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SUSTAINABLE LIVING
Sustainability Education in the Nordic Countries
Sustainability Education in the Nordic Countries
About this publication
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1. Introduction
1.1 A Paradoxical Situation
1.2 Young People’s Worries about the Future
1.3 The Need for Sustainability Education
2. The Mandate and Definition of the Work
2.1 Members of the SENC Group
2.1 Members of the SENC Group
3. Sustainable Development as an Educational Aim
3.1 Main Trends in Sustainability Education
3.2 Transformation, Competencies, and Bildung
3.2.1 Transformation
3.2.2 Competence and competency
3.2.3 Bildung
3.3 Approaches to Sustainability Education
3.3.1 United Nations and UNESCO: Sustainable Development Goals (UN SDGs) and Key Competences
3.3.2 European Commission: GreenComp
3.3.3 OECD: Future of Education and Skills 2030
3.3.4 Council of Europe: Reference Framework on Competences for Democratic Culture
4. Status of Sustainability Education in the Nordic Countries
4.1 What Has Changed since 2020
4.1 What Has Changed since 2020
5. Inspiring Examples
Sustainable Energy Supply in the Local Area
A Student-initiated School Garden Project
Guidebook for Fostering Sustainability Education
Climate Guide for Teachers
Belonging to Nature
A School Project on Water
A School Reinvention through Sustainability
Clean Ocean
Norheim School
Drøbak Montessori Secondary School
Peer Learning as Key for Professional Development amongst Teachers
Backebo School Created Sustainability Councils for Students and Staff
Kökar Primary School
Nordplus: Advancing the Nordic Vision 2030 through Cross-Border Educational Collaboration
6. NGOs and Sustainability Education
6.1 Influence of NGOs in the Field of Sustainability Education
6.2 International NGOs
6.2.1 Eco-Schools
6.1 Influence of NGOs in the Field of Sustainability Education
6.2 International NGOs
6.2.1 Eco-Schools
6.2.2 World Wildlife Fund Finland
6.2.3 UNESCO Global Citizenship Education
6.3 Local Programmes
7. Surveying Teachers’ Educational Approaches
7.1 Methodology
7.2 Main Findings
7.2.1 Teachers’ Personal Experiences related to Sustainability
7.1 Methodology
7.2 Main Findings
7.2.1 Teachers’ Personal Experiences related to Sustainability
7.2.2 Teachers’ Teaching Experiences
7.2.3 Teaching Development
7.2.4 Teachers’ Experienced Obstacles for Teaching Sustainability
8. Implications for Continued Work
8.1 Policy, Curricula, and Educational Vision
8.1 Policy, Curricula, and Educational Vision
8.2 Educational Leadership for Sustainability
8.3 Conflicting Norms and Traditions
8.4 Weak Status of Sustainability in Teacher Education
8.5 Continued Research
9. Preparing Agents of Change
Resources