Education for environmental sustainability : policies and approaches in European Union Member States : update 2023 : final report

The European Green Deal and UN Sustainable Development Goals (SDGs) highlight that education, including re--/up skilling, is crucial in order to transition to environmental sustainability. Education has an essential role to play by supporting citizens in developing the competences needed to live responsibly, change consumption models, design solutions, transform society and shape a green economy. In the context of the EU 's efforts to promote a sustainable and green Europe, the purpose of this study is to map EU Member States' national and institutional practices, processes, tools and strategies in education for environmental sustainability ( at various levels and in different forms of education. The study will help inform the actions of the European Commission with regard to education for environmental sustainability and policy for the implementation of the European Education Area and the European 'Green To date, no such comprehensive comparative analysis has yet been carried out on the delivery of education for environmental sustainability in the EU. The Evaluation report on the implementation of the UN's Economic Commission for Europe (UNECE) Strategy for Education for Sustainable Development from 2005 to 2015 and the Fourth evaluation report of the UNECE Strategy for Education for Sustainable Development' provide some information on Education for Sustainable Development ( initiatives. These UNECE reports have a wider focus, however, and lack complete coverage of the Member States during different reporting periods. This studystudy6 contributes to closing this evidence gap by providing a more comprehensive overview of what is happening in the EU. The specific purpose of this study is to provide a comprehensive mapping of the national and institutional practices, processes, tools and strategies in education for environmental sustainability. It covers multiple levels and types of education. More specifically, the study aims to look at: - Existing competence frameworks and thematic dimensions of EES; - Policies, curriculum developments and innovations around EES; - Assessment, teacher training and multi stakeholder partnerships; - Enablers of and barriers to the mainstreaming of existing innovative approaches.