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Setting Up an Educational Ecosystem for Enabling Sustainability Competences Development

Author

Listed:
  • Nicoleta Acomi

    (PhD, Principal investigator, Constanta Maritime University, Constanța, Romania)

  • Miriam Lanzetta

    (PMP, Researcher, LASCÃ’, Caserta, Italy)

  • Ovidiu Acomi

    (MBA, Researcher, TEAM4Excellence Research Centre, Constanța, Romania)

  • Gianluca Abbruzzese

    (PMP, Researcher, LASCÃ’, Caserta, Italy)

Abstract

Developing sustainability competences is critical for addressing global challenges and preserving resources for current and future generations. The GreenComp European sustainability competence framework offers a non-prescriptive reference for embedding sustainable development into pedagogical practices and curricula. However, barriers such as inadequate teacher support, unclear evaluation criteria, insufficient stakeholder collaboration, and limited scalability hinder its application in real-world contexts. This study addresses the need for sustainability education in Vocational Education and Training (VET) institutions across Europe by proposing a European network of national sustainability education centres, termed "Green Combs." Using a systems approach—system thinking, system mapping, ecosystem building, and transition design—this initiative fosters dynamic collaboration among stakeholders, enabling adaptable and multi-level solutions. The research engaged over 50 teachers from 20 educational institutions across five European countries through qualitative methods, including national workshops and an international gathering. Data analysis centred on six key domains: governance, organisation, community, activities, tools, and central hub relationships. Teachers’ needs, such as adapting content, engaging learners and communities, and leveraging extracurricular activities, were prioritised. Findings highlight strategies for establishing and managing "Green Combs" and provide VET institutions with inquiry-based canvases to align sustainability goals with the needs of schools and communities. These canvases guide the integration of sustainability principles into education, fostering innovative practices and stakeholder engagement. The study underscores the importance of continued teacher support and stakeholder dialogue to adapt initiatives to national contexts and maximise the impact of sustainability education in VET schools.

Suggested Citation

  • Nicoleta Acomi & Miriam Lanzetta & Ovidiu Acomi & Gianluca Abbruzzese, 2025. "Setting Up an Educational Ecosystem for Enabling Sustainability Competences Development," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 17(1), pages 159-179, January-M.
    • Handle: RePEc:lum:rev1rl:v:17:y:2025:i:1:p:159-179
    DOI: https://doi.org/10.18662/rrem/17.1/945
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    References listed on IDEAS

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    1. Rodrigo Lozano & Maria Barreiro-Gen & Francisco J. Lozano & Kaisu Sammalisto, 2019. "Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
    2. Chen Kim Lim & Martin Shafiihuna Haufiku & Kian Lam Tan & Minhaz Farid Ahmed & Theam Foo Ng, 2022. "Systematic Review of Education Sustainable Development in Higher Education Institutions," Sustainability, MDPI, vol. 14(20), pages 1-22, October.
    3. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
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