Proposal for a COUNCIL RECOMMENDATION on learning for environmental sustainability
Date: 2022-01-14
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: EU environmental policy, adaptation to climate change, continuing education, continuing vocational training, educational system, environmental cooperation, environmental education, environmental protection, sustainable development

EN 

  EN 

   EUROPEAN COMMISSION  Brussels, 14.1.2022  COM(2022) 11 final 2022/0004 (NLE)  Proposal for a COUNCIL RECOMMENDATION on learning for environmental sustainability (Text with EEA relevance) {SWD(2022) 3 final}  
 
EXPLANATORY MEMORANDUM 

1.  

CONTEXT OF THE PROPOSAL 

Becoming the world’s first climate-neutral continent is the greatest challenge and opportunity 
of our times. It involves taking decisive action now. 

Ursula von der Leyen, Political Guidelines 

We are  at  a critical  point in  time: human action  has brought  us  close to  causing irreparable 
damage  to  our  planet,  the  very  source  of  our  existence  and  well-being.  To  ensure  a  future 
where we can thrive, collective and individual actions are urgently needed to place our society 
and  economy  on  a  sustainable  path.  Young  people  have  been  especially  vocal  and  active, 
demanding change and calling on public authorities to act urgently to protect the climate and 
environment for current  and future generations. Many consider that school is failing to  give 
them an adequate understanding of climate change, the environment and how to live and act 
more sustainably1. 

Under  the  leadership  of  President  von  der  Leyen,  the  Commission  has,  with  the  European 
Green  Deal,  presented  an  ambitious  strategy 
to  deliver  on  sustainability  and  the 
transformational changes needed across our economy and society. Sustainable development is 
a core principle of the European Union and delivering on the UN’s Sustainable Development 
Goals is a priority objective for the Union’s internal and external policies. By aligning action 
across  a  range  of  policy  areas,  including  energy,  environment,  mobility  and  agriculture,  the 
EU  aims  for  a  green  transition  that  is  just  and  inclusive.  Like  all  sectors,  education  and 
training must take also action to respond to the climate emergency and planetary crisis – 
in terms of its own operations and, crucially, how it prepares learners for the future. 
The  European  Education  Area  Communication2,  the  European  Green  Deal3  and  other  key 
initiatives4  recognise  the  crucial  role  of  education  and  training  for  the  green  transition. 
Learners of all ages need to be able to develop the knowledge, skills and attitudes to live more 
sustainably, change patterns of consumption and production, embrace healthier lifestyles and 
contribute – both individually and collectively – to the transformation of our societies.  

Achieving  this  requires  a  lifelong  learning  approach  to  learning  for  environmental 
sustainability  with  hands-on,  engaging  and  action-based  ways  of  learning  which  foster  (i) 
knowledge,  understanding  and  critical  thinking  (cognitive  learning);  (ii)  practical  skills 
development  (applied  learning);  and  (iii)  empathy,  solidarity  and  caring  for  nature  (socio-
emotional learning).  Interdisciplinary  approaches are needed to  help  learners understand the 
inter-connectedness of economic, social and natural systems.  

Challenges regarding learning for environmental sustainability  

A growing number of initiatives and actions on climate change, biodiversity and sustainability 
are  taking  place  across  Europe  in  early  years  education,  schools,  vocational  education  and 
training,  higher  education  and  community  organisations.  In  many  countries,  policies  and 
strategies are in place related to environmental and sustainability education and equally viable 
concepts, such as education for sustainable development and global competence. Yet despite 
decades  of  effort  and  initiatives,  learning  for  environmental  sustainability  is  not  yet  a 
systemic feature of policy and practice in the EU.  

1 
2 
3 
4 

https://europa.eu/eurobarometer/surveys/detail/2224 
COM(2020) 625 final 
COM(2019) 640 final 
the  EU  Biodiversity  Strategy,  the  European  Climate  Pact,  European  Pillar  of  Social  Rights,  the  EU 
Skills Agenda and the Council Resolution on the European Education Area (2021-2030) 

EN 

1 

  EN 

                                                 
Few countries have made lifelong learning a guiding principle for sustainability in education 
and  training.  To  develop  its  full  potential,  learning  and  teaching  for  environmental 
sustainability needs to happen not only in schools and higher education but in all parts of the 
system  (formal,  non-formal,  informal)  and  at  all  levels  (from  early  childhood  to  adulthood 
into older age).  

Countries often face difficulties in implementing and monitoring policies related to education 
and training for environmental sustainability. Specific targets, actions, indicators and a clear 
vision  are  often  lacking.  The  interdisciplinary  nature  of  learning  for  environmental 
sustainability;  the  need  for  learner-centred  pedagogies;  new  approaches  to  assessment; 
organisational  change;  and  community  partnerships  can  run  counter  to  established  cultures 
and norms in education and training.  

Coverage  of  environmental  sustainability,  including  biodiversity,  in  curricula  is  currently 
patchy and cannot be considered comprehensive in most Member States. Few countries make 
specific  references  to  sustainability  competences,  related  learning  objectives  and  how  these 
should be assessed. Environmental and sustainability issues are often included in science and 
geography, whereas all subjects, and combinations of subjects, can also contribute to learners’ 
understanding of these issues.  

Many  educators  across  Europe  are  already  actively  teaching,  or  aspire  to  teach,  for 
environmental sustainability. At the same time, many say they lack expertise and training, in 
particular,  regarding  interdisciplinary  approaches,  active  pedagogies  and  the  challenging 
subject matter.  

Whole-institution  approaches  where  sustainability  is  embedded  in  all  processes  and 
operations  are  not  yet  widespread  across  educational  institutions  also  due  to  insufficient 
funding  and  support.  Institutions  are  often  lacking  data  and  tools  on  how  to  monitor  the 
effectiveness of sustainability initiatives and efforts.  

Moving to deep and transformative change  

An  increasing  number  of  projects  and  programmes  related  to  environmental  sustainability 
issues  show  a  growing  interest  and  engagement  in  these  issues.  However,  many  initiatives 
remain limited in time and scope. Given the urgency of the climate and biodiversity crises, it 
is time for a step change and to move beyond isolated initiatives to deep and systemic change 
in education and training.  

Embedding  environmental  sustainability  in  all  education  and  training  policies, 
programmes  and  processes  is  vital  to  build  the  skills  and  competences  needed  for  the 
green  transition.  Action  is  needed  vertically,  individual  to  institution  to  systems  level,  and 
also horizontally, meaning all stakeholders in education and training need to work together in 
synergy  to  ensure  that  sustainability  is  anchored  firmly  in  the  entire  student  learning 
experience. 

Short-term  measures  need  to  be  developed  and  continued  to  support  institutions  and 
educators and to help learners develop the skills and mindset needed for the green transition. 
In the medium and longer term, all reform efforts in education and training should support 
and align with the changes needed for a greener and more sustainable future.  

Consultations  and  research  evidence  to  prepare  this  proposal  have  highlighted  that  to  fully 
embed environmental sustainability into education and training, action is needed on a number 
of fronts. 

Effective learning for environmental sustainability:   

– 

Starts from early childhood education and care 

EN 

2 

  EN 

– 

– 

– 

– 

– 

– 

– 

– 

Takes a lifelong learning approach  

Creates supportive learning environments where the institution as a whole is  active 
on sustainability  

Is learner-centred, engaging, positive and based on real-life experiences  

Supports educators, including leadership teams, to teach and act for sustainability 

Fosters collaboration and partnerships in local and wider communities  

Involves young people in meaningful ways 

Builds sustainability competences  

Is founded on strong policies 

Learning  and  teaching  for  environmental  sustainability  can  fully  support  other  education 
agendas of inclusion, quality, innovation, internationalisation and student-centred learning.  It 
has  rich  potential  and  is  an  excellent  opportunity  to  make  learning  more  relevant;  to 
motivate  learners  and  educators;  and  to  develop  competences  increasingly  needed  for 
life and work.  

(1) 

The objectives of the proposed Recommendation 

The Commission proposal aims to: 

– 

– 

– 

– 

– 

articulate a vision and shared understanding at EU level on the deep and transformative 
changes needed in education and training for the green transition;  

develop a coherent approach to the competences, skills and attitudes that people need to 
act, live and work in a sustainable manner, strengthen the importance of lifelong learning 
to  ensure  that  everybody  from  a  young  age  through  to  adulthood  can  acquire  those 
competences and skills;  

facilitate  the  sharing  of  policy  maker,  researcher  and  educator  expertise  and  best 
practices at system and institution level; 

support initiatives at EU level to foster learning for environmental sustainability; and 

encourage investment in the above areas. 

(2) 

International dimension  

Whilst fully focused on the EU’s ambitions and priorities to deliver on the European Green 
Deal,  the  proposal  complements  and  builds  on  the  work  at  international  level.  It  will 
mobilise  Member  States  and  stakeholders  for  more  concerted  action  to  contribute  to  the 
UNESCO  agenda,  notably  the  ESD  2030  Roadmap,  and  it  will  support  the  EU’s 
commitment  to  the  UN  2030  Agenda,  the  world's  blueprint  for  global  sustainable 
development. 

(3) 

– 

– 

– 

5 
6 

Complementarity and synergies with other EU education and training initiatives 
Communication on achieving the European Education Area by 20255, 

Council Resolution on a strategic framework for European cooperation in education 
and training towards the European Education Area and beyond (2021-2030)6, 
Communication on a new European Research Area for Research and Innovation7,  

COM(2020) 625 final  
Council Resolution 2021/C 66/01  

EN 

3 

  EN 

                                                 
– 

– 

– 

– 

– 

– 

– 

– 

– 

– 

– 

– 

(4) 

– 

– 

– 

– 

– 

– 

– 

– 

7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 

18 
19 
20 
21 
22 
23 
24 

Council Recommendation on a Pact for Research and Innovation in Europe8,  

European  Skills  Agenda  for  sustainable  competitiveness,  social  fairness  and 
resilience9,  

training  (VET)  for 

Council  Recommendation  on  vocational  education  and 
sustainable competitiveness, social fairness, and resilience10,  
Digital Education Action Plan (2021-2027)11, 
Council Recommendation on the key competences for lifelong learning12,  
Council Conclusions on the European Universities13,  
The future Erasmus+ Teacher Academies14, 
EU quality framework for early childhood education and care15,  
The Education for Climate Coalition16 

The  proposal  for  a  Council  Recommendation  on  a  European  approach  to  micro-
credentials for lifelong learning and employability17, 

The upcoming European Strategy for Universities, 

The  upcoming  proposal  for  a  Council  Recommendation  on  Building  bridges  for 
effective European higher education cooperation. 

Consistency with other policies 
Green Deal Communication18, 
Biodiversity Strategy 203019, 
NextGenerationEU recovery plan20,  
European Climate Pact21,  
New Circular Economy Action Plan22, 
European Pillar of Social Rights23, 
Strategy for the Rights of Persons with Disabilities 2021-203024, 
European Bauhaus Communication25, 

https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020DC0628&from=GA 
https://op.europa.eu/en/publication-detail/-/publication/1a0df8ff-5313-11ec-91ac-01aa75ed71a1 
COM/2020/274 final 
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32020H1202(01)&from=EN  
COM(2020) 624 final 
Council Recommendation 2018/C 189/01  
Council conclusions 2021/C 221/03  
https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-2/teacher-academies 
Council Recommendation 2019/C 189/4  
Education for Climate Coalition : https://education-for-climate.ec.europa.eu/_en 
https://ec.europa.eu/education/education-in-the-eu/european-education-area/a-european-approach-to-
micro-credentials_en 
COM(2019) 640 final  
COM(2020) 380 final 
https://ec.europa.eu/info/strategy/recovery-plan-europe_en 
COM(2020) 788 final 
COM(2020) 98 final 
COM(2017) 250  
COM(2021) 101 final 

EN 

4 

  EN 

                                                                                                                                                         
– 

– 

– 

– 

European Child Guarantee26. 
Communication on a new European Research Area27,  
Council Conclusions on the Future Governance of the European Research Area28,  
New Consumer Agenda29.  

2. 

LEGAL BASIS, SUBSIDIARITY AND PROPORTIONALITY 

 

Legal basis 

The proposed Council Recommendation is in conformity with Articles 165(4) and 166(4) of 
the  Treaty  on  the  Functioning  of  the  European  Union.  The  initiative  does  not  propose  any 
extension of EU regulatory power or binding commitments on Member States. Member States 
will  decide,  according  to  their  national  circumstances,  how  they  implement  this  Council 
Recommendation. 

 

Subsidiarity (for non-exclusive competence) 

The proposal is in conformity with the principle of subsidiarity as provided for in Article 5(3) 
of the Treaty on European Union (TEU).  

Member  States  have  their  own  culture  and  legislation  for  the  design  and  organisation  of 
learning. They are fully responsible for the content of teaching and the organisation of their 
education and training systems. At the same time, evidence shows that they face a number of 
common issues relating to the preparedness of their education and training systems, including 
for the green and digital transitions.  

In  line  with  the  principle  of  subsidiarity,  the  proposal  outlines  a  way  forward  for  education 
and training for environmental sustainability and makes recommendations to this end. 

 

Proportionality 

The present proposal is in conformity with the principle of proportionality as provided for in 
Article 5(4) of the TEU. 

Neither the content nor the form of this proposed Council Recommendation exceeds what is 
necessary  to  achieve  its  objectives.  The  commitments  Member  States  will  make  are  of  a 
voluntary nature and each Member State remains free to decide on which approach to take. 

 

Choice of the instrument 

To contribute to the achievement of the objectives referred to in Articles 165 and 166 of the 
Treaty on the Functioning of the European Union, this Treaty provides for the adoption by the 
Council of Recommendations, on a proposal from the Commission. 

A  Council  Recommendation  is  an  appropriate  instrument  within  the  field  of  education  and 
training,  where  the  EU  has  a  supporting  responsibility,  and  is  an  instrument  that  has  been 
frequently  used  for  European  action  in  these  areas.  As  a  legal  instrument,  it  signals  the 
commitment  of  Member  States  to  the  measures  presented  and  provides  a  stronger  political 
basis for cooperation in this area, while fully respecting Member-State authority in the field of 
education and training. 

25 
26 
27 
28 
29 

https://ec.europa.eu/commission/presscorner/detail/en/qanda_21_4627 
Council Recommendation (EU) 2021/1004 
COM(2020) 628 final 
Council conclusions 13567/20 
COM(2020) 696 final 

EN 

5 

  EN 

                                                                                                                                                         
3. 

• 

RESULTS 
CONSULTATIONS AND IMPACT ASSESSMENTS 

EX-POST 

EVALUATIONS, 

OF 

STAKEHOLDER 

Ex-post evaluations/fitness checks of existing legislation 

Not applicable. 

 

Stakeholder consultations 

Input  for  the  proposal  was  gathered  during  the  public  consultation  on  learning  for 
environmental sustainability, which ran from 18 June to 24 September 2021 (1352 responses 
and 96 position papers received) as well as targeted consultations with Member States, non-
governmental  organisations,  teachers,  trainers  and  other  educators,  students  and  youth 
representatives and other European stakeholders and experts in the field.   

 

Collection and use of expertise 

To gather input for the proposal three studies were commissioned: (i) mapping  of curricula, 
policies and other measures in the Member States, including a literature review, national and 
policy research mapping, a review of school curricula, teacher survey, cases studies and focus 
groups;  (ii)  mapping  of  Erasmus+  projects  related 
learning  for  environmental 
sustainability; and (iii) a study on education and training for sustainable development in the 
context of COVID-19 and the green and digital transitions.  

to 

 

Impact assessment 

Given the complementary approach of the activities to Member-State initiatives, the voluntary 
nature of the proposed activities and the scope of the impacts expected, an impact assessment 
was not carried out. The development of the proposal was informed by studies, consultation 
of  Member  States  and  stakeholders  and  a  public  consultation.  It  fully  supports  the  EU’s 
commitment to deliver on the UN’s Sustainable Development Goals.  

 

Regulatory fitness and simplification 

Not applicable. 

 

Fundamental rights 

This  proposed  Council  Recommendation  respects  the  fundamental  rights  and  observes  the 
principles recognised by the Charter of Fundamental Rights of  the European Union, notably 
the right to the protection of personal data, laid down in Article 8, and the right of education, 
laid down in Article 14.  

The  measures  will  be  carried  out  in  accordance  with  EU  law  on  the  protection  of  personal 
data, in particular Regulation (EU) 2016/67930 of the European Parliament and of the Council 
on the protection of natural persons with regard to the processing of personal data and on the 
free movement of such data (General Data Protection Regulation). 

4.  

BUDGETARY IMPLICATIONS 

This initiative will not require additional resources from the EU budget. 

5. 

 OTHER ELEMENTS 

 

Implementation plans and monitoring, evaluation and reporting arrangements 

30 

Regulation (EU) 2016/679 of the European Parliament and of the Council  

EN 

6 

  EN 

                                                 
To  support  implementation,  the  Commission  proposes  to  develop,  in  cooperation  with 
Member  States,  research,  guidance  material  and  other  deliverables,  based  on  evidence,  peer 
learning activities and identification of good practice.  

The Commission intends to report on the use of the Council Recommendation in the context 
of the strategic framework for European cooperation in the area of education and training.  

 

Explanatory documents (for directives) 

Not applicable. 

 

Outline of the Recommendation and staff working document 

The  draft  Council  Recommendation  proposes  guidance  and  action  that  can  be  pursued  by 
Member  States  in  order  to  further  embed  environmental  sustainability  in  education  and 
training  and  develop  the  sustainability  competences  of  all  learners.  It  sets  out  the  European 
Commission’s commitment to complement and support action in this area. The accompanying 
staff working document describes recent research evidence, stakeholder opinions and provides 
framework. 
detail 

sustainability 

competence 

European 

new 

the 

on 

EN 

7 

  EN 

2022/0004 (NLE) 

Proposal for a 

COUNCIL RECOMMENDATION 

on learning for environmental sustainability 

(Text with EEA relevance) 

THE COUNCIL OF THE EUROPEAN UNION, 

Having  regard  to  the  Treaty  on  the  Functioning  of  the  European  Union,  and  in  particular 
Articles 165(4) and 166(4) thereof, 

Having regard to the proposal from the European Commission, 

Whereas: 

(1) 

(2) 

(3) 

(4) 

31 
32 
33 

34 
35 
36 
37 

The European Green Deal31 and the EU Biodiversity Strategy for 203032 highlight the 
key  role  of  schools,  higher  education  and  other  training  institutions  to  engage  with 
learners,  parents,  educators33  and  the  wider  community  on  the  changes  needed  for  a 
successful green transition.  

The Sustainable Development Goals of the UN, notably Target 4.7, call for all learners 
to  acquire  by  2030  the  knowledge  and  skills  needed  to  promote  sustainable 
development, including, among others, through education for sustainable development 
and  sustainable  lifestyles,  human  rights,  gender  equality,  promotion  of  a  culture  of 
peace and non-violence, global citizenship and appreciation of cultural diversity and of 
culture’s contribution to sustainable development.  
The  Communication  on  the  European  Education  Area34,  European  Pillar  of  Social 
Rights35 and the Communication on a new ERA for Research and Innovation36 call for 
education and training policies and investments to be geared towards inclusive green 
and digital transitions for future resilience and prosperity.  

The  key  competences,  as  defined  in  the  European  Reference  Framework  on  Key 
Competences for Lifelong Learning37, aim to support people across Europe in gaining 
the  skills  and  competences  needed  for  personal  fulfilment,  health,  employability  and 
social inclusion in a time of rapid and profound change.  

COM(2019) 640 final  
COM(2020) 380 final 
For  the  purposes  of  this  Recommendation,  educators  includes  teachers  (acknowledged  as  having  the 
status of a teacher or equivalent according to national legislation and practice) and trainers (anyone who 
fulfils  one  or  more  activities  linked  to  the  theoretical  or  practical  training  function,  either  in  an 
institution  for  education  or  training  or  at  the  workplace).  This  encompasses  teachers  in  general 
education  and  higher  education,  teachers  and  trainers  in  initial  and  continuing  VET,  as  well  as  early 
childhood education and care professionals and adult educators.  
COM(2020)625 final 
European Pillar of Social Rights | European Commission (europa.eu) 
COM(2020)628 final 
OJ C 189, 4.6.2018, p. 1–13, Annex  

EN 

8 

  EN 

                                                 
(5) 

(6) 

(7) 

(8) 

(9) 

The European Skills Agenda38 announced support for the development of a core, green 
skills  set  for the labour market  with  a view to  creating a  generation of environment-
conscious professionals and green economic operators, integrating environmental and 
climate considerations into school, higher education, vocational education and training 
as well as research. Europe needs highly competent professionals to support the green 
transition and to be a world leader in sustainable technologies. 

The  Council  Recommendation  on  vocational  education  and  training  for  sustainable 
competitiveness, social fairness, and resilience39 recognises the VET sector as key for 
the digital and green transitions. 

The  European  Climate  Pact  invites  individuals,  communities  and  organisations  to 
participate in climate action and building a greener Europe by offering opportunities to 
learn about climate change, develop and implement solutions, and connect with others 
to multiply the impact of those solutions. 
The Digital Education Action Plan40 provides a vision for high-quality, inclusive and 
accessible  European  digital  education  and  underscores  the  importance  of  digital 
technologies  as  powerful  enablers  for  the  green  transition  whilst,  at  the  same  time, 
facilitating a move towards sustainable behaviour in both the development and use of 
digital products. 

The New European Bauhaus brings a cultural and creative dimension to the European 
Green  Deal,  aiming  to  demonstrate  how  sustainable  innovation  offers  tangible, 
positive  changes  in  our  daily  life,  including  in  school  buildings  and  other  learning 
environments. 

(10)  UNESCO,  through  its  Education  for  Sustainable  Development  programme,  has  been 
working  to  make  education  a  more  central  and  visible  part  of  the  international 
response  to  the  climate  crisis  and  to  deliver  on  the  Sustainable  Development  Goals, 
notably  Target  4.7  on  education  for  sustainable  development.  Under  the  UN 
Framework Convention on Climate Change and the Paris Agreement, Parties commit 
to promoting and cooperating on climate change education, training, public awareness, 
public participation and public access to information. 

(11)  OECD data41 from 2018 demonstrate a high awareness among 15-year olds of climate 
change  and  the  environmental  crisis  and  the  need  to  address  it.  However,  the  same 
data  shows  that  far  fewer  students  feel  a  sense  of  agency  to  make  a  real  difference. 
Learning  about  the  environment  and  global  crisis  can  lead  to  pupils  and  students 
feeling  overwhelmed  and  disempowered,  which  is  exacerbated  by  inaccurate 
information and disinformation.     

(12)  Education and training systems and institutions have a duty to respond to the growing 
youth  voice  on  the  climate  and  biodiversity  crises  and  involve  young  people  in 
designing solutions related to learning for environmental sustainability. 

(13)  The COVID-19 pandemic has highlighted our close links with nature and put renewed 
focus  on  education  and  training  systems.  Lessons  have  been  learned  about  new 
possibilities  for  education  and  training,  including  learning  in  different  settings 
(including online), engagement and autonomy of learners and the links between formal 
learning  and  the  wider  community.  The  pandemic  also  increased  a  long-standing 

38 
39 
40 
41 

COM(2020)274 final 
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32020H1202(01)&from=EN  
COM(2020)624 final 
OECD (2020), Are Students Ready to Thrive in an Interconnected World? PISA 2018, Volume VI. 

EN 

9 

  EN 

                                                 
concern  for  the  physical,  mental  and  emotional  well-being  of  children  and  young 
people.  

(14) 

Individual  early  childhood  and  care  centres,  schools,  higher  education  institutions, 
research  organisations,  VET  providers  and 
local  communities  are  becoming 
increasingly  active  in  relation  to  the  climate  and  biodiversity  crises.  However, 
sustainability is not yet a systemic feature of education and training across the EU.  

(15)  Many  educators  lack  support,  expertise,  and  training  opportunities  to  incorporate 
environmental sustainability in their teaching practices. They often feel insufficiently 
equipped  to  deal  with  eco-anxiety  and  eco-pessimism  and  help  learners  engage  with 
climate and environmental issues in a positive way.  

(16)  Whole-institution  approaches  to  sustainability  incorporating  all  areas  of  activity  are 
not yet widespread. Such approaches can include teaching and learning; research and 
innovation;  facilities  and  operations,  and  should  engage  students,  staff,  parents,  and 
local and wider communities.  

(17)  The potential and opportunity to complement and strengthen other education agendas 
needs  to  be  further  explored.  Teaching  and  learning  for  environmental  sustainability 
can  fully  support  policies  and  programmes  for  well-being  and  inclusion,  global 
and  digital 
solidarity, 
transformation.  

student-centred 

innovation 

learning, 

research 

and 

(18)  The education and training dimension is not systematically included in other policies 
related  to  the  green  transition  and  sustainability.  Integrating  education  into  these 
policies can support their implementation, connect different sectors of society and the 
economy and embed sustainability effectively in education. 

(19)  This Recommendation fully respects the principles of subsidiarity and proportionality. 

HEREBY RECOMMENDS THAT MEMBER STATES 

(1) 

(2) 

(3) 

Urgently step up efforts to support education and training systems to take action for 
the green transition so that learners of all ages and from all backgrounds can access 
high-quality and inclusive education and training on climate change, biodiversity and 
sustainability.  

Establish learning for environmental sustainability as a priority area in education and 
training  policies  and  programmes  in  order  to  support  and  enable  the  sector  to 
contribute  to  the  green  transition.  Develop  a  comprehensive  and  collaborative 
approach 
involving  all  bodies, 
organisations and players in the education and training system.  

learning  for  environmental  sustainability 

to 

Provide a range of learning opportunities in different settings from early childhood to 
adult  learning,  so  that  all  individuals  can  prepare  for  and  actively  contribute  to  the 
green  transition  and  take  action  for  an  environmentally  sustainable,  circular  and 
climate-neutral economy and a just society.  

(4) 

Consider the following measures at the level of the system:  

(a)  Fully  align  strategies  and  plans  in  education  and  training  with  environmental 
sustainability, including  those related to curricula and assessment, pedagogies 
and  educator  professional  development.  Support  implementation  of  national 
and  other  strategies  and  policies,  including  on  related  concepts  such  as 
education  for  sustainable  development,  through  action  plans  and  mechanisms 
for follow-up and monitoring. 

EN 

10 

  EN 

(b) 

Invest  in  green  and  sustainable  equipment,  resources  and  infrastructure 
(buildings, grounds and technology) for learning, socialising and recreation to 
ensure healthy and resilient learning environments.  

(c)  Raise awareness of the benefits and opportunities of learning for environmental 
sustainability, and support education and training  institutions to make climate 
change, biodiversity and sustainability issues relevant to the daily lives of their 
learners. 

(d) 

Involve  pupils, students  and all learners in  meaningful and coordinated ways, 
to  propose  and  design approaches  on  what,  how  and  where  they  learn  about 
and 
sustainability.  Encourage  a  gender-balanced 
participation of learners from all backgrounds.  

for  environmental 

(e)  Develop comprehensive curricula frameworks, allowing the time and space for 
in-depth  learning  for  environmental  sustainability  so  learners  can  develop 
sustainability  competences  from  an  early  age.  Intergenerational  learning  and 
local  examples,  problems  and  responses  can  make  curricula  more  relevant  to 
learners demonstrating that climate change, biodiversity and sustainability  are 
local and actionable.  

(f)  Support  cooperation  and  networking  on  sustainability  and  biodiversity, 
involving  for  example  local  authorities,  youth  representatives,  centres  of 
environmental  education,  forests,  parks,  farms,  museums,  libraries,  non-
governmental organisations, research, consumer organisations and business.  

(g)  Support  scaling  up  of  good  practices  and  invest  in  pedagogical  research  on 
learning for environmental sustainability at all levels of education and training.  

(5) 

Support learners by considering the following measures:  

(a)  Provide  learners,  already  from  pre-school,  with  opportunities  to  understand, 
engage with and value the natural world and its biodiversity, create a sense of 
curiosity  and  wonder  and  learn  to  act  for  sustainability,  individually  and 
collectively.  

(b)  Strengthen, including through financial support,  high-quality lifelong learning 
for  environmental  sustainability, 
traineeships,  apprenticeships, 
volunteering,  extra-curricular  activities  and  other  forms  of  non-formal  and 
informal  learning.  Recognise  and  reward  civic  engagement  in  environmental 
sustainability.   

including 

(c)  Facilitate learning methods and approaches that are collaborative, experiential 
and  relevant  to  local  contexts  and  traditions.  This  includes  giving  students 
hands-on  opportunities  to  observe  and  care  for  nature,  save  resources,  repair, 
reuse  and  recycle,  thereby  helping  them  understand  the  importance  of 
sustainable lifestyles and the circular economy. 

(d)  Provide  accurate  and  accessible  information  on  the  climate  and  biodiversity 
crisis, and its drivers, develop problem-solving and collaboration skills, foster 
critical thinking and media literacy skills and support positive action, including 
volunteering, to confront and reduce the fear and disempowerment that learners 
might experience in the face of the planetary crises. 

(6) 

Support  educators  to  facilitate  learning  for  environmental  sustainability  by 
considering the following measures:  

EN 

11 

  EN 

(a)  Recognise  that  all  educators,  whatever  their  discipline  or  sector  of  education 
are sustainability educators who need to support their learners in preparing for 
the  green  transition.  Include,  consult  and  engage  educators  on  curricula 
development  and  other  educational  reforms  related 
to  environmental 
sustainability and on the design of appropriate professional development.  

(b)  Embed  environmental  sustainability 

teacher  education 
programmes;  continued  professional  development  programmes  and  teacher 
professional  standards  and  frameworks  in  order  to  support  educators’ 
competence development with regard to sustainability.  

in  all 

initial 

(c)  Create  opportunities  and  incentives  for  educators  to  take  part  in  professional 
development programmes related to sustainability, for example by linking them 
to career progression and development and creating roles for educators such as 
sustainability coordinator. 

(d)  Support  educators,  including  by  providing  the  necessary  time  and  space,  to 
adopt  pedagogies  that  enhance  environmental  sustainability  learning  and  to 
approach  sustainability  education  in  interdisciplinary  ways  and  develop  the 
socio-emotional aspects of learning for environmental sustainability, so that all 
learners  can  become  agents  of  change  and  learn  to  act,  both  individually  and 
collectively, for a more sustainable world.  

(e)  Encourage  and  enable  transformative  and  interdisciplinary  teaching  and 
learning  using  both  traditional  and  innovative  learning  approaches,  including 
hands-on learning, the STEAM approach42, hackathons and gamification.  

(f)  Develop  and  disseminate  resources  to  support  educators,  including  regarding 
assessment. Support educators to use traditional and new tools and materials to 
teach  for  environmental  sustainability  in  a  range  of  indoor  and  outdoor,  and 
digital  and  non-digital,  settings.  Provide  access  to  centres  of  expertise, 
including centres for environmental education.  

(g)  Encourage the research and innovation community to engage with formal, non-
formal and informal education providers to support educators in environmental 
sustainability.  Support  educational  staff  to  participate  in  exploratory  projects 
and  research  related  to  the  climate  emergency,  environmental  crisis  and 
sustainability.   

(7) 

Support  education  and  training  institutions  to  effectively  integrate  environmental 
sustainability  across  all  their  activities  and  operations  by  considering  the  following 
measures:  

(a)  Encourage 

and 

facilitate 

effective  whole-institution 

to 
sustainability  which  encompass  teaching  and  learning,  vision,  planning  and 
governance,  active  learner  and  staff  participation,  management  of  buildings 
and  resources,  partnerships  with  local  and  wider  communities,  and  research 
and innovation. Support  education leaders in  managing organisational  change 
with dedicated professional development and guidance for their roles. 

approaches 

(b)  Support  education  and  training  institutions  to  design,  monitor  and  evaluate 
their sustainability strategies and/or embed sustainability in existing processes 
and  measures  (e.g.  school  development  plans,  higher  education  mission 

42 

STEAM (Science, Technology, Engineering, the Arts and Mathematics) approach embraces the creative 
potential of connecting STEM education with the arts, the humanities, and the social sciences 

EN 

12 

  EN 

                                                 
statements and strategies). Recognise that this is a long-term process requiring 
small  measurable  steps  which  are  monitored  and  evaluated  on  an  ongoing 
basis, including through self-evaluation by the institution.   

(c)  Encourage  and  support  schools,  higher  education  institutions,  VET  providers 
and  other  education  providers  to  take  part  in  eco-certification  programmes 
which  can  bring  environmental,  educational  and  economic  benefits.  Provide 
support structures for such schemes, e.g. agencies or bodies to support whole-
institution  approaches,  mentoring  and  networking,  templates  and  guidance, 
financial support.  

(d)  Focus  part  of  the  internal  and/or  external  review  and  quality  assurance 
mechanisms of education and training organisations on sustainability.  Reward 
higher  education  institutions  through  performance  based  funding  frameworks 
for effective engagement with sustainability.  

(e)  Further  embed  environmental  sustainability  into  programmes,  syllabuses  and 
modules,  across  a  range  of  disciplines,  such  as  business  studies,  social 
sciences,  architecture  and  engineering,  land  use  planning  and  management. 
Make  use  of  resources  and  materials  developed  by  environmental  and 
educational non-governmental organisations and other relevant bodies.  

(f)  Support higher education and VET institutions in the development of small and 
tailored  learning  courses  on  environmental  sustainability,  leading  to  micro-
credentials, in order to deepen, broaden and update professional competences. 

(g)  Support  partnerships  with  business,  arts,  farms,  cultural  heritage,  sport, 
research  institutes,  the  educational  resources  industry  (including  technology, 
publishing and other curriculum equipment) and educational research. Develop 
extra-curricular,  summer  and  other  programmes  while  providing  support  for 
internships in, for example, laboratories, businesses, research institutions, non-
governmental organisations. 

Mobilise national and EU funds for investment in infrastructure,  training, tools and 
resources  to  increase  resilience  and  preparedness  of  education  and  training  for  the 
green  transition,  in  particular  Erasmus+,  the  Recovery  and  Resilience  Facility, 
European  Solidarity  Corps,  European  Social  Fund  Plus,  European  Regional 
Development  Fund,  the  Technical  Support  Instrument,  Digital  Europe  Programme, 
Horizon Europe and InvestEU. 

Invest  in  monitoring,  research  and  evaluation  of  the  policy  challenges  and  of  the 
impact  of  these  initiatives  in  order  to  build  on  lessons  learnt  and  inform  policy 
making, including by supporting the development of common indicators and targets 
on environmental sustainability in education.  

(8) 

(9) 

HEREBY INVITES THE COMMISSION TO:  

1. 

1.1. 

Facilitate cooperation and peer learning among Member States  and stakeholders on 
learning for environmental sustainability through: 

The Strategic framework for European cooperation in education and training towards 
the  European  Education  Area  and  beyond  (2021-2030)43  where  education  for  the 
green transition is a key priority area. 

43 

Council Resolution 2021/C 66/01  

EN 

13 

  EN 

                                                 
1.2. 

1.3. 

1.4. 

1.5. 

1.6. 

2. 

3. 

3.1. 

3.2. 

4. 

5. 

6. 

Disseminating  and  encouraging  the  use  of,  opportunities  to  promote,  support  and 
enable  education  and  training  for  environmental  sustainability  within  EU  funding 
programmes,  such  as  Erasmus+,  the  European  Solidarity  Corps,  LIFE,  European 
Social  Fund,  Horizon  Europe,  Marie  Skłodowska-Curie  Actions  and  the  Technical 
Support Instrument.  

Sharing  good  practice  from  Erasmus+  staff  exchanges,  projects  and  networks, 
including  through  the  Erasmus+  European  Universities,  the  eTwinning  online 
community, as well as the Centres of Vocational Excellence, the Marie Skłodowska-
Curie Actions and the European Institute of Innovation and Technology.  

Identifying,  recording  and  sharing  good  practice  examples,  including  through 
existing  online  platforms44  and  support  the  networking  of  national  and  other 
organisations active in education and environmental sustainability in formal and non-
formal education and training.  

Involving youth in the implementation of the Recommendation, in particular through 
the  European  Year  of  Youth  2022  and  the  EU  Youth  Dialogue,  to  ensure  that 
opinions,  views and needs of  young people  and  youth  organisations are fully taken 
into account.  

Creating  synergies  with  the  Education  for  Climate  Coalition  and  New  European 
Bauhaus.   

Develop  and  share  resources,  materials  and  research  on  learning  for  environmental 
sustainability,  in  cooperation  with  Member  States,  including  on  a  new  European 
sustainability competence framework.  

Support educators to teach for environmental sustainability by: 

Providing resources and support materials on the future European School Education 
Platform, EPALE and the European Youth Portal.    

Recognising  outstanding  efforts  in  teaching  and  learning  for  environmental 
sustainability  through  EU  award  schemes,  including  the  European  Innovative 
Teaching Award, eTwinning Prize and the European Vocational Skills Awards.  

Monitor  the  development  of green  skills  by  higher  education,  VET  graduates  and 
early  career  researchers,  for  example by  including  these  in  the  European  graduate 
tracking initiative. 

Monitor progress on education for environmental sustainability within the framework 
of reports on the European Education Area and the European Green Deal.  

Strengthen  cooperation  with  existing  international  organisations,  notably  UNESCO 
and  other  UN  bodies,  to  foster  an  approach  to  education  and  training  for 
environmental  sustainability  with  policy  makers,  practitioners  and  stakeholders  in 
Member  States,  which  incorporates  equity,  inclusion  and  justice,  in  line  with  the 
European Green Deal and the Sustainable Development Goals.  

44 

This could include the forthcoming European School Education Platform, Learning Corner, Science is 
Wonderful!  Platform,  the  European  Youth  Portal,  EPALE,  Scientix,  the  European  Alliance  for 
Apprenticeships, the Pact for Skills. 

EN 

14 

  EN 

                                                 
7. 

Continue to reinforce the green dimension of the Erasmus+ and European Solidarity 
Corps  programmes,  both  through  green  mobility,  green  practices  in  projects  and 
strong  focus  on  environmental  sustainability  in  cooperation  between  various 
education, training and youth stakeholders.  

Done at Brussels, 

For the Council 
The President 

EN 

15 

  EN