| Title: |
Learning for Sustainability in Europe: Building Competences and Supporting Teachers and Schools. Eurydice Report |
| Language: |
English |
| Authors: |
European Commission (Belgium), European Education and Culture Executive Agency (EACEA); Eurydice (Belgium) |
| Source: |
European Education and Culture Executive Agency, European Commission. 2024. |
| Availability: |
European Education and Culture Executive Agency, European Commission. e-mail: cea-info@ec.europa.eu; Web site: https://www.eacea.ec.europa.eu/ |
| Peer Reviewed: |
N |
| Page Count: |
106 |
| Publication Date: |
2024 |
| Document Type: |
Reports - Evaluative |
| Descriptors: |
Sustainable Development; Foreign Countries; Competence; Curriculum Development; Integrated Curriculum; Incentives; Leadership; Faculty Development; Active Learning; Student Projects; Academic Education; Literacy; Politics of Education; School Community Relationship |
| Geographic Terms: |
Europe |
| DOI: |
10.2797/81397 |
| ISBN: |
978-92-9488-578-4 |
| Abstract: |
Education has an important role to play in advancing the green transition and building a sustainable future for Europe's societies and economies. This Eurydice report examines how European countries integrate learning for sustainability in teaching and school life in 39 education systems. The report investigates which sustainability-related competences are included in the school curricula, and whether this is done following a cross-curricular approach or integrated into specific subjects. It examines how European countries prepare and support teachers in their endeavour to build and develop these competences in their students. It analyses the support offered to schools to implement whole-school approaches and to promote learning for sustainability. Overall, most European countries integrate sustainability-related competences in the school curricula, provide dedicated training, teaching resources, learning materials and guidelines to help teachers to deliver sustainability education, and support schools in various ways. However, progress can still be made in embedding sustainability competences more extensively and in greater detail across the whole curriculum; in reinforcing targeted support, guidance and training opportunities for teachers and school leaders; or in providing more financial and non-financial support for specific school activities. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED658738 |
| Database: |
ERIC |