Education for environmental sustainability : policies and approaches in European Union Member States : executive summary

Abstract

In the recent years, there has been a growing consensus in Europe and beyond on the role that education can play in the transition towards a green economy and society needed to address the severe decline in biodiversity, environmental degradation and risks posed by climate change. Education has an essential role to play by supporting citizens in developing the competences needed to live responsibly, change consumption models, design solution, transform society and shape a green economy. In the context of the EU’s efforts to promote a sustainable and green Europe, the purpose of this study is to map EU Member States’ national and institutional practices, processes, tools and strategies in education for environmental sustainability (EES) at various levels and in different forms of education. To date, no such comprehensive comparative analysis has yet been carried out on the delivery of education for environmental sustainability in the EU. The study will help inform the actions of the European Commission with regard to education for environmental sustainability and policy for the implementation of the European Education Area and the European Green Deal. This study understands education for environmental sustainability as education that makes students aware of, sensitive to, and knowledgeable about the environment and its interconnectedness to social and economic systems, while encouraging them to develop attitudes of concern and motivation, as well as practical, complex systems and critical thinking skills to identify and solve environmental problems. It recognises that EES is strongly linked to the economic and social dimensions of sustainability, but focuses on environmental topics and views these in social and economic contexts. The study understands EES beyond topical knowledge, as an inter-disciplinary issue that must be approached holistically. EES should closely follow learners through all phases and stages of education and take place in a supportive learning environment and by way of thoughtful and engaging pedagogies. This requires learning to occur along three dimensions: cognitive (relating to knowledge, understanding and critical thinking); socio-emotional (relating to a sense of common humanity, values and responsibilities, empathy, solidarity and respect); and behavioural (relating to skills development). As members of society, individuals should be empowered to act in a sustainable manner in complex situations. This may require them to strike out in new directions and participate in socio-political processes that require every member of society to acquire a ‘sustainability mindset’ and environmental literacy.