This Eurydice report focuses on the development of sustainability competences among learners and the support offered to teachers and schools to meet the challenges of the green transition in 39 European education systems.
The report analyses how learning for sustainability is embedded in European curricula, and to what extent sustainability competences – defined on the basis of the European GreenComp framework – are included in these steering documents (Chapter 1).
It then examines the role of teachers and school leaders in promoting sustainability, covering areas such as the integration of sustainability in teacher competence frameworks initial teacher education, promoting teacher professional development in sustainability, building school leadership for sustainability and supporting teachers in delivering sustainability education (Chapter 2).
The report finally explores whole-school approaches to sustainability, support for schools, and monitoring, including guidance, support and incentives, as well as monitoring the integration of learning for sustainability in school activities (Chapter 3).
Covering primary and general secondary education, the report relies on qualitative data on policies and support measures.
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