Authors
Jónsson, Ólafur Páll, Demant-Poort, Lars, Wolff, Lili-Ann, Witzel Clausen, Søren, Walk-Johansson, Emilia, Oras, Riku, Gunnarsdóttir, Guðný Jórunn
- DOI
- https://doi.org/10.6027/nord2024-038
- ISBN
- 978-92-893-8071-3 (electronic) 978-92-893-8072-0 (electronic)
- OAI
- oai:DiVA.org:norden-13318
- Pages
- 93
- Published in
- Copenhagen: Nordisk Ministerråd
- Responsible organisation
- Nordic Council of Ministers, Nordic Council of Ministers Secretariat
- URN
- urn:nbn:se:norden:org:diva-13318
- Year
- 2024
- pages
- 93
Table of Contents
- 6 1. Introduction 3
- 7 1.1 A Paradoxical Situation 3
- 11 1.2 Young Peoples Worries about the Future 3
- 14 1.3 The Need for Sustainability Education 3
- 15 2. The Mandate and Definition of the Work 3
- 16 2.1 Members of the SENC Group 3
- 19 3. Sustainable Development as an Educa tional Aim 3
- 22 3.1 Main Trends in Sustainability Education 3
- 24 3.2 Transformation Competencies and Bildung 3
- 27 3.3 Approaches to Sustainability Education 3
- 4. Status of Sustainability Education in the Nordic Countries 3
- 37 4.1 What Has Changed since 2020 3
- 43 5. Inspiring Examples 3
- 44 Sustainable Energy Supply in the Local Area 3
- 45 A Student-initiated School Garden Project 3
- 46 Guidebook for Fostering Sustainability Education 4
- 46 Climate Guide for Teachers 4
- 47 Belonging to Nature 4
- 47 A School Project on Water 4
- 48 A School Reinvention through Sustainability 4
- 49 Clean Ocean 4
- 49 Norheim School 4
- 50 Drøbak Montessori Secondary School 4
- Peer Learning as Key for Professional Development amongst Teachers 4
- Backebo School Created Sustainability Councils for Students and Staff 4
- 53 Kökar Primary School 4
- Nordplus Advancing the Nordic Vision 2030 through Cross- Border Educational Collaboration 4
- 55 6. NGOs and Sustainability Education 4
- 55 6.1 Inluence of NGOs in the Field of Sustainability Education 4
- 56 6.2 International NGOs 4
- 58 6.3 Local Programmes 4
- 59 7. Surveying Teachers Educational Approaches 4
- 59 7.1 Methodology 4
- 59 7.2 Main Findings 4
- 71 8. Implications for Continued Work 5
- 72 8.1 Policy Curricula and Educational Vision 5
- 74 8.2 Educational Leadership for Sustainability 5
- 76 8.3 Conlicting Norms and Traditions 5
- 78 8.4 Weak Status of Sustainability in Teacher Education 5
- 80 8.5 Continued Research 5
- 82 9. Preparing Agents of Change 5
- 84 Resources 5
- 92 About this publication 5
- 1. Introduction 6
- 1.1 A Paradoxical Situation 7
- 1.2 Young Peoples Worries about the Future 11
- 1.3 The Need for Sustainability Education 14
- 2. The Mandate and Deinition of the Work 15
- 2.1 Members of the SENC Group 16
- 3. Sustainable Development as an Educa tional Aim 19
- 3.1 Main Trends in Sustainability Education 22
- 3.2 Transformation Competencies and Bildung 24
- 3.2.1 Transformation 24
- 3.2.2 Competence and competency 26
- 3.2.3 Bildung 26
- 3.3 Approaches to Sustainability Education 27
- 3.3.1 United Nations and UNESCO Sustainable Development Goals UN SDGs and Key Competences 27
- 3.3.2 European Commission GreenComp 30
- 3.3.3 OECD Future of Education and Skills 2030 31
- 3.3.4 Council of Europe Reference Framework on Competences for Democratic Culture 33
- 4. Status of Sustainability Education in the Nordic Countries 35
- 4.1 What Has Changed since 2020 37
- Denmark 37
- Finland 37
- Greenland 39
- Iceland 39
- Norway 40
- Sweden 40
- Åland Islands 41
- 5. Inspiring Examples 43
- Sustainable Energy Supply in the Local Area 44
- A Student-initiated School Garden Project 45
- Guidebook for Fostering Sustainability Education 46
- Climate Guide for Teachers 46
- Belonging to Nature 47
- A School Project on Water 47
- A School Reinvention through Sustainability 48
- Clean Ocean 49
- Norheim School 49
- Drøbak Montessori Secondary School 50
- Peer Learning as Key for Professional Development amongst Teachers 51
- Backebo School Created Sustainability Councils for Students and Staff 52
- Kökar Primary School 53
- Nordplus Advancing the Nordic Vision 2030 through Cross-Border Educational Collaboration 54
- 6. NGOs and Sustainability Education 55
- 6.1 Inluence of NGOs in the Field of Sustainability Education 55
- 6.2 International NGOs 56
- 6.2.1 Eco-Schools 56
- 6.2.2 World Wildlife Fund Finland 57
- 6.2.3 UNESCO Global Citizenship Education 57
- 6.3 Local Programmes 58
- 7. Surveying Teachers Educational Approaches 59
- 7.1 Methodology 59
- 7.2 Main Findings 59
- 7.2.1 Teachers Personal Experiences related to Sustainability 60
- 7.2.2 Teachers Teaching Experiences 63
- 7.2.3 Teaching Development 66
- 7.2.4 Teachers Experienced Obstacles for Teaching Sustainability 67
- 8. Implications for Continued Work 71
- 8.1 Policy Curricula and Educational Vision 72
- 8.2 Educational Leadership for Sustainability 74
- 8.3 Conlicting Norms and Traditions 76
- 8.4 Weak Status of Sustainability in Teacher Education 78
- 8.5 Continued Research 80
- 9. Preparing Agents of Change 82
- Resources 84
- About this publication 92
- Sustainability Education in the Nordic Countries 92
- Disclaimer 92
- Rights and permissions 92
- Nordic co-operation 93