdoor learning and environmental education event, ULOS-UT-OUT 60 , coordinated by the Finnish Association of Nature and Environment Schools 61 . In the summer of 2021, there were eight co-organisers and over a hundred program producers from different organisations – both NGOs and governmental actors. The Finnish Association of Nature and Environment Schools 62 is also the administrator of MAPPA. This portal includes environmental, sustainability and outdoor education materials, services, and a calendar for further training/happenings. Currently, there are already over 300 registered organisations or private actors. All the stakeholders in the sustainability education field, both NGOs and governmental actors, can register at the portal and upload and update their information and contents to MAPPA. The goal is that teachers and educators can find help for their teaching activities. MAPPA is funded by the Ministry of Education and Culture and the Ministry of the Environment. Case Study: Sustainable School Program Description of the case (what skills delivered and how) For many decades, several non-governmental organizations involved in sustainability education have been worried that environmental/ sustainability education falls between the scope of responsibilities of the Ministry of Education and Culture and the Ministry of the Environment – neither of them taking responsibility for this issue. In the Round Table of Environmental Education, this topic was frequently discussed, and the idea of the Sustainable School Program 63 came up as a solution. The idea was to have some governmental bodies promote sustainability education with the help of NGOs. The idea of the Sustainable School Program is to collect all the relevant sustainability education information in one place and request resources for schools and other educational settings for sustainability issues – both education and practices. Over twenty different Finnish NGOs have signed this initiative. Who/how initiated? In 2019, a group of NGO representatives met with the ministers of education and environment to introduce the idea of the Sustainable School Program. The project was well accepted, and the Minister of Education asked NGOs to make a draft of what this program should include. As a result, the Round Table of Environment Education founded a working group for Sustainable School Program. In 2020-2021 the working group presented their ideas widely to the national education and environment administration and the Members of the Parliament. 60 https://ulosutout.fi/en/home-en/ 61 https://www.luontokoulut.fi/?lang=en 62 https://www.luontokoulut.fi/?lang=en 63 https://www.luontokoulut.fi/kestavakoulu 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 D3.2. Analysis of Literature and Existing Policy Frameworks 67 Strengths of the practice NGOs have a wide range of professionals. Their cooperation brings Finnish sustainability competence together and makes it possible to develop ideas further. In Finland also, contacts and cooperation with governmental administration are possible. Limitations of the practice NGOs have limited resources. Results achieved incl. assessment/evaluation In 2021, the Ministry of Education and Culture ordered the Finnish National Agency for Education to organise a project to promote environmental sustainability education. NGOs have been invited to the coordination group. The Finnish National Agency for Education grants some resources for schools to develop sustainability in everyday school life. Government officers have said that this project and these resources are due to NGO initiatives for Sustainable School Programme. Challenges and barriers faced Resources for sustainability education are scarce. It is hard to make changes in the ongoing practices in administration, although there is political will for change. The Finnish National Agency for Education project is a fixed-term project rather than continuous practice. However, it may lead to long-term administrative practices further down the line. Transferability and Scalability Sustainable School Programme plans from NGOs can be developed further. MAPPA.fi is a “minisustainable-school-platform”. The ideas from this programme are delivered to MAPPA on a small scale – but resources for educational organisations are needed for more extensive implementation. Key takeaways In sustainability education, cooperation between NGOs, researchers and administration is possible and fruitful. Moreover, civil society can initiate changes in national governmental policies. Hungary Following the international trends, Hungarian companies, banks, and organizations are also producing their Corporate Social Responsibility policies and projects and regard them as of high importance. These projects differ from providing financial support to a community for a specified purpose to voluntary activities e.g., painting the walls of a hospital. The areas under CSR scope go beyond environmental issues and target all various problems of the society: supporting children or families in need, assisting health care for those in need, providing funds for community places like a park in the neighbourhood, or supporting diversity through inclusion of people with challenges (e.g., physically or mentally disabled), to mention a few examples. The CSR activities are often tied to environmental or sustainability topics, and public CSR events frequently have an environmentally conscious or sustainability-related aspect. Sustainability competencies are nowadays an issue receiving support from private companies and institutions. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 68 The development of the NGO sector in Hungary can be dated back to the change of regime in Hungary, with the official legal creation of foundations and associations from the late 1980s onwards. Environmental protection has been one of the first and most prominent areas of the Hungarian non-profit sector from the very beginning. Among the organizations dealing with environmental protection, many community organizations focused on local issues. Amongst them, there are several umbrella organizations, such as the National Society of Conservationists - Friends of the Earth Hungary 64 or Humus Association 65 . The Hungarian groups of large international environmental organizations, such as Greenpeace 66 and WWF 67 can also be found in the Hungarian NGO community; they play an important role on account of their knowledge, know-how, financial means and international background. In the 1990’s environmental educators, in some cases committed teachers, usually started with a group of children, and then broadened their activities and scope to include the whole school and the local community. These teachers have strengthened links with many environmental education and nature conservation NGOs to get professional support, find partners to work with and share their knowledge and experiences. Several NGOs support environmental educators and the established Eco-Schools’ network with jointly produced or adapted methodological and other professional materials. Besides the environmental education work of teachers, local NGOs have a key role in transferring sustainability competencies to the local community for those adults who are already out of the formal education system and could be reached through informal or non-formal education. Case Study: EnergySaving Communities Programme / E.ON EnergyCommunities Description of the case (what skills were delivered and how) The E.ON EnergyCommunities programme 68 is focused on raising awareness of the responsibility of households in the context of the climate crisis and providing tools and advice for their actions. The participating communities can learn how to achieve significant energy savings in their homes without investment. The programme supports the development of small communities working together to save energy and money. EnergyCommunities provides practical information and everyday tools for action against the climate crisis and also provides tips on sustainable eating, mobility, and free-time activities in creative ways (e.g., finding out a climate-friendly menu or holiday plan). It is an opportunity for beginners, advanced learners and people living in energy poverty to make a difference. 64 https://mtvsz.hu/en/about-us 65 https://humusz.hu 66 https://www.greenpeace.org/hungary 67 https://wwf.hu/en/kezdooldal 68 http://www.energiakozossegek.hu/ 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 D3.2. Analysis of Literature and Existing Policy Frameworks 69 Who/how initiated? (drivers and enablers) The Energy Communities programme was first implemented in 16 countries in 2011/12 and 2012/13 with EU support, and the GreenDependent Institute 69 was the only Hungarian partner at that time. After the first two rounds, the programme continued in Hungary, in partnership with E.ON, under the name E.ON EnergyCommunities, and keeps running continuously since then. The first two seasons were carried out with the financial support of the Intelligent Energy Europe Programme of the European Union. Following the end of its funding, the programme became financed by E.ON in Hungary, as one of the company's CSR activities, and is complemented by the resources GreenDependent (e.g. in providing gifts). The programme involves "Energy Communities" of 5-10 households, each led by a volunteer climate coordinator. The coordinators are responsible for organizing and managing their communities. They are supported by GreenDependent experts with theoretical and practical training, professional materials, and ongoing contacts. Strengths of the practice For the Energy Communities programme to achieve its goals in Hungary, it was important to work with the teams to identify personal priorities, so the advice used was diverse and took full account of the individual situations and goals and opportunities of the families involved. The sense of community and competition between neighbourhoods that emerged during the collaborative process was an important factor in achieving lasting behaviour change. The success of the EnergyCommunities campaigns stemmed from a participatory and diverse approach to meeting the needs of households in Hungary. Promoting different pathways to a lower footprint lifestyle broadened the audience and facilitated engagement. The community also ensures mutual learning and facilitates change. Limitations of the practice One possible limitation of the programme can be the excessive accountability of citizens for environmental problems. If behaviour change is necessary, it is also important to identify life and consumption patterns that must be changed at a global and collective level. Some citizens may feel disconnected from the values of the project. Results achieved incl. assessment/evaluation In the 10 completed seasons of the programme, participants have always managed to save energy, even during the 2020 pandemic. The biggest saving achieved by a community was 55%, and the average saving is about 6-7%. As for the communities involved, more than 200 communities from all over the country have participated, reaching around 1070 households. In 8 years, GreenDependent has trained nearly 230 volunteer climate coordinators, who were the engine of the 5-10 household communities. Challenges and barriers faced Vadovics & Boza-Kiss (2013) have identified two major challenges faced by this type of initiative and how the programme has surpassed them. The first one relates to the focus on individual behaviour and individual households in behavioural change programs aimed at reducing energy 69 http://www.intezet.greendependent.org 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 D3.2. Analysis of Literature and Existing Policy Frameworks 70 consumption and the carbon intensity of our lifestyles. They fail to recognize the socially grounded nature of human behaviour and that energy consumption occurs in a multi-layered context. Groups can assist in removing barriers to sustainable energy use behaviour. The second challenge relates to the motivations of the participants. Although savings are an important motivating factor for people to join behaviour change programmes, many of them mention other reasons as wanting to do something positive for the environment or their neighbourhood. Community events and developing a strong ‘small footprint’ group identity can also help incorporate these motivators into climate change and energy efficiency-related programmes. Transferability and Scalability The adoption of energy-efficient practices requires the active participation of end-users and citizens. Energy communities can make an enormous contribution in this regard. They can identify the citizens' motivations, engage them in these behaviours and increase their level of awareness of sustainability while giving them the bonus of money-saving. The project has a strong potential for transferability and scalability since these needs and motivators are common in Europe and it works with a simple structure easy to implement. Key takeaways The programme can promote learning and awareness of sustainability and suggest individual and collective behaviours than contribute to the mitigation of climate changes. It consists of an only benefits program since, besides the main goal of saving energy, it also favours a sense of belonging and a sense of active participation in civic life. Portugal Portugal has low civil society participation in social movements (Franco, 2015). Besides this, it is among the countries in Europe that introduced CSR policies the latest (Castelo Branco & Delgado, 2016). Until the mid-1980s, the Portuguese environmental movement had difficulty establishing itself in the national space, owing to a public opinion still preoccupied with other issues like consolidating democracy and combating poverty. The «Os Verdes» Ecologist Party, founded in 1982 as the Portuguese Ecologist Movement – «Os Verdes» Party, aims to raise the ecological awareness of Portuguese society (Franco, 2015). When Portugal entered the then-European Economic Community (1986), there was a significant increase in associations and cooperatives. The new organizations covered various fields of intervention, such as environmental defence, consumer rights, women's rights, teaching and special education, elderly care, and drug addiction, alongside more traditional forms of organization, such as sports and recreational associations, voluntary firefighters' associations, and so on. In this context, Private Institutions of Social Solidarity (IPSS), formerly known as Assistance Institutions and mostly canon law associations, began to see significant quantitative growth. As a result, they now play a vital role in social action (Franco, 2015). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 71 Despite the disappearance of some structures established in the preceding decade, some Portuguese NGOs (Quercus, League for the Protection of Nature, Geota) were able to influence the national environmental agenda during the 1990s. According to the study by Franco (2015), this influence was due to the staff's level of training and preparation mainly recruited from the urban elite. In addition, good legal preparation of dossiers, a media dissemination network, and autonomy in the face of competing interests contributed to this evolution. The Law 35/98 of 18 July introduced the non-governmental environmental organization (ONGA) concept in the legal system replacing the previous concept of association for the protection of the environment, responding to the evolution verified in international law and giving renewed effective action of associations in their communities. Besides this, there are several non-governmental organizations dedicated to CSR. For example, the Rede Nacional de Responsabilidade Social (RSO PT) is a network of public institutions, corporations, higher education institutions, and non-governmental organizations whose primary goal is to promote social responsibility in Portuguese organizations. Another example is Grace - Grupo de Reflexo e Apoio à Cidadania Empresarial, founded in 2000 by a group of primarily multinational corporations as one of the first NGOs in Portugal to promote CSR (Castelo Branco & Delgado, 2016). Currently, REDE RSO PT is a member of the Alliance for Sustainable Development Goals and aims to contribute to achieving the Sustainable Development Objectives and the National Action Plan for the Circular Economy. Its primary goal is to promote the various dimensions of Social Responsibility and contribute to implementing policies and practices sustained in the management of organizations, regardless of activity, size, or location. Case Study: Share with Energy (EDP) Description of the case (what skills were delivered and how) The Sharing with Energy programme 70 encourages three days of exchange between schools in areas of the country where EDP operates energy production plants. Secondary school teachers and students (aged 15 to 19) are challenged to define and plan a series of activities that promote their region, its potential, spaces, and activities. With the assistance of EDP, the participating teams are responsible for all exchange planning, contacts and partnerships with local entities, budget management, and logistical issues. This innovative program promotes the development of social and relational skills in young people in secondary and professional education, also fostering the feeling of belonging to the territory where exchanges take place. Sharing with Energy is part of EDP's social responsibility strategy, promoting the involvement of the communities where the company develops its energy production activity. The delivered skills are: • developing entrepreneurship, active citizenship, and social responsibility skills in participants 70 https://portugal.edp.com/pt-pt/partilha-com-energia 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 D3.2. Analysis of Literature and Existing Policy Frameworks 72 • promoting the spirit of initiative and ability to execute in the youngest • knowing the potential and existing resources in each of the territories covered by the program • promoting a sense of identity, belonging and connection to the territory in young people from these regions Who/how initiated? (drivers and enablers) The programme was initiated by EDP, Portuguese electric utilities company, headquartered in Lisbon. It was founded in 1976 through the merger of 14 nationalised electricity companies. Strengths of the practice In the 2018/19 school year, schools close to the EDP Production Centres (CP) in Cávado-Lima, Douro, Tejo-Mondego, Lares, Ribatejo and Sines participate in the Sharing with Energy. This promotes the delivery of green skills outside the major urban centres. Trough the challenges and adventure, students can discover more about their local territory, its characteristics and resources. At the same time, they will be in contact with colleagues from other regions who will also be participating in this initiative. Share with energy is an educational program in the area of citizenship that promotes behaviours, attitudes and skills that will help students to understand better social interactions, opportunities and constraints of the environment. Limitations of the practice The programme is limited to areas where EDP Production Center exist. Results achieved incl. assessment/evaluation The programme as involved six production centres, 240 students, ten municipalities, 42 teachers, eleven schools, 20 teams, ten exchanges and four challenges. According to the last survey carried out, the young participants highlighted adaptability, planning, friendliness, team spirit and responsibility as the five valences that were most valued with this experience. Challenges and barriers faced The participation in the programme depends on schools, teachers and students’ initiative. More traditional schools and internal problems may prevent students from applying for the programme. Transferability and scalability The programme offers a student guide describing all the steps necessary to create the experience. Although the activities are restricted to specific areas of the country, the concept can be adapted to other contexts and organizations. The programme adopts a holistic approach to competences of citizenship and several training areas will be impacted. Key takeaways The Share with Energy programme allows students to develop social and relational skills and create a sense of identity, reinforcing attitudes of active and solidary citizenship. Students state 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 D3.2. Analysis of Literature and Existing Policy Frameworks 79 Key takeaways The Helenic Society for the Protection of Nature has a long history of activities related nature and ecology aiming to raise the awareness for environmental problems. Today, these activities are in 5 main areas: 1. Environmental Interventions, 2. Nature Conservation, 3. Environmental Education, 4. Sustainable Management in the Tourism Sector, 5. Public Awareness Raising. Spain The level of sustainability competencies among the population in general or specific sectors has been analysed through the activities and principles of two types of entities that carry out educational and public awareness assessments: the Spanish network for sustainable development and the State Council for Corporate Social Responsibility. The Spanish Network for Sustainable Development (REDS) 74 was born in 2015 as a chapter of the global SDSN network in Spain. Since then, it has established a benchmark multi-stakeholder network that brings together universities, public administrations, companies, and civil society to support the dissemination and implementation of the 2030 Agenda and the Sustainable Development Goals (SDG). The REDS promotes a culture of sustainability in all areas, focusing on the academic community to collect, generate, and use knowledge to connect it with other spheres. REDS tries to activate different stakeholders to integrate and implement the SDGs in their respective sectors through various initiatives and actions. These have four priority areas for Spain: energy, water, biodiversity and gender. REDS is part of the Permanent Committee of the Sustainable Development Council, a pivotal position in promoting the Sustainable Development Strategy at the national level. The Spanish Strategy for Corporate Social Responsibility has a State Council for Corporate Social Responsibility (Consejo Estatal de Responsabilidad Social de las Empresas - CERSE), an advisory and consultative body with powers in public policies for promoting social responsibility among Spanish companies, currently attached to the Ministry of Employment and Social Economy. It was created to bring together representatives of the various groups linked to Corporate Social Responsibility and create a forum for debate between employers, trade unions, institutions in Corporate Social, and various Public Administrations. One of its objectives is the search for greater standardisation in the reports on social responsibility and sustainability that companies and organisations voluntarily publish. 74 https://reds-sdsn.es/ 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 D3.2. Analysis of Literature and Existing Policy Frameworks 80 Sustainability is one of the principles of the Spanish Strategy for CSR. It is said that "CSR serves as a tool for building up organisations aware of their important role in achieving sustainable human, economic and environmental development for the societies to which they belong. Equitable, responsible evolution towards a more competitive economy may lead to sustainable development and social progress" (MEYSS 2015: 27). The objective is to extend CSR culture to society as a whole through actions such as promoting its principles and international recommendations and disseminating good practices in this field. It is assumed that CSR can be a driver of sustainability, equal opportunities and social cohesion. Case Study 1: The Program for the Recovery and Educational Use of Abandoned Towns (PRUEPA) 75 Description of the case (what skills delivered and how) PRUEPA is an educational project complementary to classroom teaching promoted by the Ministry for Ecological Transition and Demographic Challenge, the Ministry of Transport, Mobility and Urban Agenda and the Ministry of Education and Vocational Training, with the collaboration of the Departments of Education of the Autonomous Communities of Castilla-La Mancha, Extremadura and Aragon. It seeks an approach to the rural life of young people who, for the most part, live in the urban world, offering them the possibility of understanding the need for a change in attitudes to ensure the future balance of man with his environment. It contemplates work in different areas: environmental, health, animation and coexistence, cultural and physical recovery, with special emphasis on environmental education and recognition of the important role that the environment plays in people's lives and in the development of society, as well as the need to make decisions and act to prevent its deterioration. It takes place in three abandoned towns: Umbralejo (Guadalajara) and Granadilla (Cáceres), which the Ministry for Ecological Transition has assigned within the framework of its powers in the Autonomous Organism for National Parks which is in charge of its management and conservation; and Búbal (Huesca) attached to the Government of Aragon. Who/how initiated? (drivers and enablers) The project began in 1984 through an agreement between the Ministry of Education and Science, the Ministry of Public Works and the Institute for the Conservation of Nature (ICONA), belonging to the Ministry of Agriculture, which was the one who then had the competences in environmental education, currently assumed partially by the Autonomous Organism for National Parks. The activity was aimed at secondary school, high school, professional training and university levels. The main idea was the participation of the students in the rehabilitation of abandoned towns and that they benefited at the same time from an educational training. Strengths of the practice 1) Environmental coherence in the program and the available equipment that allow capturing agroecological management criteria and the management and protection of life. 2) Alternatives to the mass 75 https://www.miteco.gob.es/es/ceneam/centro-de-documentacion-ceneam/fototeca/fototecaceneam.aspx To see the photo library, please enter the name of the abandoned town (Umbralejo, Granadilla, or Bubal) in the box. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 81 production model are shown. 3) Group work favours learning and joint decision-making. 3) Generation of a feeling about the contribution to the improvement of an abandoned town in an altruistic way. 4) It allows the coexistence of students of different ages, different geographical origins and with different languages, promoting respect for the rural environment and other cultures. 5) It enables integration in the rural environment and reconnection with nature. PRUEPA has a team of educators with many years of experience in educational activities, group dynamics and practical activities (educational workshops), and with an exceptional natural environment in which it has been possible to combine education in sustainability and values with the preservation of nature and knowledge of rural culture. The PRUEPA work teams are autonomous, preparing the programs themselves to develop in the three abandoned towns. The methodology, therefore, is bottom-up, providing great coherence to the skills to be developed in the program and allowing an evolution according to the change of times in non-formal education to favour a real change in support of sustainability in the daily lives of the participants. Limitations of the practice The abandoned towns program has presented an active coordination between all the agents involved in its development, throughout all these years of operation. The experience has been very positive in this sense, although it will always be possible to improve (monitoring the skills, knowledge and values learned between the teachers and the work teams of the three abandoned villages). It would even be very convenient to facilitate a subsequent visit (years later) by the participants to share their experiences and see how it influenced them in their daily lives and what was the progress made in their sustainable practices and protection of nature and cultural heritage. However, the challenge of opening up assistance for the active participation of citizens in general and other social agents, in order to take advantage of existing resources, should be done under the name of another activity or program, as long as compatibility with the PRUEPA development. Results achieved incl. assessment/evaluation The program has a long history, having been in operation since 1984. The number of students who have participated in the program of the three abandoned towns is very extensive: 65,000 students in Granadilla (Cáceres province), 40,000 students in Umbralejo (Guadalajara) and 40,000 students in Bubal (Huesca) and 8,000 accompanying teachers in the three sites. The participation of educational centres in the program is done through the granting of scholarships from the Ministry of Education. The teachers prepare an educational project for their centre to be developed jointly with the planned activities in the abandoned towns programme. The objectives of the PRUEPA program focus on: fostering attitudes of respect and tolerance through participation in group activities; collaborate in the educational process of the students so that they appreciate the richness and variety of the natural, social and cultural heritage, respecting its plurality; deepen the knowledge of the human body in order to develop healthy lifestyle habits both individually and collectively; know the different possibilities of using free time. The design and methodology of the PRUEPA programme is based on four large areas of activities: 1) Cultural recovery and maintenance of the towns, 2) Environmental education for sustainable development, 3) Health and 4) Animation and coexistence. For the development of these areas, there are workshops on environmental education (agroecology, climate change, nature knowledge…), animation, anthropology, carpentry, ceramics, corporal expression, health, recycling and transformations, etc. In addition, the towns generally have the following spaces: student and teacher houses, dining room and projection room, museums, mini-sports centre, library, open-air auditorium, greenhouse, etc. Within the development framework of this Program, each participating centre has a period of time of between 7 and 10 hours per week to put into practice its participation project, which must also reflect 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 D3.2. Analysis of Literature and Existing Policy Frameworks 82 the previous activities that the teaching staff has carried out with the group, as well as the possible activities that will be carried out after the stay in the town. On the last day of the activity in the abandoned town, an evaluation of the activities is carried out with the participating students. At the internal level of the program, an annual evaluation of the functioning of the activities programmed by the PRUEPA project is carried out. Challenges and barriers faced Among the future challenges, it would be convenient to carry out a formal evaluation of the educational project of PRUEPA, not carried out globally until now. A greater dissemination of PRUEPA in scientific and social circles such as participation in congresses and conferences would also be necessary. Likewise, the spectrum of participants should be opened up, making room for families, town councils, local action groups through proposals for multifunctionality of uses and users. At the educational level, a curricular adaptation towards the contents of sustainability in relation to the SDG objectives it is considered essential, so this incorporation is currently being carried out. As well as taking into consideration the recently approved Action Plan for Environmental Education for Sustainability (PAEAS). Among the barriers, the administrative ones are sometimes limiting: lack of budget to advance more in the sustainability of the towns, for example, to install solar panels to replace diesel generators in these abandoned towns. The follow-up of the work done in PRUEPA, once the students and teachers return to their school, should also be improved. It would be very convenient to be able to collect feedback from the participants in order to make the adequate improvements. Once they return to their classrooms, the lack of time prevents an adequate evaluation. Transferability and Scalability The approach is directly transferable at three levels: 1) Recovery of any physical location applicable to different environments, for example a schoolyard, an orchard in the urban environment, etc. 2) The project is also transferable to any educational program in any environmental education approach both in areas or urban areas. 3) It is transferable to any abandoned town that is the object of recovery in rural environments. Besides, it can be transferred to any educational stage and to society in general, adapting the educational content to the possible audience. Key takeaways The project has a cross-sectional character, working in groups on different aspects: cultural and architectural recovery, environmental education for sustainable development, health, coexistence, gender equality and education for peace. It allows a global learning, where the emotional aspects of creating links with the landscape, space, classmates and teachers make this a unique experience fondly remembered many years later. Case Study 2: Zero Residue Recreation Program (Teachers for Future Spain) Description of the case (what skills delivered and how) The Zero Residue Recreation Program (RRO) is an educational program currently being developed in more than 1,000 educational centres throughout Spain. The RRO is included in the 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 D3.2. Analysis of Literature and Existing Policy Frameworks 83 “28,000 for the Climate Program” 76 by Teachers for Future Spain (TFFS). TFFS is a teacher’s nonprofit organisation, working with educational centres to become the engine of change towards the sustainable society we need. More than 10,000 teachers and more than 2,000 educational centres are currently involved in their learning campaigns. The program is devoted to reducing waste and food waste in student lunches and snacks. Fruit consumption, reusable containers and the composting of organic waste are highly encouraged. It is being developed in all school years with students of all ages and educational degrees. Many support materials have been created, available openly and free of charge on the Teachers for Future Spain website. The intended objective is the involvement of the entire educational community in reducing the centre’s environmental footprint. As a complement, many posters and educational resources have been created. Who/how initiated? (drivers and enablers) The previous experience, which was the germ of the program, was developed in the 2018-2019 academic year within the "Cooltureco project", a blog where Miriam Leirós and other teachers shared their experiences prior to the creation of TFFS. It was carried out with sixth-grade students, reaching zero residues 77 . In 2019, the creation of TFFS was formalized, and more than 400 educational centres were added. Subsequently, despite the covid pandemic, the project has continued to grow to more than 1.000 centres today. Strengths of the practice The excellent practical results in improving educational centres' sustainability are undeniable. The school is the first and foremost socializing centre for boys and girls learning many habits and routines that will accompany them throughout their adolescent and adult lives. In addition, those habits and routines are better learned by being part of a group. Besides, those sustainable habits and routines that children learn are easily transferred to their homes, encouraging and involving parents, grandparents and other relatives to modify their behaviour by moving to a more sustainable way of life. With the RRO program, the some of the 17 SDGs (Agenda 2030) are directly applied; such is the case of Goals 4, 12, 13 and also 11, 14 and 15: Objective 4. "Quality education." Target 4.7: "Ensure that all students acquire the knowledge and skills necessary to promote sustainable development, including education for sustainable development and sustainable lifestyles (…) Objective 12. "Responsible Production and Consumption." Target: 12.3. Halve food waste (…) Target: 12.5. Reduce the generation of waste through prevention, reduction (...) 76 https://drive.google.com/file/d/1mg0Kb2IVjfe1e3V-OgWbosECt9vEvIpP/view 77 http://cooltureco.blogspot.com/2019/06/residuo-cero-datos.html 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 D3.2. Analysis of Literature and Existing Policy Frameworks 84 Target: 12.8. Ensure that information and knowledge relevant to sustainable development and lifestyles in harmony with nature are available. Objective 13. "Climate Action" Target 13.3: "Improve education, awareness, and human and institutional capacity regarding climate change mitigation (…)" Considering where much single-use packaging ends up, we could also include 14 "Life Below Water" and 15 "Terrestrial Ecosystems" as well as the 11 "Sustainable cities and communities." Limitations of the practice The most significant difficulty is taking information about the program to schools. TFFS is a network of teachers expanding; however, it has limited communication capacity, which prevents it from moving forward as quickly as necessary, given the urgency of the climate change emergency. Results achieved incl. assessment/evaluation The great success of this campaign is visible thanks to a large number of participating centres in the campaign 78 . Many of them have already managed the program successfully to reach zero waste. The University of Salamanca (Area of Didactics of Mathematics and Experimental Sciences) is carrying out a detailed programme evaluation. An app was developed to measure the impact of the programme, both in primary and secondary schools, related to the following items: 1) Quantify (using an app) the reduction of plastics in lunches produced in the educative centres; 2) Collect information about the students' snacks to observe the progression of consumption habits and quantify the magnitude of the change. Challenges and barriers faced The great challenge is to reach 28.000 educational centres throughout Spain during the 20222023 academic years. Unfortunately, despite the excellent reception of the project, it has been challenging to expand the program due to the covid health crisis. The next challenge is to get public institutions to become actively involved in disseminating the programme among all the educational centres under their jurisdiction. Transferability and Scalability The approach is easily transferable to other entities such as 1) Universities and adult education centres, 2) Libraries and socio-cultural centres, 3) Student residences, and 4) Public institutions and companies. As for the scalability, rapid growth is expected once the health crisis is overcome, and educational centres return to normal functioning. Besides the objective mentioned above of reaching all educational centres in Spain in the 2022-2023 academic year, the programme aims to expand to other countries, and synergies are currently being created between teaching groups with similar characteristics. 78 https://www.google.com/maps/d/embed?mid=1jhSQ3kOhSKufMSibnW_PmwliFQbrGT7o&hl=es&ehbc= 2E312F 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 D3.2. Analysis of Literature and Existing Policy Frameworks 85 Key takeaways The Spanish Ministry of Ecological Transition in the 2019/2020 academic year and the Spanish Ministry of Education and Vocational Training in the 2020/2021 academic year have recognized the work carried out by the centres within the RRO programme by awarding them a diploma. The simplicity of the approach and the low economic cost of its implementation makes it easily replicable. In addition, once the centres join the RRO program, the progression is swift and excellent results are achieved. These results in an optimistic perspective of the vast potential educational centres have to become "the key point" that transforms our society. National Curricula Analysis Finland Curriculum analysis In Finland, compulsory education reaches from the preschool (grade 0) and then from the 1st grade (usually seven years old) to 9th grade (usually 15 years old) in comprehensive school (called in Finland Basic school, which means primary education and lower secondary education). And, according to recent legislation, to upper secondary education in either general or vocational secondary education (usually -> 18 years old). All of these have national curriculum of their own. These curriculums are directives that guide the activities of every school in Finland. If we search for the word sustainability in Finland’s National Core Curriculum for Basic Education (2014), we will notice that it appears 50 times. In addition to that, Finnish curriculum contains many themes that are closely connected to sustainability. We face a country whose curriculum reaches approximately 500 pages, many of them with concerns focused on education in terms of sustainability. In other words, not only does Finland have a considerable curriculum volume, which may indicate a high prescriptive character, but sustainability also seems to be a relevant topic for the country. Thus, the structure of the Finnish National Core Curriculum for Basic Education includes multiple parts linked to sustainability, namely: • Section “Underlying values of basic education” include a chapter “Necessity of a sustainable way of living”, • Section “Aiming for transversal competence” includes a chapter “Participation, involvement and building a sustainable future”, • Section “Principles that guide the development of the school culture” includes chapters “Participation and democratic action”, “Equity and equality”, and “Environmental responsibility and sustainable future orientation”. In addition, all transversal competence areas are linked to every object of instruction in the subject part of the curriculum. This way, sustainability is one of the key concepts, as more than 15% of the curriculum pages include the concept of sustainability. It also uses familiar 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 D3.2. Analysis of Literature and Existing Policy Frameworks 86 nomenclatures to sustainability, namely, concepts of eco-social knowledge and ability, sustainable development, sustainable future, sustainable way of living, environment, environmental awareness, and relationship with nature.” Therefore, it is crucial to present and analyse some evidence expressed in Finland’s National Core Curriculum for Basic Education related to Education for sustainability. So, based on Finland’s National Core Curriculum for Basic Education (2014), Environmental studies on grades 1-6 is an integrated subject which mainly comprises the fields of knowledge of biology, geography, physics, chemistry, and health education and includes the perspective of sustainable development (On grades 7-9 these subjects are studied separately and have their own lessons.) In this sense, the general objective that organizes learning in this matter is “to guide the pupils in knowing and understanding nature and the built environment, the related phenomena, themselves, and other people as well as the importance of health and well-being”. This way, essentially inspired by Finland’s National Core Curriculum for Basic Education (2014), we created the following table that seeks to combine the broader learning objectives related to Education for sustainability for each field of knowledge mentioned. Table 9. Education for Sustainability on Finland’s National Core Curriculum for Basic Education (2014) Subjects Global Learning Goals Biology Understand the natural environment, humans, life as well as its development and its preconditions on Earth. Geography Explore the pupils’ local environment and understand different areas of the globe, the phenomena that occur in them, and the lives of the people living in them. Physics Understand and explain the basic structures and phenomena of nature, also using information obtained through research conducted by the pupils Chemistry Observe different substances in the environment and examine, describe, and explain their properties, structures, and changes that take place in them. Health Education Understand factors in the environment and in human activities that support and protect health and to promote the development of competence that supports health, well-being, and safety. Source: Finland’s National Core Curriculum for Basic Education, 2014. Finland's National Core Curriculum for Basic Education (2014) is also structured around 7 core transversal competences. Sustainability is a pillar of them, but it also has the right to reserve a specific competence guideline - the seventh. Here are the 7 transversal competences we are talking about: 1. Thinking and learning to learn (TC1) 2. Cultural competence, interaction and self-expression (TC2) 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 D3.2. Analysis of Literature and Existing Policy Frameworks 87 3. Taking care of oneself and managing daily life (TC3) 4. Multiliteracy (TC4) 5. ICT Competence (TC5) 6. Working life competence and entrepreneurship (TC6) 7. Participation, involvement and building a sustainable future (TC7) Furthermore, we highlight some considerations prescribed in the mentioned document, in which we place particular relevance with regard to the matter of Education for Sustainability: Necessity of a sustainable way of living Humans are part of nature and completely dependent on the vitality of ecosystems. Understanding this plays a key role in growth as a human being. Basic education acknowledges the necessity of sustainable development and eco-social knowledge and ability, follows their principles and guides the pupils in adopting a sustainable way of living. Sustainable development and ways of living comprise an ecological and economic dimension as well as a social and cultural dimension. The leading idea of eco-social knowledge and ability is creating ways of living and a culture that foster the inviolability of human dignity and the diversity and ability for renewal of ecosystems while building a competence base for a circular economy underpinned by sustainable use of natural resources. Eco-social knowledge and ability means that the pupils understand the seriousness of climate change, in particular; and strive for sustainability. Source: Finland’s National Core Curriculum for Basic Education, 2014. Participation, involvement and building a sustainable future Participating in civic activity is a basic precondition for an effective democracy. Skills in participation and involvement as well as a responsible attitude towards the future may only be learned by practicing. The school environment offers a safe setting for this, while basic education also lays a foundation of competence for the pupils' growth into active citizens who use their democratic rights and freedoms responsibly. The mission of the school is to reinforce the participation of each pupil. Basic education creates the bases for the pupils' interest in the school community and society. The school respects their right to participate in decision-making as indicated by their age and level of development. The pupils take part in planning, implementing, assessing and evaluating their own learning, joint schoolwork and the learning environment. They gather knowledge and experiences of the systems and methods for participation and involvement in civic society and communal work outside the school. The pupils understand the significance of protecting the environment through their personal relationship with nature. They learn to assess the impacts of media and to exploit the potential it offers. By experience, the pupils learn about involvement, decision-making and responsibility. They also learn to understand the significance of rules, agreements and trust. Through participation both at school and outside it, the pupils learn to express their views constructively. They learn to work together and are offered opportunities to practice negotiation skills, arbitration and conflict resolution as well as critical examination of issues. The pupils are encouraged to consider proposals from the perspectives of equality of the different parties, fair treatment and a sustainable way of living. During their years in basic education, the pupils consider the links between the past, the present and the future and reflect on various alternative futures. They are guided to understand the significance of their choices, way of living and actions not only to themselves but also to their local environment, society and 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 D3.2. Analysis of Literature and Existing Policy Frameworks 88 nature. The pupils develop capabilities for evaluating both their own and their communities' and society's operating methods and structures and for changing them so that they contribute to a sustainable future. (Adapted from Finland’s National Core Curriculum for Basic Education, 2014) Environmental responsibility and sustainable future orientation A learning community accounts for the necessity of a sustainable way of living in all of its activities. The school demonstrates its responsible attitude towards the environment by its everyday choices and activities. Material choices and operating methods that waste raw materials, energy and biodiversity are replaced by sustainable ones. The role that immaterial factors of a sustainable way of living plays in well-being is highlighted, and time is set aside and visibility is given for these factors in everyday school work. The pupils are involved in planning and implementing sustainable everyday life. A learning community inspires hope of a good future by laying a foundation for eco-social knowledge and ability. A realistic and practical attitude towards shaping the preconditions for a good future reinforces the pupils' growth into responsible community members, municipal residents and citizens. It encourages the pupils to encounter the world's diversity with an open mind and curiosity and to act for a more just and sustainable future. Source: Finland’s National Core Curriculum for Basic Education, 2014. On the other hand, it also seems pertinent to us present to an example of the key content areas: Biology Key content area: Towards a sustainable future (C6) 7th-9th Grade The contents include the preservation of biodiversity, climate change, sustainable use of natural resources, and changes in the surroundings. The pupils reflect on the ecological, social, economic, and ethical principles of using natural resources, as well as sustainable food production and animal welfare. The opportunities provided by bioeconomy and ecosystem services for a sustainable future are discussed. The pupils get acquainted with the goals, approaches, and accomplishments of nature conservation. Source: Finland’s National Core Curriculum for Basic Education, 2014. This analysis would not be complete without considering concrete examples of learning objectives associated with sustainability in different subjects: Objectives of instruction in ethics in grades 3–6 (pupils study either religion or ethics) Objective 4 Guide the pupil to take responsibility for himself or herself as well as for other people and the environment. Objectives of instruction in visual arts in 3rd – 6th grades 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 D3.2. Analysis of Literature and Existing Policy Frameworks 95 2. Communication competencies (mother tongue and foreign language) 3. Digital competencies 4. Mathematical and thinking competencies 5. Personal and social relationship competencies 6. Competences of creativity, creative creation, self-expression and cultural awareness 7. Employee, innovation and entrepreneurial competencies These competencies are common to learning areas as there are no separate subject frameworks for 8th-grade grammar schools. Green skills in the national curriculum Although the main competencies do not include sustainability-related competencies and green skills, in the new NCC 83 , from primary education, the framework curriculum of some lessons includes these topics. This type of skill is extensible and transversal to the different levels of schooling in Hungary, obviously varying in the specificity and difficulty involved. Primary and lower secondary education During the first years of schooling, called primary and lower secondary education, corresponding to grades 1 to 8 (ISCED 1-2), students gradually receive some awareness-raising content for environmental issues that can generate an attitude of respect for nature and a certain receptivity to sustainability issues developed later. Thus, in the first six years of schooling, the Ethics subject includes three 12-hour units on “preserving the order of nature for sustainability” with the following expected learning outcomes: ● [The student] takes care of pets or animals and plants in the environment with responsibility; ● learn about some endangered species, the reasons for their endangerment and why it is necessary to protect wildlife; ● provides an example in its consumption patterns of elements that can be used to take environmental considerations into account. ● recognizes the need to protect wildlife; can collect information about all this in both physical and digital environments; ● sets an example in its consumption habits of elements that can be used to take environmental considerations into account and also draws the attention of its peers to these. ● forms his responsibility for the natural and material environment 83 https://www.oktatas.hu/kozneveles/kerettantervek/2020_nat 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 D3.2. Analysis of Literature and Existing Policy Frameworks 96 ● recognizes the everyday need for ecological, economic balance. The theme of sustainability becomes explicit in the curriculum framework for the 3rd-4rd grades with the subject of Environmental Education. This is the introductory subject of the study field of Natural Science and Geography. The main goal of the subject is to enable children to get to know their narrower and wider environment, as well as their bodies, to understand the changes, and to see the basic causal relationships, based on the age characteristics, cognitive development and curiosity of the children. For example, one of the themes of the Environmental Education lessons is “The communities of life in the environment where we live”, while another topic is “Energy” and the topic of “Term of sustainability and its biological contexts” is covered in Biology classes. There are also lessons in high schools that include these topics. For example, Biology lessons include the topics of “Man and biosphere – sustainability”, while science lessons include the “Human activity shaping the environment”, “Raw materials, energy sources”, “Changing climate”, “Biodiversity”, and so on. In the 3rd and 4th grades, the expected duration of the activities of the Environmental Education unit is 68 hours. The processing of this topic is based on the development of skills and the relevant learning outcomes from this unit are: ● [The learner] has a sense of responsibility for its narrower and wider environment; ● illustrates the impact of human activity on the natural environment; ● recognizes which substances can pollute our environment in our daily lives, which habits lead to damage to our environment; ● learns habits and behaviours aimed at preventing damage (e.g. waste minimization, saving material, reusing, prioritizing public transport, walking or cycling, saving energy). The suggested activities essentially provide practical and active guidance to the student in his/her learning process, involving methods of observation, description, comparison, grouping, measurement and experimentation to apply learning to everyday life. Natural Sciences (5rd-6rd), Biology (7rd-8rd), Physics (7rd-8rd), Geography (7rd-8rd), Chemistry (7rd-8rd) and Citizenship (8rd) are the following subjects in the Hungarian school curriculum that, by their nature, have the potential to explore sustainability content and issues. In fact, in the 6th grade, the curriculum proposal for Science includes the following learning outcomes: ● [The learner] groups energy sources according to different aspects; ● provides examples for comparing renewable and non-renewable energy sources; ● recognizes the impact of energy production on natural and artificial environments. Regarding the discipline of the Natural Sciences, it acts as a link between lower secondary environmental knowledge and science subjects (Biology, Physics, Geography, Chemistry) taught in a disciplinary framework from 7th grade onwards. There is a concern to study real problems and actively involve the learner in discussions about the subject of nature and the environment. Sustainability is not a central element in the discipline, but there are 3 topics in the table of 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 D3.2. Analysis of Literature and Existing Policy Frameworks 97 contents referring to natural-environmental problems, which correspond to 30 of the 136 hours planned for the course, which may indicate educational concerns regarding sustainability. On the other hand, in Biology (7rd-8rd) the object of study is the flora and fauna, the human body and the environmental processes. In this discipline, it is expected that sustainability will play a considerable role, namely by including in the table of contents the topics “The concept of sustainability, its biological contexts - The life of our planet; The concept of sustainability, its biological contexts - Protection of natural assets; The concept of sustainability, biological contexts - The relationship between the living world and man, sustainability”, making a total of 28h of the 102 hours foreseen for the discipline dedicated exclusively to the phenomenon of sustainability. In the subject of Physics (7th-8th), consideration of environmental and sustainability issues is again present, since the table of contents covers topics such as “Water, air and solid substances in the home and the environment” and “Global problems in our environment”, making up a total of 20h of the 102 hours planned for the discipline focusing on the phenomenon of sustainability. The textbook for Physics (7th grade) includes a thematic unit on “Environmental impacts of energy consumption” that covers the subjects of energy security and energy saving. In turn, Geography (7rd-8rd) is dedicated to the study of the phenomena and processes of the natural and socio-economic environment, so considerations of environmental issues can be anticipated. However, the table of contents is against the odds, as there is no concrete approach to environmental education in it. Regarding the discipline of Chemistry (7rd-8rd), there is no objective approach to sustainability issues in the table of contents, although there may be potential for exploring environmental issues at the level of chemistry in the topic "Chemistry in nature", corresponding to at 15 of the 102 hours scheduled for the course. The textbook for Chemistry for the 8th-grade delivers planning of each unit including the main subject, the learning outcomes and suggested activities. Unit IX, “Chemistry and environmental protection”, covers the following subjects: ● Air pollution and its consequences ● Water pollution ● The waste ● Energy sources in the service of humanity For these themes, the following learning outcomes are expected: ● [The learner] understands the development and impact of global climate change, acid rain, ozone depletion and smog on humanity; ● Identifies and provides examples of the most common sources of air, water and soil pollution in its environment; ● Describes the composition of household waste, and the possibilities of its use and reduction, in the framework of a presentation or project work, with special regard to hazardous waste. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 98 Finally, the subject of Citizenship (8th) covers some topics related to sustainability competencies. However, it can be seen in the table of contents that sustainability issues are addressed but limited to the topic “Basics of consumer protection”, corresponding to 3h of the 34 hours foreseen for the discipline. In this topic, 15 subtopics are included, and the most important one concerning sustainability seems to be the subtopic entitled “The relationship between conscious consumer behaviour and sustainability and environmental protection”. Upper secondary education Moving on to upper secondary education (grades 9th to 12th; ISCED 3) the subjects that again seem to have the potential to explore environmental content and issues are Biology, Physics and Chemistry. Thus, Biology, in the 9th and 10th grades, makes a total of 170 recommended hours, among which 46 hours are dedicated to the topic “Biosphere balance, sustainability” - a relevant number that makes us think that environmental issues are carefully considered in the curricular plan. In fact, in the 10th grade, the textbook for the subject of Biology includes units on environmental and nature protection, and air and soil pollution. These themes cover the following learning outcomes: ● [The learner] recognizes the factors endangering natural habitats, explains its position on the need for habitat protection and the possibilities of its individual and social implementation; ● in cooperation with others, plans and carries out an ad hoc or long-term examination of the environmental condition of his / her place of residence evaluates the obtained results; ● knows the sources of air, water and soil pollution, types and examples of pollutants, and analyses their impact on living communities based on specific cases. In turn, Physics, in the 9th and 10th, also makes up a total of 170 recommended hours. The topics that seem to converge with the theme of sustainability are the following: “Consequences of heating and cooling”; “Water and air in our environment”; “Electricity in our environment”; “Preserving the integrity of our environment”, which is equivalent to a total of 48 hours. However, only the topic “Preserving the integrity of our environment” (10th grade) offers guarantees that sustainability is a central component of the study - corresponding to 12 hours and covering the themes of ozone shield and the greenhouse effect, and renewable and nonrenewable energies. As for Chemistry, the 9th and 10th grades make up a total of 102 recommended hours, of which 6 hours correspond to educational concerns related to the environment and sustainability, namely associated with the topic “Environmental chemistry and environmental protection”. The Chemistry textbook for these grades includes a theme concerning “New Challenges” for which the following learning outcomes are expected: ● [The learner] illustrates the most pressing global problems facing humanity (global climate change, ozone depletion, depletion of drinking water supplies, depletion of energy resources) and their chemical implications; 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 D3.2. Analysis of Literature and Existing Policy Frameworks 99 ● is aware of the greatest challenges facing humanity, especially their chemical aspects (energy sources, pollution, sustainability, production of new materials); ● illustrates the chemical consequences of anthropogenic activities through examples ● understands the importance of protecting our environment for the survival of human civilization; ● knows the basic rules of the use of plant protection products in everyday life, interprets the description of plant protection products, instructions for use, gives examples of plant protection products from the past and present (burgundy juice, modern pesticides); ● knows the chemical composition, production and use of the most important (N-, P-, Kcontaining) fertilizers. In the 9th grade, the curriculum of Geography deals with the connections and interactions of the natural and social environment. Its unit VII is about “Local problems, global challenges” and covers the issues of sustainability, ecological footprint, and environmental disasters. The competencies of this unit related to green skills are the following: ● Development of comprehension, communication and digital competence in the analysis and oral evaluation of traditional and online source texts related to the development of global problems (causes, consequences, mitigation strategies); ● Improving contextual thinking based on the explanation and understanding of the development of local, regional and global natural, socio-economic and environmental hazards of geographical origin; ● Development of environmentally conscious and sustainable behaviour based on the systematization of the environmentally damaging effects on the geospheres and the presentation of the interactions of the processes; ● Analysis of sources dealing with global climate change, formulation of an argumentbased opinion on the topic; ● Explaining the causes of climate change and its local, regional and global consequences. ● Developing system thinking, individual and community responsibility, environmentally conscious and sustainable behaviour, and responsible decision-making thorough knowledge of the global and local causes, consequences, mitigation and application strategies of climate change. ● Presentation of the consequences of climate change in Hungary, formulation of mitigation and adaptation strategies. ● Presentation of environmental hazards related to watercourses (inland water, flood), interpretation of the quantitative and qualitative protection of water resources. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 100 In the 10th grade, the subject of Sustainability focuses on sustainability itself including learning how to use resources consciously, sparingly and responsibly, with a view to learners’ ability to innovate. This curricular domain aims to form skills, knowledge and attitudes presented in Table 10. Table 10. Skills, Knowledge and Attitudes in Sustainability planning (10th grade) SKILLS KNOWLEDGE ATTITUDE The student discovers the connection between his / her own consumption and lifestyle habits and natural and environmental problems. It recognizes and can give examples of what can be changed. Concepts: sustainable development and sustainability; ecosystem services. Is committed to moving toward sustainable development and preserving environmental values. Is committed to building just, peaceful, cooperative communities and societies. Takes responsibility for his own activities and the protection of the natural environment, and for cooperating with his social environment. Creates a simple resource plan. His plan is realistic, in line with its own priorities, the time required for its activities and the sustainable use of available resources. Concepts: vision; aspects of time management (complexity of tasks, priority, measurement). Processes: how to plan for the future. Designs and implements a work program based on specified criteria for sustainability. He analyses, evaluates and presents the results of his work. Concepts: work program and project; differences in needs and demands. Processes: work program planning steps. By analysing a specific problem, he recognizes the interdependencies between the natural and built environment, the behaviour of the individual and the socio-economic space around him. Analyses and gives opinions and suggests decisions that help sustainability based on aspects. Knowledge: recognizing the characteristics of systems, elements and the relationships between them. Processes: a way to analyse dependencies. The topic “Meaning and goals of sustainable development” (2h) covers the following learning outcomes: ● [The learner] can interpret the services of an ecosystem; 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 D3.2. Analysis of Literature and Existing Policy Frameworks 101 ● is able to consider environmental or social, economic decisions and their consequences through examples; ● is able to discover the systematic connections between the way of life, one’s own life and one’s environment. As for the topic “Consumption, fashion, recreation” (6h), the following learning outcomes are predicted: ● [The learner] is able to identify waste-reducing behaviours; ● is familiar with labels for responsibly produced products and examines their contents; ● understands the waste burden and global social and environmental dangers of rapidly changing fashion, especially clothing and digital devices; ● is familiar with the characteristics of the waste generated by the production and depreciation of digital assets; ● can list responsibly produced products. The topic “Room, building, settlement” (6h) covers the following learning outcomes: ● [The learner] knows the main features of a sustainable building: energy consumption, materials used, traditional and natural building materials, and thermal insulation alternatives. ● knows natural examples of sustainable architectural solutions (e.g. ventilation system of termite castles for thermal control, thermal insulation of bird nests); ● knows the process, advantages and disadvantages of urbanization, individual and community examples of exploiting the advantages, overcoming the disadvantages; ● is able to differentiate and define the concepts of energy saving and energy efficiency; ● is able to design a community space (e.g. community park, house, schoolyard, study trail) with peers, taking into account sustainability considerations, preferably based on examples from nature; ● knows the environmental NGOs in and around the settlement. Finally, the topic “Leisure, transport, transportation” (5h) covers the following learning outcomes: ● [The learner] is aware that the environmental load and energy requirements of different vehicles differ; ● is able to compare cycling, walking or public transport/car; ● is aware of other pollutants emitted into the air in addition to CO2 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 D3.2. Analysis of Literature and Existing Policy Frameworks 102 ● knows how to calculate food kilometres; ● is aware of the additional effects that the transport of food from abroad can have (eg the introduction of invasive plant and animal species, the emergence of hitherto unknown micro-organisms); ● is aware of the environmental impact of road transport and the potential for reducing traffic; ● is familiar with the relationship between the world's population, economic development, consumption and environmental pressures and their interactions. In the 11h and 12h grades, the subject of sustainability aims at promoting the skills and behaviours identified in Table 11. Table 11. Skills and Behaviour for Sustainability (11-12th grades) SKILLS BEHAVIOUR ● Change of view ● Fact and data management: collection, grouping, ranking, comparison ● Data analysis: distinguishing between data and variables that are relevant and irrelevant to the operation of the selected system for problem-solving; examination of the relationship and correlations of data and variables ● Attention, observation ● Logical abilities: comparison (identification-distinction), analysis, synthesis, generalization, inference - inference, abstraction, concretization, rulemaking ● Innovative creativity ● Operational skills related to problem management: problem recognition, analysis, formulation of possible solutions, planning, decision making (justification), implementation, evaluation, correction ● Operational skills related to planning: goal setting, route finding, choosing between roads (decision), determining the way forward, planning and scheduling the content of activities ● Implementation of the plan: progress according to the plans, modification of the plan if necessary ● Self-examination and the need for self-improvement; ● Willingness to change lifestyle ● Helpfulness, compassion for the needy and supportive behaviour ● Initiative; ● Commitment to sustainability ● Open-minded, forwardthinking thinking; ● Accepting that the world must be seen in a system, in its context 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 D3.2. Analysis of Literature and Existing Policy Frameworks 103 SKILLS BEHAVIOUR ● Holistic thinking in the system ● Distinguishing the difference between facts and personal opinion ● Conclusion based on data and criteria provided with justification ● Inductive and deductive approach according to a given problem ● Formulation of scientific proposals ● Cooperation ● Conflict of dialogue, statements, arguments and counterarguments ● Ability to ask questions, inquire, find out, raise problems ● Time management The theme “Relationships between economic development and sustainability” (12h), covers the following expected learning outcomes: ● [The learner] is aware of the territorial aspects of pollution, particularly in vulnerable areas; ● recognizes the links and contradictions between changes in the state of the environment and economic development and development; ● is familiar with the characteristics, advantages and limitations of linear and circular farming; ● presents the characteristics of the 21st-century energy economy, the aspects that promote and limit the sustainability of the use of energy resources; ● Recognizes the socio-economic context and environmental impacts of the use of natural resources, in particular, energy sources; ● understands the strengthening of the role of human and social resources in today's socio-economic development; ● is able to identify some socio-economic aspects and contradictions in the validation of environmental aspects. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 104 Finally, the topic “Working together for a sustainable future” (10h) covers the following learning outcomes: ● [The student] knows some of the most important environmental and sustainability directives and objectives formulated at the domestic and international levels; ● understands the importance of bringing together different professions and different types of organizations in the preservation of natural and socio-cultural values; ● knows the domestic and international, state, interstate and social environmental organizations and initiatives, is aware of their activities; ● interprets the potential of community service in terms of sustainability. Besides the framework of competencies from the NCC and the contents and planning from the textbooks and lesson plans, students in Hungary also have the opportunity to acquire and develop sustainability-related and green skills through other initiatives, and programmes; the most relevant are: ● The Green Kindergarten Program and Network; ● The National Eco-School Program and Network; ● The Forestry Kindergarten and Forestry Schools programs ● School gardens ● Thematic weeks in schools Case Study: “Sustainability Thematic Week” Description of the case (what skills were delivered) The Sustainability Thematic Week 84 is a project of sustainability education developed in Hungary with the main goal of involving children and teachers in sustainability and environmental awareness. The programme was inaugurated in 2016 and has had annual editions since then. The project is inspired by a sustainability pedagogy oriented towards personal transformation, through the development of creative capacity, problem-solving and awareness at an ethical and responsible level, aiming to prepare for decision-making and collective actions that benefit the environment. These themes can be delivered in schools through training packages that include lesson outlines, sample projects, digital applications, online lessons, competitions, applications, and activities related to each priority topic developed for three age groups (lower grade, upper grade, high school). Teachers also have access to a series of teacher training event lectures and webinars. 84 https://kormany.hu/emberi-eroforrasok-miniszteriuma https://www.fenntarthatosagi.temahet.hu/ismerteto https://kekbolygoalapitvany.hu/oktatas/ 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 D3.2. Analysis of Literature and Existing Policy Frameworks 111 biodiversity Report situations of threats to Biodiversity. -- ✓ ✓ ✓ ✓ D. Strategy to the conservation of biodiversity Know the natural parks and protected areas of Portugal as part of the strategy for the Biodiversity conservation. Present proposals for the conservation of Biodiversity in specific cases. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ VI. Energy A. Energy resources Know the different energy sources and the advantages/disadvantages of their use. ✓ ✓ ✓ ✓ ✓ B. Energy problems of current world Evaluate the social and environmental implications of the current energy model based essentially on the use of fossil fuels. -- ✓ ✓ ✓ ✓ C. Energy sustainability Recognise the use of renewable energies and the promotion of energy efficiency as two fundamental pillars for energy sustainability. Participate in actions to promote energy efficiency. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ D. Sustainable mobility Relate sustainable mobility with the preservation of natural resources and quality of life. Intervene with the competent authorities, namely the municipalities, with proposals leading to the promotion of sustainable mobility. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ VII. Water A. Importance of water for life on Earth Understand the importance of water on the planet as a resource and life support. Assume environmentally responsible behaviours that respect and value water. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ B. Environmental problems associated with freshwater Know the main environmental, social and economic problems and challenges associated with water (waste, contamination, scarcity, conflicts, drought). Act to minimise the socio-environmental problems associated with water. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 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 D3.2. Analysis of Literature and Existing Policy Frameworks 112 C. Literacy of oceans Understand the importance of the oceans for the planet’s sustainability Participate in actions aimed at preserving the oceans. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ D. Sustainable management of Water Resources Understand the need to adopt appropriate behaviours and practices for the responsible management of water resources. Contribute, through public participation actions, to the definition of local strategies for the sustainable management of water resources ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ VIII. Soils A. Soil as a resource Relate types of soils with their different skills. Participate in actions that promote good practices of sustainable agriculture. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ B. Use and Abuse Recognise behaviours that lead to soil degradation and regeneration. Inventory examples of soil degradation and good practices for its use at different scales. ✓ -- ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ C. Mitigation and adaptation Understand the importance of adopting appropriate behaviours, practices and techniques for soil conservation. Understand the impact of climate change on soil degradation and desertification. -- -- -- -- -- -- ✓ ✓ ✓ ✓ Source: Referential of Environmental Education for Sustainability, 2018. PS = Preschool Education ISCED = 0; 1C = 1st Cycle; 2C = 2nd Cycle ISCED = 1; 3C = 3rd Cycle ISCED = 2; SC = Secondary education ISCED = 3. Case Study: Serralves Environmental Education Project Description of the case (what skills were delivered and how) The Serralves Environmental Education Project (PEAS) is a project integrated into the Foundation's mission to stimulate public interest in and knowledge of landscape and the environment, as critical issues for society and its future, based on its environmental and landscape heritage, classified as a National Monument, which includes the Serralves Park. The initiatives envisage approaches within the scope of education based on practical, experiential, scientific and environmental and social values, which, in addition to supporting the training of knowledgeable and involved citizens, aims to contribute to changing behaviours that 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 D3.2. Analysis of Literature and Existing Policy Frameworks 113 affect decisions taken in the day-to-day, namely towards a more responsible consumption and the experience of a participative environmental citizenship. Who/how initiated? (drivers and enablers) The Project was created by Serralves Foundation, a cultural institution located in Porto, Portugal, ranking in the list of most-visited art museums in the world. Serralves Park is an area of great ecological value where, for example, tree species acquire truly exceptional sizes, with notable examples of beech, liquidambar, eucalyptus, pine, cork oak and chestnut trees. Visits to this remarkable space offered a starting point for its discovery. For the pursuit of environmental education, the Foundation has established protocols with several renowned entities, among which the following stand out: CIBIO – Research Center in Biodiversity and Genetic Resources; CIIMAR - Interdisciplinary Center for Marine and Environmental Research; AEPGA - Association for the Study and Protection of Donkey Cattle; CRE_PORTO - Regional Center of Excellence in Education for Sustainable Development in the Porto Metropolitan Area. Strengths of the practice One of the programme strengths refers to the new technological developments and technical and multimedia approaches to didactic and pedagogical means, as well as the intensification of cooperation between institutions, educational agents, public and private entities, in which the Serralves Foundation presents an exceptional collaborative framework with research and development entities, companies and public entities, namely municipalities and schools, involving education, the environment and culture. Limitations of the practice The modular organization of the activities that comprise the Project may not contribute to a complete development of sustainability competences or even create a “poetic” perception of sustainability and environmental issues. Results achieved In 2019/20 and 2020/21 school years, the Environment Workshops fell into 4 thematic axes: Biodiversity; Landscape; Pedagogical farm; and Sustainability and Climate Change. Each axis presented a variety of workshop proposals in the context of the classroom and/or in the different spaces of the Park, enabling a differentiating experience within the scope of pedagogical and scientific processes of non-formal learning. Challenges and barriers Museums have difficulties in attracting audiences. These places are sometimes seen as very formal, elitist organizations where not every young student feel welcomed. Resorting to innovative activities involving families and the community can help to improve this gap. However, one of the limitations of the programme may be the minor impact on disadvantaged populations. Transferability and scalability The project includes several educational programmes along with training sessions for educators and teachers. The Foundation also promotes other training and dissemination sessions. This can 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 D3.2. Analysis of Literature and Existing Policy Frameworks 114 promote the transferability of good practices. However, the Project is specific to the characteristics of the Park. Key takeaways The Serralves Environmental Education Project embodies several educational programs and initiatives to raise awareness and education for the Environment of the most varied types, considering that it is aimed at different target audiences: 1) School community and all educational agents 2) Families (transgenerationality and generational equity) 3) Criticism & Reflection and Value Creation 4) Inclusive Environmental Education Romania Curriculum analysis In Romania, compulsory education has 11 grades and includes primary education, lower secondary education and the first two years of upper secondary education 85 . In the formal curriculum of pre-university education in Romania, the education for sustainable development is approached transversally and through extracurricular activities. Climate change and the environment are themes addressed, especially in the curricula decided by the school. In contrast, in the common core curriculum, they are treated tangentially in some subjects (e. g., Energy and Life, Chemistry and Life, Nature, Human and Environmental Health, etc.) or in the context of general information on the climate and the environment (ECCE, 2021). The competencies are approached mainly in the gymnasium (5th to 8th grade) in the following subjects in pre-university education (ECCE, 2021): 1) Preschool education, optional subject: "Ecological and environmental education"; 2) Primary education (1st to 4th grade, ISCED 1): (i) subjects in the common core: Geography, Civic Education, Counselling and Personal Development; (ii) subjects from the curriculum at the school's decision - national offer: "Create your environment", "Mathematics and Sciences in the Knowledge Society", "Ecological Education and Environmental Protection"; 3) Lower Secondary (gymnasium education) (5th to 8th grade, ISCED 2): (i) subjects in the common core: Geography, Technological Education, Practice Skills, Civic Culture and Social Education, Counselling and Personal Development, (ii) subjects from the curriculum at the school's decision - national offer: "Education for Health", "Create your 85 https://eacea.ec.europa.eu/national-policies/eurydice/content/romania_en 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 D3.2. Analysis of Literature and Existing Policy Frameworks 115 Environment", "Mathematics and Sciences in the Knowledge Society", "Ecological education and environmental protection"; 4) High School (9th to 12th grade, ISCED 3): (i) subjects in the common core: Geography, Biology, (ii) subjects from the curriculum at the school's decision - national offer: "Education for Development", "Education for Democracy". It should be noted that there are no specific disciplines aimed at the environment and sustainability education in the schooling levels between the ninth to the twelfth grade. This may illustrate a concern for environmental awareness essentially directed to those children under the seventh grade. It is essential to reflect, through official documents of Romania, the general state in which Education for the Environment is considered (despite some slight nuances that have changed over the years), emphasising central aspects and taking into account some curricular subjects with a focus on sustainability. It is necessary to pay attention to the School program for optional discipline entitled "Create your environment", which is accessible to 3rd and 4th grades and 5th to 8th grades. On the other hand, the Ministry of education, research and youth (2007) prescribed curricular structures for the use of teachers in the optional subject entitled "Ecological and environmental education", aimed at preschool education (school years before primary education). "Ecological education and environmental protection" is available for primary education (1th-4th grade) and is also optionally integrated into the Gymnasium education framework (5th-7th grade). Therefore, we chose to analyse the subjects "Ecological and environmental education", "Create your environment", and "Ecological Education and Environmental Protection" since these are the central axes of the target of analysis and learning. Contrary to what was found, for instance, in the curricula of Hungary and Portugal, the Framework objectives vary significantly according to the age associated with each grade (therefore, also the learning objectives, with even greater differentiation 86 ). This may suggest a concern to teachers regarding the need to adapt the content and teaching/learning methods to the characteristics and distinctive complexity peculiar to each level of education. Thus, let's start with "Ecological and environmental education", available in preschool. For preschool education, the following framework objectives were structured: 1. Knowledge of the environment by stimulating curiosity for investigation. 2. Training and practising practical skills to make functional objects practical utilitarian, from recyclable or reusable materials. 3. Forming a positive attitude towards nature by carrying out ecological education activities. For each of the three objectives, the following Table 13 shows the respective learning goals and skills/learning outcomes expected: 86 The content is also broader and more complex as the education grade increases. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 116 Table 13. Ecological and environmental education - Preschool education (ISCED 0) Framework Objectives Learning goals Skills/Learning outcomes Knowledge of the environment by stimulating curiosity for investigation Discover the main components of the natural environment. Ability to process materials from nature to make some products; Ability to perceive visually, aurally, olfactory and tactile the natural environment; Ability to identify as many elements of the environment as possible; Ability to discuss what is observed in the immediate environment; Ability to perform simple experiments on water, air, soil, plants; Ability to represent changes in the weather through drawings; Ability to express verbally or plastically the ideas and impressions accumulated. Identify sources of pollution and possibilities for their elimination. Ability to participate in walks, visits and excursions to observe the consequences of pollution; Ability to recognise waste; Ability to participate directly in environmental sanitation actions; Ability to group images according to the model: "so Yes or so No". Understand the notions of reuse and recycling by learning to save. Ability to recognise the conventional signs of recycling on different packaging; Ability to collect objects from nature that they could use while learning, thus saving; Ability to sort waste correctly; Ability to recover the waste by depositing it at collection centres. Training and practice of practical skills to achieve functional, practical-utility products from recyclable or reusable materials Process materials from nature to make some products. Ability to gather different materials from nature; Ability to observe the characteristics of natural material; Ability to sort the materials according to different criteria; Ability to make functional products (toys, ornaments, decorative objects). Observe the beauty of nature and feel the desire to create it. Ability to play games and activities in nature Ability to express through the artistic-plastic activities the beauty of nature Ability to make exhibitions with the works made Ability to create stories about nature; Ability to use various work techniques in making original works, masks and ecological costumes. Forming positive attitudes towards nature by carrying out ecological education activities. Show concern for the environment and be able to take action. Ability to train parents in their actions; Ability to do teamwork; Ability to participate in ecological actions carried out at the community level; Ability to express a critical attitude towards those who pollute the environment; Ability to show care for nature. Express thoughts and feelings towards the environment. Ability to tell positive facts from their own experience about their environmental life; Ability to appreciate a positive attitude toward the environment Apply in real, life Ability to respect the indicators/symbols encountered in the 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 D3.2. Analysis of Literature and Existing Policy Frameworks 117 contexts, the rules and norms of environmental protection environment; Ability to plant trees and flowers and take care of green spaces; Ability to protect any creature, no matter how small. The subject "Ecological Education and Environmental Protection" is part of the primary (1th-4th grade) and lower secondary education (5th-7th grade). For primary school education, the following framework objectives were structured: 1. Understand and use basic notions about environmental protection. 2. Training and practice of environmental exploration/investigation skills. 3. Forming a motivating and responsible attitude towards maintaining and improving environmental quality. For each of the three objectives, the following Table 14 displays the respective learning goals and skills/learning outcomes expected: Table 14. Ecological education and environmental protection - Primary education (1st to 4th grades; ISCED 1) Framework Objectives Learning goals by grade level Understand and use basic notions about environmental protection. 1st grade: ● Ask questions about the realities observed in the environment (home, school, park). 2nd grade: ● Use language specific to environmental protection activities (reuse, reconditioning, recycling, sanitation, environmental factors); ● Compare the influence of different environmental factors (water, air, soil) on animals and plants in the immediate environment. 3rd grade: ● Initiate discussions on environmental protection; ● Illustrate with concrete situations the positive/negative influence of environmental factors. 4th grade: ● Communicate in various ways findings related to environmental protection; ● Argue the need to protect the environment. Training and practice of environmental exploration/investigation skills. 1st grade: ● Observe the elements in the immediate environment (home, school, park); 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 D3.2. Analysis of Literature and Existing Policy Frameworks 118 ● Recognise pollution elements in the immediate environment. 2nd grade: ● Record the data of the observations made on the environmental factors; ● Identify concrete pollution situations. 3rd grade: ● Explore the results of human activity on the environment starting from concrete situations; ● Explain connections and inter-conditionings between various aspects noticed in the environment. 4th grade: ● Interpret observed aspects of the environment (causes, effects); ● Highlight the influence of the environment on the human body (risk factors, temperature variations, humidity, pollution, etc.); ● Verify hypotheses given by performing experiments. Forming a motivating and responsible attitude towards maintaining and improving environmental quality. 1st grade: ● Express opinions about different behaviours in the human relationship with the environment; ● Adopt norms and rules of behaviour concerning the environment; ● Practice ecological behaviour skills in concrete situations. 2nd grade: ● Participate consciously in actions to preserve and improve the quality of the environment; ● Take a stand against situations that lead to environmental degradation. 3rd grade: ● Distinguish between positive and negative actions concerning the environment; ● Promote ecological values. 4th grade: ● Report situations of violation of environmental protection rules; ● Get involved in popularisation and awareness actions. Basic notions - Content 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 D3.2. Analysis of Literature and Existing Policy Frameworks 119 Basic notions. 1st grade: Components of the environment in the near future (home, school, park, forest) - Water, air, soil: life-sustaining factors. 2nd grade: Biotic and abiotic factors in the environment. 3rd grade: Causal and trophic relationships established between biotic and abiotic factors. 4th grade: The influence of biotic and abiotic factors on the planet. Environmental Hygiene. 1st grade: Class hygiene, Home hygiene. 2nd grade: School hygiene. Neighbourhood hygiene. 3rd grade: Hygiene of the local habitat. 4th grade: Ways to improve the quality of the environment. Human actions on the environment. 1st grade: Elements of pollution of the immediate environment. 2nd grade: Pollution situations identified. 3rd grade: Protected plants and animals. Protection of endangered plants and animals - Waste: a source of environmental pollution. 4th grade: Pollution: causes, forms and effects -The importance of waste recycling. Source: Adapted from Ministry of Education, Research and Youth, 2007. If in preschool there are "examples of behaviour" that fit perfectly in terms of skills/learning outcomes, in the case of primary school, it is not quite that. Instead, recommended activities are presented, although many of them can configure skills/learning outcomes or, in other words, competencies. The same happens in Gymnasium education (5th - 7th grade). That said, we still recommend keeping in mind the recommended learning activities. As in preschool and Gymnasium education, the key competencies for each of the three stated objectives are fundamentally inscribed in the stipulated learning objectives. So now, let's see the objective framework for lower secondary education (5th to 7th grade; ISCED 2): 1. The use of notions, concepts and principles specific to education for environmental protection. 2. Developing the ability to investigate reality. 3. Assuming and implementing environmentally responsible behaviour. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 120 Table 15. Ecological and environmental education - Lower secondary education Framework Objectives Learning goals The use of notions, concepts and principles specific to education for environmental protection. 5th grade: ● Identify the components of the environment; ● Rank the pollutants according to different criteria; ● Identify the correct sources of information in matters of conservation and environmental protection. 6th grade: ● Describe, with appropriate language, the components of the environment and the changes produced by human intervention; ● Identify interspecific relationships between the components of the environment; ● Elaborate reports, projects, and portfolios using specific notions, and concepts, principles. 7th grade: ● Describe the concepts: ecosystem, phenophases, waste management, protected area management, language caused by pollution; ● Using to express specific opinions, ideas, reasoned hypotheses about problem situations; ● Make multimedia presentations on the issues identified. Developing the ability to investigate reality. 5th grade: ● Investigate the state of environmental factors by scientific methods (experiment, modelling, case study); ● Offer practical solutions for improving the quality of the environment. 6th grade: ● Determine the degree of air, water, and soil pollution; ● Graphically represent the information acquired through direct and indirect observations; ● Practice empirical and/or holistic analyses. 7th grade: ● Perform determinations of the parameters of the environmental factors in an area (humid environment - pond); ● Carry out an independent investigation activity on the local horizon; ● Experiment with their solutions to improve the negative anthropogenic impact in an "adopted area". Assuming and implementing environmentally responsible behaviour. 5th grade: ● Be aware of the impact of environmental imbalances on humans; ● Take responsibility for improving environmental factors; ● Show ethical, civic behaviour and some nature protection skills. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 127 5. 10th grade: ecological imbalances, the influence of environmental factors on absorption, photosynthesis, perspiration, respiration, circulation, excretion, germination; 6. 12th grade: rules and their application in real life, maintaining human health and environmental conservation. Some competencies targeting the identification and explanation of environmental phenomena were also introduced in the subject of Geography. Some examples are 1. 6th grade: the effects of human activities on the environment and the quality of life; 2. 7th grade: the identification of existing problems in the environment; 3. 8th grade: identification of solutions for protecting the geographical environment at the local and national levels. Other changes targeting environment and climate were made for the subjects of Technological Education (creating the responsible attitudes toward health, environment, and work; reducing energy consumption; rational use of material resources), Civic Education (environmental protection - a condition of life, development of environmental protection projects), and Counselling and Personal Development (adopting a responsible attitude for health and the environment, management of risks). Another set of competencies was introduced in the Curriculum for some subjects at the school's decision (National Offer for Secondary Education). For example, 1. "Create your own environment!" is an optional subject offered for the curricular area "Mathematics and natural sciences". It is designed for one hour per week (3rd-8th grades); 2. "Ecological and environmental education" is an optional subject designed for one hour a week (1st-7th grades) having interdisciplinary character ("through interactive strategies, students are put in a position to observe, analyse investigate, environmental phenomena and processes, practising intellectual work skills, while developing responsible behaviour, involved in environmental relations"). The principal competencies envisaged by these optional subjects are: 1. identifying types of waste for households, schools, and municipalities; 2. effects of human activities on the environment; 3. sources of wastes, their collection, transport and storage, recycling of wastes, 4. the effects of pollutants on the ecological balance; 5. global issues: the greenhouse effect (generation, influence and mitigation measures); 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 D3.2. Analysis of Literature and Existing Policy Frameworks 128 6. acid rains; 7. the ozone layer (what is ozone, how is the ozone layer affected and the consequences of its destruction); 8. water treatment (types of treatment plants, sewage treatment plants), 9. gas purification; 10. vibration and noise control; 11. drying, drainage, fixing and stabilisation of land; 12. management of resources, recovery, recycling and reuse of materials. Who/how initiated? (drivers and enablers) The process was created in 2016 by the Ministry of Education 87 , approving the educational plans (EP) and the training profiles (TP) for secondary education and the high school graduate. The EPs for primary and secondary education are structured in two components: (1) common core and (2) curriculum at the school's decision. The implementation started in the school year 20172018. Strengths of the practice The competencies are addressed considering the whole spectrum of ages and grades (from preschool to high school), approaching a progressive construction from the knowledge acquisition of simple facts to the complexity of actual climate and sustainability issues. Limitations of the practice The climate change issues are tangentially approached by being mentioned only under environmental issues. Most of the competencies are introduced in the optional subjects (at the school's decision). According to the practice, the teacher greatly influences the contents and creation of the competencies for the optional subjects. Interdisciplinarity is mentioned in the curriculum, but in reality, the implementation of these subjects is limited by the knowledge and practice of a single teacher; a group of teachers rarely does learning activities together. At the same time, it is critical to mention the scarcity of resources for teacher training and in-service education. Results achieved The main result is the improvement of the national Curriculum by adding elements concerning the environment and climate. At the same time, extracurricular activities were included in the Calendar of National Educational Activities funded by the Ministry of Education (2017-2021). Some examples (ExtrCurr, 2022): 1. National competition for environmental projects; 87 Decision 3590/2016. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 129 2. National competition for ecology and environmental protection "Let's love nature"; 3. National competition for ecology and environmental protection "A healthy child in a clean environment"; 4. National program Another School - Ecological component education and environmental protection. Some partnerships were created and are in force on the environment and climate, such as 1. Collaboration protocol Ministry of Education - Ministry of Waters and Forests on the national public awareness campaign to promote good practices and financial instruments for compliance with the Directive; 2. Cooperation protocol Ministry of Education - Ministry of Agriculture and Rural Development on the information and education campaign for consumers in preuniversity education units on the prevention and reduction of food waste "You can protect the planet!". At the same time, many extracurricular activities and partnerships were initiated at the local level. Two examples should be mentioned, and both are included in the "Second Chance" Program: 1. Curriculum for Renewable Energy Education (optional, grade 8th); 2. Curriculum for Education for Sustainable Development (optional, grade 8th). In the absence of the data resulting from a systematic evaluation of these changes, the appreciation of results may be expressed through the participation of students in environmental activities. According to ECCE (2021), "there is a growing interest among young people in Romania for education on climate change, and the environment and a growing participation of actions related to climate change prevention may be noted". Challenges and barriers The complexity of climate change (phenomena, interrelations, impacts) introduces significant difficulties in indirectly approaching different subjects in a fragmented way by teachers without robust training on the issues. There are also methodological and administrative difficulties, such as constraints on out-of-school activities requiring parents' consent for each activity. In terms of contents, most of the issues are treated by the optional subjects; therefore, the chance of a significant education on climate change is very dependent on the general understanding of the urgency/needs. Transferability and scalability The experience of schools offering the optional subjects or being involved in projects and activities concerning the environment and climate changes may be easily transferred to other schools. Therefore, scalability is also possible. Such an effort seems to be initiated by the initiative launched by the Presidential Administration (ECCE, 2021). 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 D3.2. Analysis of Literature and Existing Policy Frameworks 130 Key takeaways The new programmes combine curricular and extracurricular activities and create partnerships to support educational activities, including some in early education. Greece Curriculum analysis The educational system in Greece is regulated by national laws, presidential decrees, and ministerial acts. The Greek State provides free education to all citizens at all levels of the state education system. Compulsory education lasts 11 years, from 4 to 15. Primary education (Nipiagogeio - pre-primary school), Dimotiko scholeio (primary school), and secondary education (Gymnasio and Lykeio) are the three main stages of Greek education. In 2020 a national law 88 established a pilot action titled "Skills workshops" in pre-primary, primary, and secondary education. The action entails implementing new thematic cycles in pre-primary education and primary school compulsory curricula. The goal is to strengthen the development of soft skills, life skills, and digital and science skills in young students. The curricula and timetables of genika lykeia (general upper secondary schools) are drawn up by the Pedagogical Institute. The Pedagogical Institute has been replaced since 2011 by the Institute of Educational Policy (IEP), which among other activities offers consultation and makes suggestions about issues concerning secondary education study programmes, textbooks and other teaching material (Eurydice, 2021). This way, as seen in other countries, the curricula works as a complete guide for teachers and include the following: • Explicitly stated aims for each subject, in the context of the general and grade-specific aims of education • Syllabus organized in units • Indicative guidelines on the method and the teaching materials per subject. (Eurydice, 2021) Furthermore, until school year 2017/18 school advisors had the responsibility for the scientific and pedagogical support and guidance of secondary education teachers. However, in 2018 they were replaced by the institution of coordinators of educational work and established new structures for the support of educational work: • Regional Centres for Educational Planning • Educational and Counselling Support Centres 88 Law 4692/2020. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 131 • School Networks of Educational Support • Committees of Interdisciplinary Educational Evaluation and Support Environmental • Environmental Education Centres (Eurydice, 2021). It should be noted that environmental education is not a compulsory subject at school in Greece (Petkou et al., 2021). In fact, the cited site alerts to the relevance of the changes that were introduced in the curricula and the teaching material of individual subjects during 2017-2019. The logical aim was to improve education in higher secondary education. Here are some examples that illustrate that: • New curriculum and related portfolio of educational material for the subject "Modern World: Citizens and Democracy" of grade B of general lykeio. It replaced the subject of Civic Education (Economy, Civil Institutions, Principles of Law and Sociology). The new subject is set in a wider framework of historical and social approach of the modern world under the prism of social sciences. Students approach the social, economic and political reality. • New teaching examples in the language subjects of grade C of lykeio. The aim is to reinforce students in interpreting and critically assessing texts, as well as producing critical speech. Hence, a new curriculum was designed for the subjects of ancient and modern Greek. For its support and implementation, since the school year 2019/20, there are three portfolios of material for students (Modern Greek language - literature - ancient Greek) and two portfolios for the teacher (Modern Greek language and literature). A new assessment mode was determined nationally. • Portfolios for the subject of Religious Education (ministerial decision) • Portfolios for the subject of IT: restructure, updating and modernizing the subject of IT in grade C of general lykeio with new material. (Eurydice, 2021) Despite these superior indications that guide the pedagogical practices to be established by the teachers, they enjoy a relative independence, since they can modify their teaching methods according to the nature of the subject they teach and the abilities, interests and inclinations of the students. However, there is an explicit demand to equip schools with an interdisciplinary and holistic approach to learning, which helps to develop student skills for a more effective response to the problems of everyday life. At the same time, the knowledge-oriented teaching approach is reduced, and school time is used to the fullest. In other words, it is intended to place the learner at the epicentre of the learning process, encouraging an active conduct oriented towards the development of competences. On the other hand, it is up to the teacher to provide support, feedback and a guiding role in the entire learning process, in which the student is the central protagonist. Additionally, within the context of optional school activities, teachers undertake actions on: • Environmental education 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 D3.2. Analysis of Literature and Existing Policy Frameworks 132 • Health education • Culture and arts-oriented issues (Eurydice, 2021) Therefore, once again the concerns related to Education for Sustainability gain preponderance, this time as optional activities. The main goal of the Environmental Education / Education for Sustainable Development Curriculum 89 is to create a sustainable school and foster an environmental culture and an ethos of sustainability in the school over time and gradually. The idea is to promote the development of school as a learning organisation in which all participants can learn, create, act, and choose based on environmental protection and the right of all of us to live in economic, cultural, social, and environmental sustainability. The goals of the new Environmental Education / Education for Sustainable Development curriculum are: • Students will have environmental awareness, relevant knowledge, and an understanding of the gravity of the problems. However, most importantly, they will have the necessary skills and will to become agents of change toward their solution. • Students will not simply respond to and adapt to the various centres of power's choices and demands. However, they will investigate and think critically, assume their responsibilities, and participate in decision-making processes, intervening vigorously and democratically in social events to bring about the necessary changes. • Students will have visions, skills, and values that will assist them individually and collectively in negotiating and projecting the social conditions of sustainability, autonomously identifying their present, and being vigilant for future generations. On the other hand, it seems important to analyse what compulsory subjects tell us in terms of Education for Sustainability, as in the case of Biology. Thus, the following information is linked to the presentation and analysis of the curriculum for the discipline of Biology in A ', B', C 'Gymnasium Education. So, the curriculum document for the discipline of Biology (published in 2021) states that respect for life, respect for the environment, recognition of uniqueness and acceptance of diversity are some of the fundamental citizenship values in which the subject can contribute. We could develop an extensive composition on the different objectives, purposes, among other structural elements of the discipline. However, since the document focuses on a specific division for sustainability issues, we will take this department as the main focus of presentation and analysis. Thus, with regard to the close relationship between Biology and sustainability, the following learning objectives are inscribed: • Show interest and appreciate the complexity of the natural environment and to eradicate other organisms, as well as the phenomenon of inflammation at all levels of its organization; 89 https://peeaad.schools.ac.cy/index.php/el/ 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 D3.2. Analysis of Literature and Existing Policy Frameworks 133 • Recognize the symbol of Biology in improving its quality in sustainable and ecosystem management; • Recognize their own eligibility for the availability and protection of the quality of the environment and act in accordance with the principles of sustainable development. • Recognize themselves as a unit of the modern generation, but whose choices address the needs of future generations and seek intergenerational justice. The following learning outcomes are cumulatively expected, however, not all of them are directly inscribed on Education for Sustainability, as they reflect what the student should learn in all the points of the subject. • Recognize themselves as part of the living world and to cultivate love and respect for any other creature with whom they share the planet. • To interpret the changes that are accompanied by their physiological development and to adopt behavioural catheters in relation to the rules of hygiene and nutrition. • Refine their knowledge about the honey organisms that interest the human being, either because they can threaten their health, or because they provide them with useful products and services, or because of their natural qualities. • Name the parameters of the diversity of living beings, but also of their common characteristics at the level of basic functions (e.g., metabolism, etc.), their hereditary structure and their organization. biosphere. • Dealing with issues related to high environmental values, the permeability of natural resources, the need to use renewable energy sources, the knowledge of the cyclical economy and development. • Approach the phenomenon of inheritance through modelling. • Undertake the processes by which the diversity of living beings arose with the long-term effects of evolutionary processes. • Deal with problems related to the causes but also the dilemmas arising from the use of genetically modified organisms and microorganisms for the production of food, pharmaceutical substances, etc. • Discover and report facts, knowledge and principles of Biology, evils, and relationships between different scientific fields, within the framework of the Study Program. • Apply knowledge acquired about biological knowledge and principles and skills in order to interpret phenomena and processes and to solve problems. • Formulate work hypotheses and to design ways for their control. • Ascend and interpret data, to formulate logical conclusions, to draw conclusions and to present results utilizing various tools (tables, graphs, diagrams, photographs, images, etc.) and in writing. • Evaluate testimonies and identify errors. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 134 • Generalize ideas to select, compile and transmit facts and information in a logical, clear and comprehensible way. • Demonstrate an understanding of the applications of Biology in everyday life and their symbol in solving the problems of the modern face. • Critically address the applications of modern Biology by evaluating their critical, social, economic and technological impacts at the individual and social level but also in relation to the environment. • Develop the skilful use of TPEs to retrieve, collect and organize data related to their work. Sustainability also has a particular role in topics 18 and 19 in terms of the subject's content, namely in the following terms, respectively: “Principles of sustainable development and management of the environment”; “Example of solving an environmental problem according to the principles of sustainability”. In turn, in the “Teaching framework - Learning Planning” it appears in the segment “The emergence of the relationship between biological sciences and their technological applications in all areas of everyday life (health, environment, agricultural production, food adequacy, etc.), development, sustainability and sustainable prosperity”. Case Study: Environmental Education-Education for Sustainable Development The program's primary goal is to fill theoretical and practical gaps in Environmental Education - Education for Sustainable Development within the context of Education Sciences. It focuses on human resource education and training in the design, organisation, implementation, and evaluation of Environmental Education (EP) / Education for Sustainable Development (EAA) programmes of formal, non-formal, and non-formal education. In addition, it seeks systematic research in PE / E.A.A. with the primary goal of documenting the current situation, generating new ideas, and developing innovative educational methods and techniques. This is a VET course for the continuous training and certification of professional skills. It aims to provide a high level of education to current teachers in primary and secondary education (public and private), graduates of departments leading to the educational profession (Pedagogical Departments, Kindergarten Departments, Philosophy Schools, Social Schools Studies, Schools of Sciences) and anyone interested in training in related issues. Description of the case (what skills were delivered) The course content covers the following units: Theoretical framework of environmental education; Sustainability and sustainable development; teaching strategies in environmental and sustainable education; environmental education in Greece; design and implementation of Educational Programs for the Environment and Sustainability; Assessment and environmental and sustainability education; presentation of environmental education programs. Who/how initiated (drivers and enablers) The course is offered online by the Center for Training and Lifelong Learning of the University of Athens. The programs are not aimed at students to improve their academic knowledge but at University / TEI graduates and, in general, in the labour market participants (employed or unemployed) to improve their professional qualifications regardless of initial studies. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 135 Strengths of the practice The programme intends to link theoretical and practical knowledge developing the applied dimensions of sciences in the respective professional fields. Furthermore, E-learning courses have the potential to reach a significant number of students in different locations, offering the learner "autonomy", i.e., the possibility of studying regardless of limiting factors, such as the obligation of his physical presence in a specific space and time. The Complementary Distance Education (E-Learning) Program of the Center for Training and Lifelong Learning of the University of Athens has adopted all European policies and tools that have been developed in the framework of the "Strategy for Education and Training until 2020" and the European Qualification Framework. All Programs are awarded ECVET (European Credit System for Vocational Education and Training) points, while graduates, along with the certificate, receive a Europass Certificate Supplement. Limitations of the practice Due to the limited number of places, participation will be strictly observed criteria for selecting candidates. Also, the course is paid; the tuition can be between 361€ and 425€. These two aspects can restrict the number of students attending the course. Results achieved inc. their assessment/evaluation, if available There are no references to a formal assessment of the course’s impact. However, the Program of Supplementary Distance Education (E-Learning) of the Center for Continuing Education and Training website displays tents of comments from previous students, and the appreciations are strongly positive. Challenges and barriers faced There is no follow-up after the end of the course on how to introduce sustainability in classrooms and learning environments. Transferability and Scalability E-learning courses have an excellent potential for scalability. Also, the course is directed to educators and can help them improve their environmental education practices in their schools. Teacher training programs can have a strong transferability reaching students, families, other teachers and, eventually, management teams. Key takeaways The course is an eight-month self-paced course that introduces the topics of sustainability and examples of environmental education projects. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 136 Spain Curriculum analysis The Organic Law on Education 2/2006 (LOE), in force since 2006, was modified by the Organic Law 3/2020 (LOMLOE) passed in 2020. The implementation of the amendments introduced by the LOMLOE started in the academic year 2020/21 and will end in the academic year 2023/24. The undergoing reform gives a central role to the development of digital competences and recognises the importance of education for sustainable development. An interesting feature of the new Spanish curriculum is the indication of each competence's learning/demonstration criteria. The National Curriculum for Education in Spain seems to define, very concretely, which competences are targeted for each teaching/learning cycle. In this way, Early Childhood Education, Primary Education and Secondary Education include specific competences and key competences. The key competences are the same for all education cycles, even extending to the high school degree: ● Competence in linguistic communication ● Digital competence ● Entrepreneurial competence ● Multilingual competence ● Personal, social and learning-to-learn competence ● Competence in Cultural Awareness and Expression ● Mathematics and science, technology and engineering competence ● Citizen competence The base document of the Ministry of Education and Professional Training, "keys to dialogue" (2020), is organised around five crucial questions, namely: ● Why a new curriculum? ● What do our young people need to learn? ● What changes does the current curriculum need? ● Why a skills curriculum? ● What can we learn from our environment? Therefore, it is essential to analyse the extent to which sustainability is considered a relevant element in these questions, paying particular attention to the last one, "What can we learn from our environment?". By the written form it denotes, this one seems to correspond to a topic not only crucial for those in school but also for all those who are no longer there. So, everyone must contribute to the same path. Thus, the following elements are associated with the matter of sustainability: 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 D3.2. Analysis of Literature and Existing Policy Frameworks 143 to take action, and influencing policy. The following are especially important: cross-disciplinary references to environmental issues in school curricula, government support for global learning, a widespread Eco-Schools programme (an international award that provides a framework for schools to integrate sustainability into school life), and numerous outdoor learning programmes (such as forest schools) that use the 'outdoor classroom.' The phrase "environmental education" does not appear in English legislation, but there are numerous examples of environmental issues and topics appearing in curricula and schemes of work (for primary schools, see). Secondary education follows a similar pattern, as do public examinations taken by students between the ages of 16 and 18. The National Curriculum covers a limited number of environmental topics, but an overarching goal is to develop pupils' awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national, and global level was removed in 2014. Norway has a long history and affinity with SD principles, reflected in its current commitment to numerous SDGs international targets. As a result, Norway recognises the SDG 2030 agenda as a transformative global roadmap for our national and international efforts to eradicate extreme poverty while protecting global boundaries and promoting prosperity, peace, and justice. SD has been included in Norway's formal education curriculum since the 1970s, with various subsequent additions incorporating ESD-related principles into the core curriculum (Mathie, 2019). The 2020 national curricula renewal has set a high bar for ESD's future implementation. In a Norwegian Government press release (2018), SD is proposed as a core interdisciplinary topic alongside health and life choices and democracy and citizenship in UDIR's (2019) overview of curricula renewal. According to the press release, these proposed themes will be delivered through topics that naturally cross several subjects based on current social challenges and dilemmas, and students will understand the relationship between actions and choices and know how to find solutions through knowledge acquisition and the use of technology (Mathie, 2019). Four key factors have been identified to facilitate student action competencies and ESD implementation in schools: 1. school leaders' support and vision; 2. local community partnerships; 3. school owners' support; and 4. support for multiand interdisciplinary projects. The Foundation for Environmental Education's Eco-school green flag accreditation scheme and Sustain, which provides online training support, project ideas, and tools for ESD and is used both nationally and internationally, are two other Environmental Education networks (Mathie, 2019). Norway is frequently grouped and compared within a broader 'Scandinavian' context; thus, viewing Norway alongside its neighbours provides a broader context and comparison point regarding ESD policy and the effectiveness of ESD practices. In this context, Norway's ESD contribution and implementation strategy have been portrayed as lagging behind their Scandinavian neighbours (Mathie, 2019). *** To elaborate on the benchmark exercise between the countries under study and three reference countries (UK, Norway and the Netherlands), we developed a classification table of curriculum 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 D3.2. Analysis of Literature and Existing Policy Frameworks 144 designs. The categorization derives from the article by Suárez-López & Eugenio-Gozalbo (2021). In this paper, the researchers compare the curricula for sustainability in Portugal and Spain. Based on the reflections presented there, we identified the following topics and rationale for comparing curricula: Definition of sustainability and type of knowledge Manuel Castells defines environmental movements into five currents: preservation of nature, defence of space itself, counterculture/deep ecology, saving the planet, and green policy. In the educational systems analysed, sustainability is mainly addressed in the form of posing environmental problems (pollution, climate change, etc.) in STEM subjects, without explicit links to economic or social issues. Sustainability is also addressed a lifestyle choice covered by subjects such as ethics and environmental awareness activities. The European perspective based on learning outcomes is replacing ecological and traditional perspectives, but a poetic approach still exists in the first years of schooling. Contrary to the first ecological movements, economic and political debate are not part of sustainability competences. ➔ Resorting to local projects can help to balance traditional and technical knowledge as it seems to be the case of the reference countries. Policy-driven versus School-driven Sustainability in curricula may be driven by national/regional policies or by school projects and initiatives. Educational policies need to be formulated to affect the entire educational system; otherwise, they risk becoming merely symbolic. School administrators and teachers tend to respond by making superficial changes without impacting teaching. Both perspectives coexist in the countries at study, although the tendency is to create national curricula that address sustainability as a competence. The new curriculum designs promote their development through school and local developments and contextualisation. Besides this, the complexity of sustainability demands the contribution of different stakeholders. This way, networks and territorial projects are also present and necessary. This allows complementing the individual and standardised approach of national curricula with outdoor, experiential learning and the collective and territorial experiences. Also, national environmental policies are complemented with educational policies. These countries also promote the participation of civil society in projects for sustainability competence namely in CSR programmes. ➔ The participation of different stakeholders in sustainability education and the proliferation of local and collective projects can promote the collective construction and share of pedagogical resources and teaching materials. These resources can be made available in digital platforms as in the Netherlands. However, the participation of enterprises is still reduced. ➔ The reinforcement of school leadership and local partnership is being valued in Norway. ➔ Resorting to outdoor activities and schools projects can foster the participation of organizations and groups working with environmental awareness as in the UK. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 145 Subject matter The concentration of references to sustainability in subjects in the natural sciences fosters technological and scientific optimism. These references are related to issues, such as recycling or renewable energy, and more general reflections lack reflection on the underlying economic model. Sustainability content is more concentrated in STEM and Geography subjects. This can make sustainability competences to be considered as a specific attribute of a group of people working in these areas. Traditional ecological knowledge derived from practical experience is part of European cultural heritage and constitutes a valuable source of environmental, economic and social information about territory based on secular. Resorting to traditional knowledge and not only technical knowledge can facilitate the adoption of collective behaviours and attitudes towards the environment by recovering collective memories and considering alternative solutions. ➔ The presence of sustainability contents at every school level and grade, crossing subjects can contribute to a “learning society” that seeks to acquire and develop sustainability competences in lifelong learning. Education for sustainability can be promoted in formal, nonformal, and informal learning. This tendency can approximate these countries to the good practices of the Netherlands. ➔ These countries have placed sustainability as a core interdisciplinary topic alongside health and life choices and democracy and citizenship, as does the Norwegian educational system. Content-based versus outcomes-based Competencies-based curricula can face difficulties to overcome the structural limitations that the framework of content-based curricula involve. The countries taken as reference for this benchmarking did not depend on recent curricular changes to promote sustainability. Instead, they seem to have a tradition of resorting to a broader perspective that includes school and out of school learning. The delivery of sustainability competence is a collective social commitment and not an exclusively educational one. This also poses the question of assessment and testing. Should sustainability competences be evaluated, and can traditional evaluation methods restrict the pedagogical strategies for sustainability training? These transversal and complex competences demand a change in assessment methods and practices. These countries are moving towards outcomes-based curricula; where this change is more recent the contents still prevail and are described in a traditional content-based design. ➔ The implementation of outcome-based curricula must be accompanied by teacher training or collaboration between schools; such is the case of Norway. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 146 Country highlights Finland • Sustainability competences are present in two out of seven transversal competencies in the National Core Curriculum for basic education. This way, every subject in each grade offers learning modules and contents that promote the acquisition of these competences starting as early as the first two grades but growing in later years. • Sustainability contents present at every stage and grade. • A holistic approach over sustainability competences addressed by such different subjects such as ethics, the arts, music or physical education. • The offer of multidisciplinary learning modules facilitates the understanding of complex sustainability problems. • These contents are more centralized in STEM subjects, but also available in personal development areas such as ethics and religion and specific subjects such as environmental studies. • This approach possibly makes sustainability part of one’s attitude and behaviour in the world combining a technological approach and a poetic one. • Sustainability is part of a national curriculum, but this is a flexible design that allows space for schools and teachers’ pedagogical and local elaborating and interpretations. Hungary • Reduced presence of sustainability concerns in the national curricula. • Sustainability more present in the first schools’ years as a poetic approach to nature. • Despite recent changes in educational policies, sustainability contents still prevail in STEM and geography subjects. • Offer of a separate subject for Sustainability consisting of learning how to use the resources consciously • Space for pedagogical independence for schools and teachers to prepare the annual curriculum for their subjects and groups of students. • Recent changes in the national curriculum to a European design; sustainability is not directly mentioned in the seven transversal competences. • Awareness raising activities in the first years to set positive attitudes towards environmental protection. • Sustainability education offer through school’s projects and based on traditional knowledge. • Juxtaposition of projects and activities that separate sustainability into a specific set of problems and strategies for attitude formation with recent curricular changes that try to promote sustainability as transversal competence. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 147 Portugal • Portugal has a national curriculum for citizenship that includes a national strategy for environmental education. This sets a national policy flexible enough to promote local curriculum management in schools. • Environmental education starts in preschool education. • Sustainability competence as citizen competence based on consumption • The national set of competences and learning contents cover STEM and geography contents related to biodiversity, energy as well as climate change awareness and ethics • The set of skills does not guarantee how schools will organize these learning contents and what pedagogical strategies will be used. Romania • Sustainability as transdisciplinary competence • Sustainability taught in separated subjects • Predominance of an ecological perspective and environmental protection approach over sustainability. • Sustainability competence as a scientific research/investigation competence • Sustainability competence as environmental concern • Concentration of sustainability issues in STEM subjects. Greece • Sustainability as STEM and Geography competence • Environmental education as interdisciplinary subject • Awareness of the need to accomplish the 17 SDGs Spain • Recent changes in national curricula towards outcome-based curriculum and a profile of the student at the end of compulsory education. • Citizen competence as one of the transversal competencies • Sustainability contents provided as early as child education • Sustainability as part of a healthy lifestyle • Sustainability as part of the values of European and democratic societies • Education in Civic and Ethical Values as a separate subject in secondary education H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D3.2. Analysis of Literature and Existing Policy Frameworks 148 Main conclusions The period we leave in is one of impending transition unprecedented in human history. A growing number of scientists and scholars are converging on a consensus: that some degree of the planetary destabilization humans have put into place is now irreversible, at least over the next century or more (Robertson, 2014). The International Geosphere-Biosphere Programme has proposed a definition for a new geological age in which human impact on the planet equals or exceeds natural forces: The Anthropocene (Agirreazkuenaga, 2019). Sustainability not only become a concern addressed by national environmental and educational policies in the countries analysed, but also has driven a set of changes in national and local curricula. In these European countries, sustainability as a competence disputes its place among citizenship and ethics competences and STEM and Geography competences. This perspective of sustainability as an attitude over individual lifestyle choice and a technical skill can reinforce two common ways of approaching environmental issues: as an anxiety factor for younger generations or as a problem that can be addressed by technological optimism demanding only the ability to identify problems and risks and to implement research and engineering skills and knowledge. The impact of political, social and economic models on climate change is not forgotten because the concept of sustainability is attached to the idea of a European society built over traditional knowledge. Warnings based on convergent empirical evidence of climate change's environmental, economic, and social implications should make us understand that sustainability is not an option. It is a duty that must be addressed immediately, and official curricula on sustainability must be urgently updated (Suárez-López and Eugenio-Gozalbo, 2002). Besides this, the update must be constant, and this can benefit from informal and non-formal learning as well. The lack of a genuine conception of sustainability in formal education is critical because it does not involve a paradigm shift—from development to sustainable development—and is far from facilitating a paradigm shift (Suárez-López and Eugenio-Gozalbo, 2002). The paradigm shift is also necessary in curricula to interdisciplinary educative approaches, with a focus on real-life practical problems. Finally, there is no explanation of the theoretical foundations or embedded ideology in sustainability policies. The complex and diverse historical origins of sustainability remains both context-specific and ontologically open. Thus, any rigorous operationalisation needs an explicit description of how it is understood (Purvis et al., 2018). As mentioned in the literature review there are different sustainability competences frameworks available. A recent proposal is that of the Joint Research Center: GreenComp – The European sustainability competence framework. This framework consists of 12 competences organized in four areas: Embodying sustainability values; Embracing complexity in sustainability; Envisioning sustainable futures and Acting for sustainability. This framework proposes a broad, holistic and balanced view of green competences. It goes beyond the national curricula by moving away from the general lifestyle approach and technological optimism. However, it places sustainability as a cognitive challenge. 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 D3.2. Analysis of Literature and Existing Policy Frameworks 149 The GreenComp combines an individual development and a cognitive approach by placing “values”, “critical thinking”, and “problem framing” as the first competences. It brings, however, two novelties. The first one is considering envisioning the “future” as the next area of competence. It will be necessary to elaborate on a distinct future to tackle environmental problems. However, this can pose two fundamental problems: first, it is a common idea that climate change consequences will impact only “the future,” making it a less urgent problem and justifying a lack of commitment; second, the imagination about the future and its progress and novelties got us right at the centre of a planet under attack. It can also promote the idea that the past has no answers to what is a sustainable collective life. Even so, the GreenComp also addresses competences regarding urgent situation with climate change, this is embedded in the competence area “Embodying sustainability values” and in its competence “Promoting nature”. This can be seen also in the area “Embracing complexity in sustainability”, where circular economy using the concept of “life cycle” is explicit. Also, the knowledge from the past is very explicit in the competence area “Embodying sustainability values”, in the competence “Supporting fairness”. Showing that actions towards a sustainable future can be fostered on competences that were built on the top of prior learnings. The fourth area of competence, “Acting for sustainability”, brings a relevant set of knowledges, behaviours and attitudes that emerge from a definition of environmental problems and sustainability as the result of political decisions that must be made accountable. It also gives place to collective action and community values. 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