C 243/6
EN
Official Journal of the European Union
27.6.2022
c) Facilitate learning methods and approaches that are collaborative, experiential, practically oriented and relevant to local contexts and traditions and support interdisciplinary and cross-curricular activities.
This includes giving learners hands-on opportunities to observe and care for nature, and to reduce, repair, reuse and recycle, thereby helping them to understand the importance of sustainable lifestyles and the circular economy.
d) Provide fact-based and accessible information on the climate, environmental and biodiversity crisis and its drivers, as agreed under the Aarhus Convention (18).
e) Develop problem-solving and collaboration skills; foster critical thinking, media literacy skills and systems thinking; 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.
Further support educators to facilitate learning for the green transition and sustainable development by considering the following measures: 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.
Enable them to raise their learners’ awareness of the Sustainable Development Goals.
Include, consult and support educators on curriculum and programme development and other educational reforms related to the green transition and sustainable development and on the design of appropriate professional development.
b) Support integration of the green transition and sustainable development into initial teacher and trainer education programmes; in continuing professional development programmes; and in teacher professional standards and frameworks, in order to support educators’ competence development with regard to sustainability.
c) Support mentoring schemes and professional development programmes at the level of the institutions.
Support educators in using digital tools and technologies in their practice to enhance teaching and learning for the green transition and sustainable development.
d) Further develop and explore opportunities and incentives for educators to take part in professional development programmes related to sustainability, for example by considering them in career progression and development and creating roles for educators such as sustainability coordinator.
e) Support educators, including by providing the necessary time and space, in adopting pedagogies that enhance teaching and learning for the green transition and sustainable development in interdisciplinary ways and develop the socio-emotional aspects of learning, so that all learners can become agents of change and learn to reflect and act, both individually and collectively, locally and globally, for a more sustainable world.
f) Encourage and enable, where appropriate, transformative and interdisciplinary teaching and learning using both traditional and innovative learning approaches, including hands-on learning, the STEAM approach (19), hackathons, service learning and gamification.
g) Develop and make available resources to support educators, including regarding assessment.
Support educators in using traditional and new tools and materials to teach and train for the green transition and sustainable development in a range of indoor and outdoor, and digital and non-digital, settings.
Provide access to centres of expertise, including centres for environmental education and training.
h) Encourage the research and innovation community to engage with formal, non-formal and informal education and training providers to support educators in the green transition and sustainable development.
Support participation in exploratory projects and research related to the climate emergency, environmental crisis and sustainability.
(18) Convention on Access to Information, Public Participation in Decision-Making and Access to Justice in Environmental Matters.
(19) The 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.