| Title: |
The Twin Transitions: Digital and Sustainability Learning in Schools -- Input Paper. Working Group on Schools: Learning for Sustainability. European Education Area Strategic Framework |
| Language: |
English |
| Authors: |
Daniella Tilbury; European Commission (Belgium), Directorate-General for Education, Youth, Sport and Culture |
| Source: |
European Commission. 2025. |
| Availability: |
European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ |
| Peer Reviewed: |
N |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Descriptors: |
Foreign Countries; Sustainability; Digital Literacy; Strategic Planning; Environmental Education; Educational Policy; International Cooperation; Educational Cooperation; Educational Objectives; Agenda Setting; Educational Innovation; Informal Education; Educational Practices; Competency Based Education; Equal Education; Access to Education; Wastes; Information Technology; Well Being; Teacher Student Relationship; Outcomes of Education; Technology Integration; Faculty Development; Information Security; Interdisciplinary Approach; Learner Engagement |
| Geographic Terms: |
European Union |
| DOI: |
10.2766/1715868 |
| ISBN: |
978-92-68-24168-4 |
| Abstract: |
This input paper explores what we mean by the digital and green transitions in the context of education and learning. Numerous documents exist that outline the EU-level policy goals and priorities for the twin transitions and set a course for the education sector's engagement with these agendas. Informed by these documents and a series of examples, the paper looks closely at how both agendas could be mutually supportive and where complementaries already exist in schools. These common points include: a quest for eduational innovation; a commitment to whole-school approaches; efforts to extend learning beyond the classroom; and, the opportunities offered for learner participation and competency based learning. The paper also examines tensions such as those relating to the carbon burden and e-waste, equality of access, wellbeing, security and safeguarding; teacher engagement and student preparedness. It proposes ways in which we can harness digital technologies to advance learning for sustainability in schools and in ways that can contribute to improving learner outcomes. Specifically, it seeks to offer insights on how to combine educational policy, action and investment in these areas. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED671323 |
| Database: |
ERIC |