Greencomp: The European Sustainability Competence Framework

JRC SCIENCE FOR POLICY REPORT
GreenComp
The European sustainability
competence framework
Authors: Guia Bianchi, Ulrike Pisiotis, Marcelino Cabrera

Editors: Yves Punie, Margherita Bacigalupo
Joint
2022 EUR 30955 EN
Research
Centre
This publication is a Science for Policy report by the Joint All content © European Union 2022, (unless otherwise
Research Centre (JRC), the European Commission’s science specified).
and knowledge service. It aims to provide evidence-based
scientific support as input to the EU’s policymaking process. Design, visuals and layout: Daniel N. Buxton (https://
The scientific output expressed does not constitute a policy danielnbuxton.com)
position of the European Commission. Neither the European
How to cite this report: Bianchi, G., Pisiotis, U., Cabre-
Commission nor any person acting on behalf of the Com-
ra Giraldez, M. GreenComp – The European sustaina-
mission is responsible for any use made of this publication.
bility competence framework. Bacigalupo, M., Punie, Y.
For information on the methodology and quality underlying
(editors), EUR 30955 EN, Publications Office of the Euro-
the data used in this publication for which the source is nei-
pean Union, Luxembourg, 2022; ISBN 978-92-76-46485-3,
ther Eurostat nor other Commission services, users should
doi:10.2760/13286, JRC128040.
contact the referenced source. The designations used and
the material presented on the maps do not constitute any
opinion whatsoever on the part of the European Union con- Abstract
cerning the legal status of any country, territory, city or area
or of its authorities, or concerning its frontiers or boundaries. The development of a European sustainability competence
framework is one of the policy actions set out in the Euro-
Contact information pean Green Deal as a catalyst to promote learning on envi-
Name: Yves Punie ronmental sustainability in the European Union. GreenComp
Address: Edificio Expo, C/ Inca Garcilaso 3, E-41092 Seville identifies a set of sustainability competences to feed into
(Spain) education programmes to help learners develop knowledge,
Email: [email protected] skills and attitudes that promote ways to think, plan and act
Tel: +34 9544-88229 with empathy, responsibility, and care for our planet and for
public health.
EU Science Hub
This work began with a literature review and drew on several
https://ec.europa.eu/jrc
consultations with experts and stakeholders working in the
field of sustainability education and lifelong learning. The re-
JRC128040
sults presented in this report form a framework for learning
for environmental sustainability that can be applied in any
EUR 30955 EN
learning context. The report shares working definitions of
sustainability and learning for environmental sustainability
PDF
that forms the basis for the framework to build consensus
ISBN 978-92-76-46485-3
and bridge the gap between experts and other stakeholders.
ISSN 1831-9424
doi:10.2760/13286 GreenComp comprises four interrelated competence areas:
‘embodying sustainability values’, ‘embracing complexity in
Luxembourg: Publications Office of the European Union, sustainability’, ‘envisioning sustainable futures’ and ‘acting
2022. for sustainability’. Each area comprises three competenc-
es that are interlinked and equally important. GreenComp
© European Union, 2022 is designed to be a non-prescriptive reference for learning
schemes fostering sustainability as a competence.
The reuse policy of the European Commission is implement-

ed by the Commission Decision 2011/833/EU of 12 Decem-
ber 2011 on the reuse of Commission documents (OJ L 330,
14.12.2011, p. 39). Except otherwise noted, the reuse of this
document is authorised under the Creative Commons Attri-
bution 4.0 International (CC BY 4.0) licence (https://creative-
commons.org/licenses/by/4.0/). This means that reuse is al-
lowed provided appropriate credit is given and any changes
are indicated. For any use or reproduction of photos or other
material that is not owned by the EU, permission must be
sought directly from the copyright holders.
Contents
Foreword...........................................................................1 4.3 Envisioning sustainable

futures.....................................................................23
Executive summary..................................................2
4.3.1 Futures literacy......................................23
Acknowledgements...................................................4 4.3.2 Adaptability.............................................24
4.3.3 Exploratory thinking............................24
1. Introduction...............................................................6
1.1 Aims..........................................................................7 4.4 Acting for sustainability..................................25
1.2 Methodology........................................................7 4.4.1 Political agency.....................................26
1.3 Limitations............................................................9 4.4.2 Collective action....................................27
1.4 Structure of the report.....................................10 4.4.3 Individual initiative..............................27
2. Defining sustainability ....................................11 5. Ways forward..........................................................29

2.1 A working definition Glossary............................................................................. 31
of sustainability..................................................11
2.2 Sustainability competences.........................12 References.......................................................................34
2.3 Teaching and learning sustainability
Appendix 1. – Use cases...........................................37
competences........................................................12
Appendix 2. – Knowledge, skills and
3. The European sustainability
attitudes (KSA) statements.........................................40
competence framework.................................14
3.1 Visualisation .......................................................16
4. Competence areas and

competences.............................................................17
4.1 Embodying sustainability values...............17
4.1.1 Valuing sustainability.........................17
4.1.2 Supporting fairness.............................18
4.1.3 Promoting nature.................................18
4.2 Embracing complexity

in sustainability...................................................19
4.2.1 Systems thinking..................................20
4.2.2 Critical thinking......................................20
4.2.3 Problem framing...................................21
GreenComp: The European sustainability competence framework i

Foreword
To protect the health of our planet and our public Social and Learning to Learn Key Competence (Life-
health, it is crucial to integrate sustainability into Comp).
our education and training systems. Education and
training enable learners to develop competenc- The Council Recommendation on learning for envi-
es and acquire the knowledge, skills and attitudes ronmental sustainability and GreenComp are part
needed to truly value our planet and take action of EU’s strategic action to promote learning for en-
to protect it. This will help achieve the transition to vironmental sustainability.
a fairer, greener economy and society. To this end,
and among other priorities, the European Commis-
sion has made learning for environmental sustain-
ability a priority for the upcoming years. Ioannis Maghiros, Head of Unit
Human Capital and Employment
Following successful initiatives to foster compe- Joint Research Centre
tence-based education for lifelong learning in the European Commission
past years, the Commission has developed this
European Sustainability Competence Framework, Michael Teutsch, Head of Unit
GreenComp, as announced in the European Green Schools and Multilingualism
Deal. The Member States of the European Union DG Education, Youth, Sport and Culture
have already begun incorporating sustainability European Commission
concepts into academic and vocational curricula.
Building on this work, GreenComp can support all
educators and learners in embedding environmen-
tal sustainability topics into all educational systems
and curricula in Member States.
Our aim is to provide a shared competence frame-

work on sustainability at European level as a com-
mon basis to guide both educators and learners.
Building a common understanding on sustainability
can act as a catalyst for action. GreenComp draws
on the advice and consensus of numerous experts
and stakeholders. The Commission encourages
Member States to use it as a reference when rolling
out educational initiatives on sustainability.
GreenComp builds on the method developed, test-

ed, and validated by the JRC to create the Digital
Competence Framework for Citizens (DigComp), the
Entrepreneurship Competence Framework (Entre-
Comp), and the European Framework for Personal,
GreenComp: The European sustainability competence framework 1

Executive summary
GreenComp responds to the growing need GreenComp consists of 12 competences (in bold)
for people to improve and develop the organised into the four areas (in italics) below:
knowledge, skills and attitudes to live, work - Embodying sustainability values, including the
and act in a sustainable manner. competences
• valuing sustainability
GreenComp is a reference framework for sustain-
ability competences. It provides a common ground • supporting fairness
to learners and guidance to educators, providing a • promoting nature
consensual definition of what sustainability as a - Embracing complexity in sustainability, includ-
competence entails. It is designed to support edu- ing the competences
cation and training programmes for lifelong learn- • systems thinking
ing. It is written for all learners, irrespective of their • critical thinking
age and their education level and in any learning
• problem framing
setting – formal, non-formal and informali. Sustain-
- Envisioning sustainable futures, including the
ability competences can help learners become sys-
temic and critical thinkers, as well as develop agen- competences
cy, and form a knowledge basis for everyone who • futures literacy
cares about our planet’s present and future state. • adaptability
• exploratory thinking
The aim of GreenComp is to foster a sustainability
- Acting for sustainability, including the compe-
mindset by helping users develop the knowledge,
tences
skills and attitudes to think, plan and act with em-
pathy, responsibility, and care for our planet. Green- • political agency
Comp is the result of a robust research methodol- • collective action
ogy that has involved a large and diverse group of • individual initiative
experts and stakeholders, to build a consensus on
an agreed proposal. It provides a general reference
model that everyone involved in lifelong learning
can use to design learning opportunities aimed at
developing sustainability competences and to as-
sess progress in supporting education and training
for sustainability.
i Definitions for key terms used throughout the document

can be found at the end of this report.

Visual representation of GreenComp.
GreenComp responds to the ambitions set out in

the European Green Deal. Following this political
direction, the Commission has published policy pa-
pers entitled European Skills Agenda for Sustain-
able Competitiveness, Social Fairness and Resil-
ience (2020) and the European Education Area by
2025 (2020) underscoring the need to develop a
European competence framework on sustainabili-
ty. In these policy papers, the Commission explicitly
recommends activating education and training by
developing skills, including upskilling and reskilling,
and by investing in learning for environmental sus-
tainability. The EU biodiversity strategy for 2030:
‘Bringing Nature Back into our Lives’ (2020) also
highlights the important role education and training
have in enabling the EU to reach its goal to become
a climate-neutral continent by 2050.
As a reference tool, GreenComp can serve a wide

range of purposes, including curricula review; design
of teacher education programmes; (self-) assess-
ment/reflection, policy development, certification,
assessment, monitoring and evaluation.

Acknowledgements
The authors would like to express their gratitude Hovhannisyan, European University Association;
to everyone involved in the participatory process Tom Janssen, Flemish Department of Environment;
that contributed to bringing GreenComp to life. Jonas Husum Johannesen, Ministry of Higher
Their dedication, enthusiasm and passion for Education and Science, Denmark; Panagiotis
sustainability and lifelong learning are greatly Kampylis, National Research Council of Italy;
appreciated. Simon Kemp, University of Southampton; Arja
Krauchenberg, European Parents’ Association;
Thanks to all stakeholders who participated and Wim Lambrechts, Open Universiteit; Elizabeth
contributed to our series of workshops held from Lange, University of Technology Sydney; Yolanda
April to October 2021: Carlos Alvarez Pereira, Lechón, CIEMAT; Alexander Leicht, UNESCO;
Club of Rome; Helena Alves, European University Rodrigo Lozano, University of Gävle; Davide
Foundation; Albena Azmanova, University Magagna, Ministry of Ecological Transition, Italy;
of Kent; Meg Baker, Students Organising for Hanna Malhonen, Federal Ministry for Education,
Sustainability UK; Matthias Barth, Eberswalde Science and Research, Austria; Michela Mayer,
University for Sustainable Development; Olena Italian Association for Sustainability Science;
Bekh, European Training Foundation; Pauline Miriam Molina Ascanio, European Schoolnet; Petra
Boivin, Lifelong Learning Platform; Erica Bol, JRC; Molthan-Hill, Nottingham Trent University; Monica
Pauline Bonino, European Network for Social Moso Díez, Dualiza; Joanna Napierala, CEDEFOP;
Integration Enterprises; Katja Brundiers, Arizona Mari Nishimura, UNEP; Terhi Nokkala, University of
State University; Alessandro Caforio, Università Jyväskylä; Teresa Oberhauser, AEGEE - European
Telematica Internazionale UNINETTUNO; Ignacio Student Forum; Violeta Orlovic Lovren, University
Calleja, EIT Raw Materials; Paolo Canfora, JRC; of Belgrade; David Osimo, Lisbon Council; Ana
Noelia Cantero, EARLALL; Gisela Cebrián Bernat, Prades, CIEMAT; Giuseppe Pellegrino, DG RTD;
Universitat Rovira i Virgili; Valentina Chanina, Mónika Réti, Ministry of Human Capacities of
EfVET; Martina Comparelli, Fridays for Future; Hungary; Marco Rieckmann, University of Vechta;
François Dessart, JRC; Paola Di Marzo, Erasmus Monika Rybova, Ministry of Education, Science,
Student Network; Anastasia Fetsi, European Research and Sport of the Slovak Republic; Alfredo
Training Foundation; Daniel Fischer, Wageningen Soeiro, AECEF - Association of European Civil
University & Research; Emma Fromberg, University Engineering Faculties; Stephen Sterling, Plymouth
of Cambridge; Ann Finlayson, Sustainability University; Daniella Tilbury, HM Government of
and Environmental Education; Conor Galvin, Gibraltar and Cambridge University; Paul Vare,
University College Dublin; Marie Goiset, Ministry University of Gloucestershire; Lyubov Vasylchuk,
of national education, youth and sports, France; European Schoolnet; Silvia Velázquez Rodríguez,
Agueda Gras-Velazquez, European Schoolnet; Ministry of Education and Vocational Training of
Dirk Hastedt, International Association for the Spain; Oliver Wolf, JRC; Brikena Xhomaqi, Lifelong
Evaluation of Educational Achievement; Rayka Learning Platform; Aravella Zachariou, Cyprus
Hauser, DG Environment; Simon Herteleer, UNECE Ministry of Education, Culture, Youth and Sports; and
– Education for Sustainable Development; Elisabeth Jakub Zaludko, Bridge 47.
Hofmann, Université Bordeaux Montaigne; Gohar

Thanks to our European Commission colleagues
who invested their time and energy. They have
been critical readers, stimulating facilitators at our
workshops, attentive note-takers and feedback
providers: Federico Biagi, JRC; Susan Bird, DG
EMPL; Romina Cachia, JRC; Anastasia Economou,
JRC; Ignacio González Vázquez, JRC; Deirdre
Hodson, DG EAC; Zoe Jacquot, DG EAC; Georgios
Kapsalis, JRC; Giovanna Mazzeo Ortolani, JRC;
Marco Montanari, JRC; Arianna Sala, JRC; and
Tim Schreiber, DG EMPL. Thanks also to Chiara
Scalabrino, external expert, for her initial support.
We thank our technical colleagues in the JRC for

their support: Susana Bernal, Ana Cases, Paola
Dalmiglio, Ana García Fatela, Kriss Elin Rokk,
Larisa Rusu, and Andrea Santoro.
Thanks to our colleagues from DGT who edited this

report: Roslyn Bottoni, Wouter Provoost and Owen
Stafford, with support from Raimondo Cadoni.
Thanks to Michael Teutsch and Anna Maria

Giannopoulou, heading the Unit at EAC on ‘Schools
and Multilingualism’, and Ioannis Maghiros, head
of the JRC Unit ‘Human Capital and Employment’,
for their support and availability. Special thanks to
Vladimir Garkov, DG EAC, for his earlier work.
A heartfelt acknowledgement goes to the young

folks at RadioImmaginaria for engaging with their
peers about the importance of fostering education
for sustainability and producing a video.

1. Introduction
Ensuring a fair and decent livelihood for all people, quality education (SDG 4) is key to achieve all SDGs.
regenerating nature and enabling biodiversity to In line with the critical role of lifelong learning2, de-
thrive, have never been more important. It is one of veloping sustainability competences through edu-
the most pressing duties that humanity faces. This cation and training has become a policy objective
requires shifting away from unsustainable practices for the EU and its Member States. Sustainability is
and placing value on the environment on which our one of the European Commission’s key priorities in
future as a species and our planet’s future depend. education and training for 2019 – 20243.
This systemic change cannot be achieved only
The European Green Deal (2019)4, the European
through political agreements, financial incentives or
Skills Agenda for Sustainable Competitiveness, So-
technological innovations, important and necessary
cial Fairness and Resilience (2020)5, and Achieving
though they are. Long-lasting change requires life-
the European Education Area by 2025 (2020)6 have
long learning1.
underscored the need to develop a European com-
Creating opportunities to enable learning for envi- petence framework on sustainability. The EU bio-
ronmental sustainability has therefore become cru- diversity strategy for 2030: ‘Bringing Nature Back
cial for the present and the future of our planet. The into our Lives’ (2020)7 also highlights the important
ecological crisis affects everyone and all aspects of role education and training have for Europe to be-
society. Having a common understanding can be come a climate-neutral continent by 2050.
a catalyst for action and for a shared strategy on
The European Commission has developed Green-
learning for environmental sustainability so that we
Comp as a reference framework on sustainability
can understand, act on and resolve this crisis to-
competences at EU level. It provides a common
gether. Timely strategic action is necessary to help
ground to learners and guidance to educators, pro-
Europeans participate fully in the green transition
viding an agreed definition of what sustainability as
of our economy and society, rather than simply re-
a competence entails. Such a shared understanding
acting to it. Learning for environmental sustainabil-
can act as a catalyst for learning for environmental
ity is part of this strategic action.
sustainability by supporting education and training
A competence-based education that helps learners institutions to develop, review and adapt their vision
develop sustainability skills based on knowledge and practices with regard to teaching and learning
and attitudes can help promote responsible action for sustainability.
and stimulate willingness to take or demand action
at local, national and global level. Becoming com-
petent in sustainability issues will enable learners
overcome the cognitive dissonance that comes
from knowing about an issue but lacking the agen-
cy to act.
The European Commission is committed to meeting

the Sustainable Development Goals (SDGs)ii, and
ii https://sdgs.un.org/goals.

1.1 Aims 1.2 Methodology
GreenComp can support education and training sys- The European sustainability competence framework
tems in shaping systemic and critical thinkers who is the result of consensus building based on a mixed
care about our planet’s present and its future. All 12 method research processiv. This process has led to
competences of the framework are applicable to all the gradual and progressive refinement of Green-
learners, irrespective of their age and their educa- Comp and, ultimately, the consolidated framework
tion level and in any education settings – formal, set out in this report. To achieve this, a diverse
non-formal and informal. The proposed model can group of approximately 75 experts and stakehold-
complement and strengthen existing international, ers was consulted at different stages to obtain their
national, regional and local efforts to capture sus- feedback and progressively reach a consensus. The
tainability competences. Its added value is that it group included experts on sustainability education
provides: and lifelong learning from academia and research
- a model of sustainability competence ar- institutions, youth representatives, educators, policy
eas and competences; representatives from EU Member States and NGOs.
- a common reference that everyone working
The steps taken to develop the GreenComp frame-
in education and training for environmental sustain-
work are shown in Figure 1.
ability can use, share and refer to;
- an initial list of competence components,
namely knowledge, skills and attitudesiii, as exam-
ples of how to put the competences into practice;
- a common reference basis for dialogue, ex-
change of practices and peer learning among edu-
cators involved in lifelong learning across the EU;
- a contribution to help make the compe-
tences portable and promote mobility in the EU for
a full participation in European society.
iv A similar method was used successfully in adopting other

iii We adopt the definition of competence following the 2018 European competence frameworks developed by the Commission,
Council Recommendation on Key Competences for lifelong learning, such as DigComp; the European framework for digital competence
whereby a competence is “a dynamic combination of the knowledge, EntreComp , the European framework for entrepreneurship compe-
skills and attitudes” (p.12). https://eur-lex.europa.eu/legal-content/ tence; and LifeComp , the European framework for ‘Personal, social
EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=O- and learning to learn’. They form part of the eight competences of the
J:C:2018:189:TOC 2018 Council Recommendation on lifelong learning.

Figure 1. Main steps to develop GreenComp.
The framework was developed through the follow- on specific competences for sustainability, while it
ing steps. should be left to other frameworks (including those
- Scoping studies were conducted, which in- already developed by the Commission) to describe
cluded a literature review by Guia Bianchi (2020)8 cross-cutting or generic competences which may be
and a complementary study by Chiara Scalabrino relevant, but not exclusive, to sustainability.
(2021, forthcoming).
- Four competence areas including a list of Regarding competence areas, experts highlight-
competences and their components were identified ed the importance of sustainability values in re-
and put forward, constituting a draft proposal for lation to other competences. They highlighted the
the framework. need to change vocabulary for the area focused on
- An expert workshop was held, where the problem solving and finding solutions, in favour of
preliminary material was presented and discussed action-based competences and the acknowledge-
by experts on sustainability education and lifelong ment that ‘wicked’ sustainability problems, i.e. high-
learningv. ly complex and ill-structured problems9, cannot,
strictly speaking, be solved.
Key takeaways from the first expert work-
shop: Experts endorsed the initiative of building a Furthermore, experts suggested using the word
sustainability competence framework for lifelong ‘sustainability’ rather than ‘environmental sustain-
learning to complement existing sustainability ability’ to acknowledge the multidimensionality of
frameworks which mainly target higher education. this concept.
It was argued that this framework should focus
v A background document was sent to experts ahead of that

workshop and a debrief was drafted as a result.

- The framework was consolidated in a re- name GreenComp, on its phonetics and simplicity in
vised draft proposal, comprising four competence terms of the alternatives proposed earlier. Green-
areas and 12 competences. Its consolidation was Comp was accepted in its current version.
based on feedback collected during the workshop
All stakeholders agreed that individual competence
and afterwards by engaging in an ongoing dialogue
frameworks needed to be presented as part of a
with experts.
comprehensive vision, where learner outcomes are
- An update of the proposal was enabled
developed across the board. In addition, follow-up
thanks to a set of knowledge-skill-attitude (KSA)
activities were discussed.
statements being developed for each competence,
which helped refine their scope and update the - GreenComp is published together with the
competence framework. These statements can be Commission’s proposal for a Council recommen-
found in Appendix 1. dation on learning for environmental sustainability
- A second expert workshop was held to re- and the accompanying staff working document.
fine the frameworkvi.
Key takeaways from the second expert

workshop: Experts endorsed the framework pre- 1.3 Limitations
sented in September 2021, with the possibility to
adopt minor revisions suggested before its finalisa-
tion. Although widely endorsed by subject-matter ex-
perts and representative of different stakeholder
Most experts felt that the scope of some KSA state- groups, the framework has not yet been tested in
ments needed refining, while the language used in a real setting. Putting GreenComp into practice, by
these statements needed simplifying. These state- rolling it out and evaluating it in a specific context,
ments should be all-encompassing but at the same could and should lead to amending and refining it
time user-friendly and applicable to different edu- based on feedback from practitioners and end us-
cation levels. ers. The framework should thus be treated as a liv-
ing document.
Experts advised that competences should be re-
fined by better aligning their descriptions to their Another challenge is the wide scope of this frame-
areas. In addition, they encouraged a metaphor and work, targeting all people, from young children to
narrative to be developed around the framework. adults, thus touching upon different educational set-
tings. Moreover, due to the vast and rapidly evolving
- The conceptual framework was refined
nature of the sustainability concept, this framework
based on comments received during or shortly after
depicts competences necessary for sustainability
the second workshop.
as an overarching topic. Therefore, subfields are not
- A third workshop was held with stakehold-
directly addressed in this context. Some examples
ers from Member States to validate the conceptual
of these competences include but are not limited
frameworkvii.
to, responsible production and consumption, com-
Key takeaways from the third workshop petences for the circular economy, or competences
held with stakeholders: Stakeholders broadly for specific education levels. Future developments
endorsed GreenComp in its current version as well in these directions can very well be envisaged on
as its accompanying metaphor. They agreed on the the basis of GreenComp.
Learning for environmental sustainability is essential

vi A background document was sent to experts together with to achieve a sustainability mindset and trigger the
a spreadsheet for feedback.
willingness to act for a sustainable future. However,
vii A background document was sent to invited stakeholders
and a debrief was drafted as a result.
education and training, including this competence

framework, only form part of the puzzle. Systemic
change towards sustainability is a global necessity
and a shared responsibility. Investments in research
and innovation, laws and regulations, technological
eco-innovations, transparency and accountability
by companies and global value chains are required
to achieve a comprehensive change. Individual be-
haviour should be supported by enabling measures
and contexts that are all designed by, with, and for
the people and the planet.
1.4 Structure of the report

Following the introduction, Chapter 2 introduces
the terminology and concepts that form the basis
of GreenComp, namely its definition; an overview of
how people learn for environmental sustainability;
and the definition of a sustainability competence.
Chapter 3 introduces GreenComp, with its four

competence areas, 12 sustainability competences
and related descriptors. Section 3.1 introduces the
metaphor used to illustrate GreenComp.
Chapter 4 provides descriptions of the competence

areas and the sustainability competences. This is
followed by how they are applied in practice.
Chapter 5 describes options for further develop-

ment.
Appendix 1 presents use cases, which aim to show

how the 12 sustainability competences are equally
important and interrelated when it comes to think-
ing, planning, and acting to achieve sustainabil-
ity. Appendix 2 contains the list of competence
components, namely knowledge, skill and attitude
statements developed to define and refine the sus-
tainability competences.

2. Defining sustainability
2.1 A working definition of Sustainability means different things to different

groups of people at different times11. Often,
sustainability sustainability and sustainable developmentviii are
used interchangeably, despite their conceptual
difference. As claimed by UNESCO12, sustainability
There is broad consensus that sustainability themes
is best described as a long-term goal, such
need to be embedded in lifelong learning. However,
as attaining a more sustainable world, while
sustainability is a complex concept to define and is
very ambiguous10.
viii As expressed in the UN’s ‘Our Common Future’ (or
Brundtland Report), 1987.
Figure 2. Nine critical Earth system processes and their boundaries. Note: P = phosphorus; N = nitrogen; BII = bi-
odiversity intactness index and E/MSY = extinctions per million species per year. Source: From Steffen et al., 2015
SCIENCE 15 Jan 2015, Vol 347, Issue 6223, DOI: 10.1126/science.1259855. Reprinted with permission from AAAS.

sustainable development, like the word suggests, learning programmes remains up to individual insti-
refers to the many processes and pathways used tutions and local educational leaders. Furthermore,
to stimulate development, or achieve progress, research conducted so far has tended to be at the
in sustainable ways. For example, the SDGsix are higher education level, focusing on what compe-
global goals encouraging all countries and sectors tences young graduates and professionals need to
to work in collaboration to eventually achieve possess in order to contribute to sustainability chal-
sustainability by addressing challenges related to lenges and opportunities16.
sustainable development.
GreenComp maps sustainability as a competence
In this report, we use the following working defini- relevant to all ages. The sustainability competence
tion for sustainability: defined by GreenComp unfolds into a set of sub-el-
ements that we refer to as competences for sus-
Sustainability means prioritising the needs of tainability.
all life forms and of the planet by ensuring that
human activity does not exceed planetary bound- GreenComp has adopted the following statement
aries. to define a sustainability competence:
Planetary boundaries describe how human activi- A sustainability competence empowers

ties, based on fossil fuel use, cause or accelerate learners to embody sustainability values, and
detrimental changes to the planet. Scientists have embrace complex systems, in order to take or
identified nine Earth system processes that need to request action that restores and maintains eco-
be monitored and not crossed13, such as (Figure 2): system health and enhances justice, generating
i) biosphere integrity, ii) land-use change, iii) climate visions for sustainable futures.
change, iv) freshwater use, v) ocean acidification,
vi) biogeochemical flows (nitrogen and phospho- This definition focuses on developing sustainability
rus cycles), vii) atmospheric aerosol pollution, viii) knowledge, skills and attitudes for learners so they
stratospheric ozone depletion, and ix) release of can think, plan and act with sustainability in mind,
novel chemicals. to live in tune with the planet. All types of learning
– formal, non-formal, and informal – are considered
as vectors for developing this competence in early
childhood, through harvesting it as young kids and
2.2 Sustainability compe- teenagers, to putting it into context as young adults
tences and continuously nurturing it as adults. Sustainabil-
ity as a competence applies to all spheres of life,
both on personal and collective levels.
In the early 2000s, several European countries
started to shift their education and training systems
from a knowledge- to a more competence-based
approach in their national curricula. 2.3 Teaching and learning
With such a shift, experts in higher education start-
sustainability competences
ed to map the specific competences on sustainabil-
ity for students and professionals so they could be- Since emerging in the 1960s, sustainability educa-
come agents of change for sustainability. While in tion and related conceptsx has often been associ-
the literature there is widespread agreement over ated with transformative learning17, as it aims to
what the necessary competences for sustainability
are14,15, adopting and embedding them in lifelong x Sustainability education is used as an umbrella term for
different related concepts such as environmental education, education
for sustainable development, education for sustainability, and ecologi-
ix SDGs can be consulted here: https://sdgs.un.org/goals cal education, and so forth.

profoundly change our perspectives, beliefs and Learning for environmental sustainability
behaviour through reflecting on what we know and aims to nurture a sustainability mindset from
do not know. It encourages us to question how we childhood to adulthood with the understanding
interpret our surroundings and the role we play in that humans are part of and depend on nature.
them18. Sustainability education aims to provide Learners are equipped with knowledge, skills
learners with sustainability competences in order and attitudes that help them become agents of
to reflect and embrace sustainability in their daily change and contribute individually and collectively
lives as students, consumers, producers, profession- to shaping futures within planetary boundaries.
als, activists, policymakers, neighbours, employees,
teachers and trainers, organisations, communities, Learning for environmental sustainability has the
and society at large. potential to be a catalyst for change among young
and adult generations, through the acquisition of
The platform provided by UN Decade of Education sustainability competences.
for Sustainable Development (DESD, 2005-2014)
helped highlight this message at the global level.
This led to education for sustainable developmentxi
being embedded in Target 4.7 of SDG 4, whose
objective is to “ensure that all learners acquire the
competences, such as knowledge and skills needed
to promote sustainable development”. SDG 4 is un-
derstood to be a critical goal that must be achieved
in order for the other 16 SDGs to be achieved.
In view of this, education is intrinsically intertwined

with sustainability at all levels through competences
embedded across the curriculum. It recognises how
sustainability aspects (environmental, social, cul-
tural and economic) are interrelated and how they
are interlinked and embedded within disciplines and
subjects. Sustainability education is then viewed in
the same light as transformative learning as its aim
is to change the person and the social institution
through a holistic approach19. In this report, we re-
fer to the pillars and principles of sustainability edu-
cation through the term learning for environmental
sustainability in line with what has been set out in
the Commission’s proposal for a Council recommen-
dation on learning for environmental sustainability.
Learning encompasses both education and training.
We define it as the following:
xi See Bianchi, 2020, for an overview on the evolution and

conceptualisation of sustainability education and education for sus-
tainable development.

3. The European sustainability competence framework
GreenComp consists of four competence ‘areas’ The two dimensions are listed in Table 1. Each com-
that correspond to the definition of sustainabili- petence is accompanied by a descriptor that best
ty; and the 12 ‘competences’ that, taken together, represents its main aspects.
make up the building blocks of the sustainability
competence for all people.
Table 1. GreenComp areas, competences, and descriptors.
AREA COMPETENCE DESCRIPTOR
To reflect on personal values; identify and explain

1.1 Valuing how values vary among people and over time, while
sustainability critically evaluating how they align with sustainability
values.
To support equity and justice for current and future

1. Embodying sustainability 1.2 Supporting
generations and learn from previous generations for
values fairness
sustainability.
To acknowledge that humans are part of nature; and

1.3 Promoting to respect the needs and rights of other species and
nature of nature itself in order to restore and regenerate
healthy and resilient ecosystems.
To approach a sustainability problem from all
2.1 Systems sides; to consider time, space and context in order
thinking to understand how elements interact within and
between systems.
To assess information and arguments, identify
2.2 Critical assumptions, challenge the status quo, and reflect
thinking on how personal, social and cultural backgrounds
2. Embracing complexity in
influence thinking and conclusions.
sustainability
To formulate current or potential challenges as a
sustainability problem in terms of difficulty, people
2.3 Problem involved, time and geographical scope, in order to
framing identify suitable approaches to anticipating and
preventing problems, and to mitigating and adapting
to already existing problems.

Table 1. GreenComp areas, competences, and descriptors.
AREA COMPETENCE DESCRIPTOR
To envision alternative sustainable futures by im-

3.1 Futures lit- agining and developing alternative scenarios and
eracy identifying the steps needed to achieve a preferred
sustainable future.
To manage transitions and challenges in complex

3. Envisioning sustainable sustainability situations and make decisions related
3.2 Adaptability
futures to the future in the face of uncertainty, ambiguity
and risk.
To adopt a relational way of thinking by exploring

3.3 Exploratory
and linking different disciplines, using creativity and
thinking
experimentation with novel ideas or methods.
To navigate the political system, identify political

4.1 Political responsibility and accountability for unsustainable
agency behaviour, and demand effective policies for sustain-
ability.
4.2 Collective
4. Acting for sustainability To act for change in collaboration with others.
action
To identify own potential for sustainability and to ac-

4.3 Individual
tively contribute to improving prospects for the com-
initiative
munity and the planet.
In Table 1, competence areas and competences are should be treated as parts of a whole. While we
numbered for ease of reference. However this does encourage learners to acquire the 12 competenc-
not imply a sequence of acquisition nor a hierarchy. es, they do not need to acquire the highest level of
All 12 competences are equally important: learners proficiency in all 12, nor have the same proficiency
are encouraged to develop all of them. across all of them. Indeed, GreenComp implies that
sustainability as a competence is made of 12 build-
The four competence areas are tightly interrelated:
ing blocks.
sustainability as a competence encompasses all
four taken together. The 12 sustainability compe-
tences are also interrelated and interconnected, and

3.1 Visualisation generate fruits and fruits generate seeds so life can
continue.
Figure 3 provides a visual representation of The beehive represents the competences related
GreenComp. It builds on bee pollination as a to the area ‘embodying sustainability values’: valu-
metaphor for the framework where bees, flowers, ing sustainability, supporting fairness, and promot-
nectar and beehives represent the four areas of ing nature. The beehive protects and sustains the
the framework. As a simile of a highly-developed bees.
natural system, the metaphor highlights the Pollen and nectar represent the competences
interplay and dynamics between the four areas and related to the area ‘embracing complexity in sus-
12 competences of GreenComp. tainability’: systems thinking, critical thinking, and
Bees represent the competences related to the problem framing. Pollen and nectar attract bees to
area ‘acting for sustainability’: political agency, col- flowers, and bees transport the pollen from flower
lective action, and individual initiative. Bees act as to flower while harvesting food for their colony. The
both individuals and a collective organism. Each bee interdependencies between pollen, bees and flow-
plays a vital role to ensure that the colony functions ers ensure the survival of both plants and bees.
while they all work together to achieve the same
goal.
Flowers represent the competences related to the

area ‘envisioning sustainable futures’: futures liter-
acy, adaptability, and exploratory thinking. Flowers
Figure 3. Visual representation of GreenComp.

4. Competence areas and competences
4.1 Embodying and justice for current and future generations and
preservation and restoration of nature27, learning
sustainability values for environmental sustainability can help shape a
more sustainable future for communities and so-
cieties.
The competence area ‘Embodying sustainability
values’ encourages us to reflect on and challenge When learners are encouraged to reflect and ques-
our own personal values and world-views in terms tion knowledge acquisition, assimilate it, and put it
of unsustainability, and sustainability values and into practice, transformative learning takes place28.
world-views. This area advocates equity and justice Such learning involves cognitive (head), psychomo-
for current and future generationsxii, while support- tor (hands) and affective (heart) domains29 and en-
ing the view that humans are a part of nature. courages reflection, questioning and action. Trans-
formative learning is learner-centred, therefore
Socioecological problems are wicked problems, be-
promoting student agency30.
cause they involve interlinked complex systems,
such as the natural systems and the social systems
including technological, political and economic sys-
4.1.1 Valuing sustainability
tems. Our understanding of such complex problems
lies, at least in part, in normative assumptions of Descriptor (1.1): To reflect on personal values;
the world, and in how we interpret social, political identify and explain how values vary among peo-
and ethical decisions20. ple and over time, while critically evaluating how
they align with sustainability values
Knowledge is often seen as value-free21, which is
based on the idea that it only stems from rigorous Valuing sustainability aims to foster reflection on
evidence-based processes that lead to objectivi- values and perspectives in relation to concerns for
ty, precision, acceptability and universality22. Yet, sustainability. In this context, learners can articulate
our rationality is limited as our values and world- their values and consider their alignment with sus-
views shape our perception and understanding of tainability as the common goal.
the world at all times, including our perception and
understanding of sustainability problems23. While Valuing sustainability could be defined as a meta-
descriptive knowledge explains reality through competence, since its primary aim is not to teach
facts, normative knowledge on sustainability aims specific values, but make learners realise that
to identify how the world should look24. values are constructs and people can choose which
values to prioritise in their lives31.
Sustainability competences such as systems think-
ing and futures literacy are useful when linked to Valuing sustainability enables learners to reflect on
sustainability values, as otherwise such compe- their way of thinking, their plans, and their actions.
tences could be used for unsustainable actions25,26. It asks them whether these cause any harm and are
By fostering sustainability values such as equity in line with sustainability values and thus contribute
to sustainability. It offers learners an opportunity
to discuss and reflect on values, their variety and
xii Intra- and intergenerational equity and justice.

culture-dependence. importance of preserving nature for future genera-
tions and for nature itself.
Examples of knowledge (K), skills (S) and at-
titudes (A): Supporting fairness as a competence can be fos-
tered by promoting responsibility in collaborative
K: knows the main views on sustainability: activities and teamwork, while acknowledging and
anthropocentrism (human-centric), technocen- respecting other view points34.
trism (technological solutions to ecological prob-
lems) and ecocentrism (nature-centred), and how Examples of knowledge (K), skills (S) and
they influence assumptions and arguments; attitudes (A):
S: can articulate and negotiate sustainabil- K: knows that ethical concepts and justice
ity values, principles and objectives while recog- for current and future generations are related to
nising different viewpoints; protecting nature;
A: is prone to acting in line with values and S: can apply equity and justice for current
principles for sustainability. and future generations as criteria for environ-
mental preservation and the use of natural re-
For example: Given the apparent tensions be- sources;
tween sustainability and consumerism based on
the use of natural resources, everybody should be A: is committed to respecting the interests
able to contemplate what impact buying fast fash- of future generations.
ion or taking a flight for a weekend getaway would
For example: The ‘Stop Ecocide Foundation’ ini-
have at system level (SDG 12).
tiative has been drafting a law on offences against
the environment, or ecocide, which is defined as
‘unlawful or wanton acts committed with knowl-
4.1.2 Supporting fairness
edge that there is a substantial likelihood of severe
Descriptor (1.2): To support equity and justice and widespread or long-term damage to the envi-
for current and future generations and learn from ronment being caused by those acts’xiii (SDGs 14,
previous generations for sustainability 15, 16). Examples of ecocide include deforestation
of the Amazon or the killing of protected species.
Supporting fairness is about promoting equity and
justice among present and future generations, while
learning from past traditions and actions. Starting 4.1.3 Promoting nature
from the premise that human health is intrinsical-
ly linked to planetary health, this competence can
Descriptor (1.3): To acknowledge that
help learners understand that environmental qual-
humans are part of nature; and to respect
ity is linked to equity and justice32. Access to green
the needs and rights of other species
spaces can reduce health-related socio-economic
and of nature itself in order to restore
inequalities33. Environmental equity and justice im-
and regenerate healthy and resilient
ply, therefore, human equity and justice.
ecosystems
Yet supporting fairness is not only about promoting
Promoting nature is about developing
environmental justice and equity to improve human
empathy towards the planet and show-
health. In line with the competence ‘promoting na-
ing care for other species. This requires
ture’, supporting fairness is also about taking into
knowledge about the main parts of the
account the interests and capabilities of other spe-
cies and environmental ecosystems, as well as the
xiii https://www.stopecocide.earth/legal-definition

natural environment (geosphere, biosphere, For example: The Nature Conservancy – a global
hydrosphere, cryosphere and atmosphere) environmental non-profit organisation – believes
and the close links and interdependence that helping young people build relationships with
between living organisms and non-living nature (SDG 4) is critical to ensure a more sustain-
components. Knowledge about natural able future (SDGs 15, 3, 11). The Nature Lab, the
phenomena can spur us on to more closely Nature Conservancy’s youth curriculum platform,
connect with nature, which in turn can motivate provides educational resources for different age
further learning for sustainability. groups to teach them how nature works and how
young people can contribute to its conservationxiv.
Promoting nature fosters a healthy relationship
with the natural environment and aims to ignite in
people a feeling of connectedness that can help
contrast the psychological distress and negative 4.2 Embracing complexity
emotions that children and young people world-
wide experience because of climate change35 and
in sustainability
can help improve their mood and mental health36.
The competence area ‘Embracing complexity in
The ‘nature deficit disorder’ conveys the human sustainability’ is about:
costs of alienation from nature: i) decreased use of - empowering learners with systemic and
the senses, ii) attention difficulties, iii) higher rates critical thinking, and encouraging them to reflect on
of physical and emotional illnesses, iv) a rising rate how to better assess information and challenge un-
of myopia, v) increased child and adult obesity, and sustainability;
vi) increased vitamin D deficiency37. Research indi- - scanning systems by identifying intercon-
cates that to overcome the ‘nature deficit disorder’ nections and feedback; and
not only do we need to be in contact with nature, - framing challenges as sustainability
but we also need to feel connected to nature38. problems which helps us learn about the scale
While the former involves physical interaction with of a situation while identifying everyone
the natural environment mainly at surface level, involved.
the latter concerns our feelings and views resulting
from meaningful relationships being developed and Technological change, digitisation, and
the internalisation of our experiences in the natu- globalisation have increased our society’s
ral environment, e.g. with animals, plants or places. complexity and accelerated socioecological prob-
Such internalisation can, in the long term, promote lems such as climate change and loss of biodiver-
restoration of nature39. sity. Environmental challenges are interconnected
and interlinked to economic activities and societal
Examples of knowledge (K), skills (S) and lifestyles40. The operation of our economy, con-
attitudes (A): tained within our society (see Figure 4), depends on
our planet which has limited resources and bound-
K: knows that our wellbeing, health and se- aries41.
curity depend on the wellbeing of nature;
S: can assess own impact on nature and

consider the protection of nature an essential
task for every individual;
A: cares about a harmonious relationship

existing between nature and humans. xiv The Nature Conservancy educational resources that pro-
mote nature are available at https://www.nature.org/en-us/about-us/
who-we-are/how-we-work/youth-engagement/nature-lab/

understand reality in relation to other contexts (lo-
Environment cal, nation, global) and fields (environment, social,
economic, cultural). It is critical for advancing sus-
tainability. Thinking in systems enables learners to
Society identify feedback mechanisms, intervention points
and interactive trajectories. Systems thinking can
be understood as a tool for evaluating options, de-
cision-making and taking action43. It is based on the
assumption that parts of a system act differently
Economy
when taken apart from the system. In fact, contrary
to this, fragmentary thinking, i.e. analysing parts in
isolation, instead of the whole interconnected sys-
tem, increases short-termism and could led to an
oversimplification of sustainability problems which
may not correspond to reality.
Figure 4. Interconnectedness of economy,
society and environment. Examples of knowledge (K), skills (S) and at-
titudes (A):
Learning for environmental sustainability enables K: knows that every human action has envi-
learners to be better equipped to see connections ronmental, social, cultural and economic impacts;
and links between specific issues and environmen-
S: can describe sustainability as a holistic
tal change42. Health is a fundamental human right,
concept that includes environmental, economic,
and access to a ‘safe, clean, healthy and sustain-
social, and cultural issues;
able environment’ is also now recognised as a hu-
man rightxv. However, minority groups and families A: is concerned about the short- and long-
with a lower income are often exposed to polluted term impacts of personal actions on others and
environments, which in turns affects their health the planet.
and wellbeing. Identifying the connections between
environmental issues and income inequality, which For example: Green technologies often promise
may look unrelated at first superficially, can help us positive outcomes for sustainability, yet they may
correctly frame such challenges as a sustainability have unintended consequences when scaled up to
problem and take preventive or mitigating actions. the system level (e.g. loss of biodiversity and in-
creased competition for land due to biofuel produc-
tion)44. Without a comprehensive understanding
4.2.1 Systems thinking of complex problems and potential solutions, such
consequences could be difficult to identify (multiple
Descriptor (2.1): To approach a sustainability SDGs).
problem from all sides; to consider time, space
and context in order to understand how elements
interact within and between systems 4.2.2 Critical thinking
Equipping learners with systems thinking is neces- Descriptor (2.2): To assess information and
sary to understand complex sustainability problems arguments, identify assumptions, challenge the
and their evolution. Systems thinking allows us to status quo, and reflect on how personal, social
and cultural backgrounds influence thinking and
xv https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews. conclusions
aspx?NewsID=27635&LangID=E

Critical thinking is considered fundamen- 4.2.3 Problem framing
tal for learners ‘to cope with uncertainty,
complexity, and change’45. Critical thinking is Descriptor (2.3): To formulate current or po-
a high-level cognitive process, which includes tential challenges as a sustainability problem
several skills needed for evaluating and under- in terms of difficulty, people involved, time and
standing information regarding sustainability prob- geographical scope, in order to identify suitable
lems. This enables learners to broaden their views approaches to anticipating and preventing prob-
without taking information and information sources lems, and to mitigating and adapting to already
for granted. Eventually, learners should be comfort- existing problems
able when acquiring and integrating information
from different disciplines46. A critical outlook allows Problem framing is the process of identifying actual
learners to challenge, and change, their values, per- or potential sustainability problems. It involves de-
spectives and understanding of the world47. fining and structuring sustainability problems based
on their complexity and those mainly involved. Un-
Critical thinking can help empower learners to be- derstanding the nature of the actual or potential
come more responsible and actively cooperate in problems we are trying to define, e.g. from simple
creating a sustainable world. More specifically, to wicked problems, can be a major obstacle.
stepping up critical thinking will help them go be-
yond just passively understanding sustainability Experts have identified four types of problems,
concepts48. It will help them develop the ability to based on how well defined both the problem and
reflect and assess theories and assumptions. solution to address it are49 (see Figure 5). Differenti-
ating between these four types of problem can help
Examples of knowledge (K), skills (S) and identify appropriate solutions.
attitudes (A):
This process also entails determining whether the
K: knows sustainability claims without ro- current situation is already a problem or has the po-
bust evidence are often mere communication tential to become one in the future.
strategies, also known as greenwashing;
Most fundamentally, problem framing defines what
S: can analyse and assess arguments, ideas, is challenging about a given situation and identifies
actions and scenarios to determine whether they the best action to address it, which involves systems
are in line with evidence and values in terms of thinking. In essence, problem framing helps define
sustainability; goals and the direction the problem solving process
should take50. While sustainability problems are
A: trusts science even when lacking some of
complex and often cannot be solved, appropriate
the knowledge required to fully understand scien-
steps can be taken either to anticipate and prevent
tific claims.
them, or to mitigate and adapt them to an already
existing problem.
For example: A critical understanding of how fast
fashion (SDG 12), poor labour conditions (SDGs 8, Problem framing can help identify situations and
10), solid waste accumulation (SDGs 11, 12) and frame them as current or potential problems for
pollution (multiple SDGs) are interrelated and unsustainability in a given context. This requires a crit-
derpin each other can help learners i) define the ical understanding of socioecological systems. In
class of problems they need to deal with, ii) identify turn, problem framing can help contextualise and
those involved, iii) adopt different perspectives, and define a sustainability problem in a given geograph-
iv) identify paths for possible solutions. ical and temporal context.

Figure 5. Problem characterisation and change required. Source: Glasser, 2018.
Examples of knowledge (K), skills (S) and at- problem related to food production security requir-
titudes (A): ing technical solutions in terms of agricultural man-
agement (SDG 12) as opposed to a problem with
K: knows that to identify fair and inclusive
maintaining the renewal of nature threatened by
actions, it is necessary to look at sustainability
the overuse of its resources (SDGs 15, 12).
problems from different stakeholder perspectives;
S: can establish a transdisciplinary ap-

proach to framing current and potential sustain-
ability challenges;
A: listens actively and shows empathy when

collaborating with others to frame current and
potential sustainability challenges.
For example: The decline of bees and other pol-

linating insects can, for instance, be framed as a

4.3 Envisioning ii. that it is impossible to know what will hap-
pen and thus the idea of trying to control what will
sustainable futures happen will be rejected;
iii. that they need to identify probable, alter-

The competence area ‘Envisioning sustainabil- native, and preferred futures;
ity futures’ enables learners to visualise alterna-
tive future scenarios and identify actions to achieve iv. that they need to influence and shape the
a sustainable future. It is essential that learners ac- trajectory towards a (collective) preferred future.
quire the competence of ‘adaptability’ while coping
with uncertainty about the futures and trade-offs
in sustainability. Applying creative and transdisci- 4.3.1 Futures literacy
plinary approaches to our way of thinking can fos-
ter a circular society and encourage learners to use Descriptor (3.1): To envision alternative sus-
their imagination when thinking about the future. tainable futures by imagining and developing
alternative scenarios and identifying the steps
Learning for environmental sustainability encourag- needed to achieve a preferred sustainable future
es people to move away from looking for certainties
but rather think about possibilities. It is fundamen- Futures literacy empowers learners to create their
tal that learners understand the future as open and visions for a sustainable future by providing them
something that can be shaped collectively. This re- with the knowledge, skills and attitudes to under-
quires the ability to analyse the present time and stand the futures as a variety of alternatives. Re-
understand that it comprises complex systems in- search commonly differentiates between three ap-
teracting and influencing current and future trajec- proaches in order to understand the futures:
tories, which in turn are influenced by our values, - expected future, i.e. what we expect to
world-views and experiences. happen based on what it is happening today and
what we know, e.g. business as usual;
Creativity, imagination and being aware of our
- alternative future(s), i.e. what will happen
emotions and intuitions can inform our ability
may differ from expectations, e.g. creation of green
to envision alternative futures51. Learners are
jobs that currently do not exist;
encouraged to use a combination of ‘logical
- preferred future, i.e. we may envision a
analysis and disciplined imagination’52. Information
sustainable future for us, our community and our
from several disciplines and traditions has the
planet, and identify the steps and actions needed
potential to help people make more informed
to achieve that future54, e.g. a circular economy.
plans and decisions in a complex society53. This
can help learners identify steps and explore plans Through futures literacy, learners can anticipate,
to collectively shape a resilient and regenerative prepare and invent as changes occur55. Futures lit-
planet. eracy encourages learners to i) use their imagina-
tion when thinking about the future, ii) tap into their
Therefore, learners are advised to think of a wide
intuitions and creativity, and iii) assess the possible
range of possible future outcomes and envision
steps needed to achieve their preferred future. By
alternative future scenarios for sustainability. By
using real-life experiences, learners can be taught
becoming comfortable with the notion of multiple
in futures methodologies that adopt qualitative
futures, learners can acknowledge:
and/or quantitative research methods.
i. the uncertainty about the future as a given,
rather than assuming or denying it;

Examples of knowledge (K), skills (S) and at- tions58. For cognitive adaptabil-
titudes (A): ity, this might involve better
teaching people about the
K: knows the difference between expected, significance of a changing cli-
preferred and alternative futures for sustainabili- mate. For behavioural adapt-
ty scenarios; ability, this might involve promoting
S: can envisage alternative futures for sus- positive and constructive actions among
tainability that are grounded in science, creativity young people that support and sustain
and values for sustainability; the environment, such as saving energy, re-
cycling, harnessing clean energy, controlling water
A: is aware that the projected consequences use, and encouraging others at home and at school
on self and community may influence preferenc- to do the same things.
es for certain scenarios above others.
Examples of knowledge (K), skills (S) and
For example: Prompting ‘futures literacy’ as a life attitudes (A):
skill for students and educators (SDG 4) is the mis-
sion of the global non-profit organisation Teach the K: knows that human actions may have un-
Future. Thanks to their resources for lifelong learn- predictable, uncertain and complex consequenc-
ing, learners can imagine more sustainable futures, es for the environment;
where, for example, communities have access to S: can take into account local circumstanc-
clean water, clean energy and healthy food (multi- es when dealing with sustainability issues and
ple SDGs including 6, 7, 2). opportunities;
A: is willing to discontinue unsustainable

4.3.2 Adaptability practices and try alternative solutions.
For example: Young people play a central role

Descriptor (3.2): To manage transitions and
in driving the adaptation agenda. On 22 Janu-
challenges in complex sustainability situations
ary 2021, young people from over 115 countries
and make decisions related to the future in the
launched ‘Adapt for our Future’ a global youth call
face of uncertainty, ambiguity and risk
to action on adaptation. This initiative aims to pre-
Adaptability is about being flexible and able to pare younger generations for the transition towards
adapt to new situations and adjust in order to ac- green and climate resilient developmentxvi (SDG
commodate changes in our complex world56. It is 13).
essential that learners be able to cope with uncer-
tainty about the future and the ambiguity of wicked
sustainability problems and how they may evolve. 4.3.3 Exploratory thinking
Adaptability should provide learners with the ability
to cope with trade-offs in sustainability e.g. envi- Descriptor (3.3): To adopt a relational
ronmental impacts and social outcomes as well as way of thinking by exploring and linking different
economic aspects. Moreover, learners should feel disciplines, using creativity and experimentation
empowered to consider options and make decisions with novel ideas or methods
even when facing contradictions and risks in terms
Exploratory thinking aims to foster creativity in
of the future57.
order to envision alternative futures. By tapping
People can learn in order to acquire knowledge,
which may result in them changing their opinions xvi The call for action is available at https://klimaatadap-
tatiegroningen.nl/en/young-people-call-on-world-leaders-to-adapt-
and behaviour, and learning to manage their emo- for-the-future

into different disciplines, traditions
and cultures in a transdisciplinary
4.4 Acting for
manner, exploratory thinking can help sustainability
learners create future visions for a circular econ-
omy (SDG 12) and society (SDG 11). To move
Acting for sustainability encourages learners to take
away from linear production and consumption
action at individual and collective level to shape
patterns to circular ones, we need a combination
sustainable futures, to the extent possible. It also
of creative thinking and experimentation with new
invites learners to demand action from those re-
ideas and new approaches.
sponsible to make change happen.
As innovations that help achieve a circular econo-
The last four decades have been warmer than any
my will change our society, they will also entail new
preceding one since 185060 and given the increase
ways of social interaction and new cultural prac-
in human activities, this trend is unlikely to revert
tices. For example, online platforms for people to
unless we take action to achieve systemic trans-
swap their clothes and share their cars, and avoid
formations.
food waste.
Necessary transformations for sustainability are
Exploratory thinking therefore requires cognitive
not only enabled by technological changes, but
processes and for people to use their intuition. The
also by cultural and social changes, as well as
issues covered and the pedagogical approach-
behavioural shifts and institutional reforms61.
es taken in education on sustainability encourage
As such, a plethora of stakeholders at local level
learners to develop abilities in creative thinking,
must be actively engaged to shape and achieve
according to assertions emphasising the close links
global transformations for a more sustainable
between the two59.
planet62,xviii. Individuals make everyday decisions,
Examples of knowledge (K), skills (S) and which have impacts and consequences for
attitudes (A): sustainability, whether they are, e.g. students,
consumers, producers, employees, policymakers, or
K: knows that sustainability problems must representatives of organisations or communities.
be tackled by combining different disciplines, Altogether, these individuals can work together
knowledge cultures and divergent views to initi- to create new paradigms that can lead to global
ate systemic change; sustainability63 through their individual initiatives,
S: can synthesise sustainability-related in- engagement and collaboration at community or
formation and data from different disciplines; regional level, or through global partnerships to
achieve the SDGs.
A: is committed to considering sustainabil-
ity challenges and opportunities from different A sustainable planet cannot be achieved by small,
angles. one-off actions on their own; a consistent and long-
term approach is required64. For example, decisions
For example: ‘Reduce, reuse, recycle’ is a well- on which type of mobility (SDG 11) we use or
known concept for the circular economy, and an ex- about what energy providers we use for our home
ploratory thinking approach can help turn waste into and office buildings (SDG 7) will have an impact
a precious resource. The Eco-Schools programme on the environment. In particular, circular products
has developed a number of trash hack ideas that are made to last longer and be easier to repair by
can help explore the issue of waste from different
perspectivesxvii (SDG 12). xviii For example, the JRC is currently developing innovation
strategies for sustainability (S4), a new generation of development
strategies for cities, regions and countries building on and substantial-
ly extending the smart specialisation approach. See more at: https://
xvii https://www.ecoschools.global/trash-hack-ideas s3platform.jrc.ec.europa.eu/s4

increasing their durability, reusability, upgradability ing for a change in norms, rules,
and reparability65 (SDG 12). regulations, and institutional
commitment for sustainability. Howev-
Acting for sustainability should, however, include as
er, it can also be directed towards the market and
its enabling counterpart the willingness of the de-
can push for green innovation or the promotion of
cision-makers to share their capacity to make deci-
lifestyle and behavioural changes. The green tran-
sions, so that the activities of learners can have an
sition is one of the EU’s top strategic priorities, and
actual impact.
the role of governments in meeting the associat-
Examples of action that people can take individu- ed challenges has become increasingly important.
ally, within their communities66 include: voting for Many Europeans demand action to tackle sustain-
candidates who support the environment, volun- ability problems from those responsible for mak-
teering, meeting local council members, launching ing and implementing policies, who are ultimately
capacity-building programmes and initiating collec- responsible for our future and that of future gener-
tive action. ations. When asked who is responsible for tackling
climate change, Europeans from 17 Member States
Learning for environmental sustainability can help ranked national governments first, while those from
us, as individuals, to identify steps, mechanisms, five Member States ranked business and industry
and actions and, as a reflective, determined and first, and those from the other five Member States
caring67 society, to reduce our impact on the envi- ranked the EU itself first69.
ronment (environmental footprintxix). Furthermore, it
can help us increase our positive contributions to Political agency empowers learners to become
the environment68. Learning for environmental sus- agents of change and take part in a discussion that
tainability can help equip all individuals with knowl- affects their futures. Furthermore, it shows learners
edge, skills and attitudes to think, plan, and take or that small actions can have widespread global
request action for sustainability (SDG 4 target 4.7). repercussions and that by engaging others with
ideas and activities that trigger reflection, everyone
can contribute to political agency.
4.4.1 Political agency Examples of knowledge (K), skills (S) and
attitudes (A):
Descriptor (4.1): To navigate the political
system, identify political responsibility and ac- K: knows policies that assign responsibility
countability for unsustainable behaviour, and de- for environmental damage (e.g. ‘polluter pays’);
mand effective policies for sustainability
S: can identify relevant social, political and
Political agency is the capacity to positively influ- economic stakeholders in one’s own community
ence the collective future, by mobilising those at and region to address a sustainability problem;
political level to take action for change. Political
A: demands political accountability for
agency requires the capacity to analyse the context,
unsustainable behaviour.
spot possible avenues to move the sustainability
agenda forward, and identify key stakeholders that For example: Grassroots examples of young
can be brought on board to help achieve sustain- people, who have been especially vocal in
ability. demanding political action by governments, include
the Friday for Future movementxx and Extinction
Political agency can be focused towards advocat-
Rebellionxxi (SDGs 13, 16).
xix People can calculate the environmental impacts of their xx https://fridaysforfuture.org/

consumption patterns at https://eplca.jrc.ec.europa.eu/ConsumerFoot-
print.html xxi https://rebellion.global/

4.4.2 Collective action improving prospects for the community and the
planet
Descriptor (4.2): To act for change in collab-
Individual initiative relies on someone knowing what
oration with others
types of action are possible, having confidence in
Collective action as a competence stems from rec- their own potential to influence change (internal lo-
ognising that the role communities and civil society cus of control), and being willing to act72.
organisations play in achieving sustainability is fun-
Recognising what types of action are possible and
damental70. Collective action calls for coordination,
being aware of one’s own potential in terms of
collaboration and cooperation among peers. By act-
sustainability problems are the first steps some-
ing together and working to achieve the same goal,
one needs to take in order to seize the initiative
people can find opportunities and meet challenges
as an individual. However, individual initiative does
to contribute effectively to solving sustainability
not only rely on opportunities for action and some-
problems at the local level. Taken together, this will
one’s self-awareness and self-efficacy. It also has
have an impact at the global level.
a strong attitudinal aspect – the willingness to act.
Collective action develops learners’ ‘ability and will
Individual initiative nurtures the entrepreneurial
to take part in democratic processes concerning
mindset of individuals and empowers them take
man’s use of and dependence on natural resources
the initiative in their lives73. By taking action in their
in a critical way’71.
personal sphere, individuals can act as agents of
Examples of knowledge (K), skills (S) and change and role models, inspiring their peers to try
attitudes (A): to achieve sustainability. This could also help de-
bunk myths on behaviour related to sustainability,
K: knows how to work with diverse partici- e.g. a sustainable lifestyle is more expensive than a
pants to create inclusive visions for a more sus- non-sustainable one, and of a lower quality.
tainable future;
Furthermore, individual initiative encourages peo-
S: can create transparent, inclusive and ple to take preventive action when certain actions
community-driven processes; or inaction may have damaging consequences for
A: is willing to engage with others to chal- human health and all life forms (precautionary prin-
lenge the status quo. ciple)74. Rather than waiting for evidence in order to
act, in case of uncertainty it may be advisable to act
For example: Collective action in the digital age because it may be too harmful, or too late, to wait
has increased and is enabled through technology, for evidence to emerge75, 76.
e.g. the European Education for Climate Coalitionxxii,
a digital platform that enables members of a com- Examples of knowledge (K), skills (S) and at-
munity of practice to decide collectively, act collab- titudes (A):
oratively, and co-create solutions for sustainability K: knows that preventive action should be
(SDG 13). taken when certain actions or inaction may dam-
age human health and all life forms (precaution-
ary principle);
4.4.3 Individual initiative
S: can act promptly, even in the face of un-
Descriptor (4.3): To identify own potential certainty and unforeseen events, keeping in mind
for sustainability and to actively contribute to the precautionary principle;
xxii https://education-for-climate.ec.europa.eu/community/
home

A: is confident about anticipating and influ-
encing sustainable changes.
For example: Courses, such as ‘Knowledge to

Action’ as part of the International Master’s pro-
gramme in Environmental and Sustainability at
Lund University, offer learners a hands-on opportu-
nity to interact in real-world settings with those at
societal level such as municipalities, organisations,
companies and third sector organisations while tak-
ing part in a project that promotes sustainabilityxxiii
(SDGs 16, 13).
xxiii Projects developed in the ‘Knowledge to Action’ course

are available at https://www.lumes.lu.se/article/2019-knowledge-ac-
tion-projects and include information on different competences
developed in such an experiential learning activity.

5. Ways forward
High-quality and inclusive education and training developing sustainability competences; and
can help improve social and environmental condi- - assessing where one stands in supporting
tions. Socioecological problems, such as biodiversity learners to develop sustainability skills.
loss, climate change, pollution and inequalities, can Based on the take-up of other EU competence
prevent access to education and employment. This frameworks, it can be expected that the below
in turn aggravates such socioecological issues in a stakeholders may use GreenComp for various pur-
vicious cycle77. poses:
- National, regional and local policymakers
Sustainable lifestyles require a shift in mindset
may refer to GreenComp in their policies and work
and behaviour. We must put equity and justice for
programmes aimed to advance learning for envi-
current and future generations at the heart of our
ronmental sustainability.
societies. Our relationship with the environment
- Formal and non-formal education and
must be based on a sense of being connected with
training providers may find GreenComp useful to
nature. Learning for environmental sustainability
shape their educational offer at general, vocational,
should empower individuals to think holistically and
higher and adult education level.
question the world-views underpinning our current
- Initial teacher training and continued pro-
economic system. At the same time, it should en-
fessional development providers may refer to it
courage them to take action individually and with
when preparing teachers and educators to teach
others to transform our society and shape sustain-
such sustainability competences.
able futures for everyone. Lifelong learning should
- Assessment and certification services could
incorporate sustainability competences across dis-
generate new certificates that acknowledge the
ciplines to train the systemic thinkers and ethical
competences described in GreenComp.
agents for change who are needed to promote a
- Employers may find it relevant to incorpo-
sustainable society78.
rate sustainability competences in their recruitment
GreenComp offers a definition of what it takes to strategies or talent development programmes.
think and act sustainably, individually and collec- - Those monitoring human capital develop-
tively. The consulted stakeholders have noted that ment at national or international level for statisti-
not only policymakers and education and training cal/measurement purposes may use it to refine cur-
providers need such a definition, but also the pri- rent indicators or develop new ones.
vate sector and employers at large. - Research bodies may use GreenComp for
empirical research on how frameworks affect edu-
Like the other EU competence frameworks, Green- cational outcomes or to determine which pedago-
Comp is non-prescriptive. It provides a conceptual gies are best suited for learners to develop Green-
reference model that everyone involved in lifelong Comp competences.
learning can use with various objectives in mind, - Providers of occupational descriptions or
such as: professional qualifications and standards may find
- raising awareness about the importance of GreenComp useful for updating job profiles or cre-
learning for environmental sustainability; ating new ones.
- designing learning opportunities aimed at

These are but examples of potential uses of Green- can support organisational change.
Comp, which – like any other EU competence
framework – is not binding. Its take-up will depend The take-up of GreenComp in lifelong learning for
on its relevance and usefulness for each potential sustainability is highly encouraged. At the same
stakeholder group. time, it is highly recommended to adapt the frame-
work to learners’ needs and backgrounds, and to the
Key questions are which pedagogies to use and context.
how to incorporate the learning outcomes in them.
Examples of pedagogical practices that can be ef-
fective in developing the competences set out in
GreenComp include:
- active learning;
- student-centred, design-based, proj-
ect-based, transformative (situated) learning con-
texts;
- gamification;
- role plays, experimental games and simu-
lations;
- analysis of real-world case studies taken
from the local context;
- blended and online learning;
- project-based learning;
- outdoor approaches; and
- collaborative approaches (cooperation with
external partners).
Experts and stakeholders consulted in this process

have stressed the need to factor in the context, such
as the education level, the school environment, and
the local community. Teaching approaches can in-
corporate digital technologies to support people
in acquiring competences. At the same time, they
must take into account the impact of digital tech-
nologies on sustainability.
Experiencing sustainability (experiential learning) is

essential to stimulate a change in mindset. This can
in turn promote a change in production and con-
sumption patterns. A good example of this is pro-
moting good practice on reducing waste, reusing,
repairing or sharing among learners.
A whole school approach should also be considered.

Teaching and learning for sustainability during ev-
eryday activities and across disciplines is challeng-
ing. Schools could choose to develop a sustainability
culture and support professional learning. A whole
school approach can make it easier for schools and

Glossary
Attitudes are motivators of performance. They include values, aspirations and

Attitudes
priorities.
In the context of GreenComp, competence is understood as a set of knowl-

Competence
edge, skills and attitudes.
A complex system is a system composed of many components which inter-

act with each other in ways that are very difficult to model due to the types
Complex system
of relations among such components (dependency, competition, relationships
between their parts or between a given system and its environment).
Learning that occurs in an organised and structured environment, such as in

Formal learning an education or training institution, or on the job, and is explicitly designated
as learning. Formal learning is intentional and typically leads to certification.
Learning that results from daily activities related to work, family or leisure. It is
Informal learning not organised or structured and in most cases unintentional from the learner’s
perspective.
Knowledge is the outcome of the assimilation of theoretical or factual infor-

Knowledge mation by learning. Knowledge is the body of facts, principles, theories and
practices that is related to a field of work or study.
In the context of GreenComp, learning for environmental sustainability aims

to nurture a sustainability mindset from childhood to adulthood with the un-
Learning for environmen- derstanding that humans are part of and depend on nature. Learners are
tal sustainability equipped with knowledge, skills and attitudes that help them become agents
of change and contribute individually and collectively to shaping futures with-
in planetary boundaries.
Learning outcomes are statements of what a learner knows, understands and

Learning outcomes
is able to do after completion of learning.

Learning activities undertaken throughout life, to expand or improve compe-
Lifelong learning tences, knowledge, skills and qualifications for personal, social and profession-
al reasons.
Learning that is embedded in planned activities not explicitly designated as

Non formal learning learning, but which contains an important learning experience. Non-formal
learning is intentional and typically does not lead to certification.
Planetary boundaries refer to nine processes. These regulate the stability and
Planetary boundaries resilience of the Earth system and the evidence-based limits within which hu-
manity can stay safe, develop and thrive for generations to comexxiv.
Planned obsolescence refers to a wide range of techniques that manufactur-

ers might use to shorten the functional lifespan of products. In doing so, they
Planned obsolescence
force consumers to make premature replacements and can continue selling in
saturated marketsxxv.
The precautionary principle is an approach that suggests to take precaution-

Precautionary principle ary measures, such as avoidance or mitigation, to innovations that could po-
tentially cause harm and on which extensive scientific knowledge is lacking.
Skills means the ability to apply knowledge and use know-how to complete
tasks and solve problems. Skills can be cognitive (involving the use of logical,
Skills
intuitive and creative thinking) or practical (involving manual dexterity and the
use of methods, materials, tools and instruments).
In the context of GreenComp, sustainability means prioritising the needs of

Sustainability all life forms and of the planet by ensuring that human activity does not
exceed planetary boundaries.
The Sustainable Development Goals (SDGs) are 17 global goals published by

Sustainable Development
the United Nations in 2015. They aim for all countries and sectors to work in
Goals
partnership to address key sustainable development challenges by 2030xxvi.
xxiv https://www.stockholmresilience.org/research/plane-
tary-boundaries.html
xxv https://www.europarl.europa.eu/RegData/etudes/
BRIE/2016/581999/EPRS_BRI(2016)581999_EN.pdf
xxvi https://ec.europa.eu/info/publications/reflection-paper-to-
wards-sustainable-europe-2030_en

Transformative learning goes beyond acquiring skills and knowledge. It helps
learners reflect on how they acquire and frame knowledge. It also helps them
Transformative learning become aware and critical of their own and others’ assumptions. This can
lead to changes in thinking, perceptions, beliefs and values, which can trans-
form how learners interpret the world around them.
A wicked problem is a problem or policy issue that is difficult to solve be-

cause it is complex and ill structured. It entails several incomplete, intracta-
Wicked problem
ble, controversial, contested and evolving requirements that are difficult to
recognise or link. It often has no single solution.

References
Endnotes Svedin, U., Falkenmark, M., Karlberg, L., Corell, R. W., Fabry, V.
J., Hansen, J., Walker, B., Liverman, D., Richardson, K., Crutzen,
1 UNESCO, 2021. Learn for Our Planet. Paris: UNESCO. P., & Foley, J. A., 2009. ‘A Safe Operating Space for Humanity’,
2 European Commission, 2018. Council Recommenda- Nature, 461(7263), 472-475.
tion of 22 May 2018 on key competences for lifelong learn- 14 Wiek, A., Withycombe, L., & Redman, C.L., 2011. Key
ing. European Commission. Available at https://eur-lex.europa. competencies in sustainability: a reference framework for aca-
eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&- demic program development. Sustainability Science 6(2):203–
from=EN 218
3 European Commission. Strategy. https://ec.europa.eu/ 15 Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz,
info/strategy_en L., Doucette-Remington, S., Dripps, W., Habron, G., Harre, N.,
4 European Commission. A European Green Deal. https:// Jarchows, M., Losche, K., Michel, J., Mochizuki, Y., Rieckmann,
ec.europa.eu/info/strategy/priorities-2019-2024/europe- M., Parnell, R., Walker, P., Zint, M., 2021. Key competencies in
an-green-deal_en#documents sustainability in higher education—toward an agreed-upon ref-
erence framework. Sustainability Science, 16(1), 13-29.
 5 European Commission, 2020. European Skills Agen-
da for sustainable competitiveness, social fairness and re- 16 Bianchi, G., 2020. Sustainability competences, Joint
silience. Available at https://ec.europa.eu/social/main.jsp?- Research Centre, European Commission. Available at https://
catId=1223&langId=en publications.jrc.ec.europa.eu/repository/handle/JRC123624
6 European Commission, 2020. Communication from the 17 Mezirow, J., 1978. Perspective transformation. Adult
Commission to the European Parliament, the Council, the Eu- education, 28(2), 100-110.
ropean Economic and Social Committee and the Committee 18 Simsek, 2012. Transformational learning. Encyclo-
of the Regions on achieving the European Education Area paedia of the sciences of learning, 3341-3343.
by 2025. Available at https://ec.europa.eu/education/educa-
tion-in-the-eu/european-education-area_en 19 Bianchi, G., Sustainability competences, EUR 30555
EN, Publications Office of the European Union, Luxembourg,
7 European biodiversity strategy: ‘Bringing Nature Back into 2020, ISBN 978-92-76-28408-6, doi:10.2760/200956,
our Lives’, 2020. https://ec.europa.eu/environment/strategy/bi- JRC123624, available at https://publications.jrc.ec.europa.eu/
odiversity-strategy-2030_en repository/handle/JRC123624
8 Bianchi, G., 2020. Sustainability competences, Joint 20 Carolan, M. S. 2006. Scientific knowledge and en-
Research Centre, European Commission. Available at https:// vironmental policy: why science needs values. Environmental
publications.jrc.ec.europa.eu/repository/handle/JRC123624 Sciences, 3(4), 229-237
9 Churchman, C. W., 1967. Wicked Problems. Manage- 21 Sipos, Y., Battisti, B., & Grimm, K., 2008. Achieving
ment Science, 14 (4): B141–B142 transformative sustainability learning: engaging head, hands
10 Molderez, I., & Ceulemans, K., 2018. The power of and heart. International journal of sustainability in higher edu-
art to foster systems thinking, one of the key competencies of cation.
education for sustainable development. Journal of Cleaner Pro- 22 Phelan, A.M., 2004. Rationalism, complexity science
duction, 186, 758-770. and curriculum: a cautionary tale. Complicity: An International
11 Bianchi, G., 2020. Sustainability competences, Joint Journal of Complexity and Education, Vol. 1 No. 1, pp. 9-17.
Research Centre, European Commission. Available at https:// 23 Carolan, M. S., 2006. Scientific knowledge and en-
publications.jrc.ec.europa.eu/repository/handle/JRC123624 vironmental policy: why science needs values. Environmental
12 UNESCO. Sustainable Development https://en.une- Sciences, 3(4), 229-237.
sco.org/themes/education-sustainable-development/what-is- 24 Remington-Doucette, S. M., Connell, K. Y. H., Arm-
esd/sd strong, C. M., & Musgrove, S. L. (2013). Assessing sustainability
13 Rockström, J., Steffen, W., Noone, K., Persson, Å., education in a transdisciplinary undergraduate course focused
Chapin, F. S. III, Lambin, E. F., Lenton, T. M., Scheffer, M., Folke, on real-world problem solving: A case for disciplinary grounding.
C., Schellnhuber, H. J., Nykvist, B., De Wit, C. A., Hughes, T., Van International Journal of Sustainability in Higher Education.
der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R.,

25 Sleurs, W., 2008. Competencies for ESD teachers. A J., Hansen, J., Walker, B., Liverman, D., Richardson, K., Crutzen,
framework to integrate ESD in the curriculum of teacher train- P., & Foley, J. A., 2009. ‘A Safe Operating Space for Humanity’,
ing institutes. CSCT, Comenius, 2. Nature, 461(7263), 472-475.
26 Jickling, B., & Sterling, S. (Eds.). (2017). Post-sustain- 42 Wals, A. E., & Benavot, A., 2017. Can we meet the
ability and environmental education: Remaking education for sustainability challenges? The role of education and lifelong
the future. Springer. learning. European Journal of Education, 52(4), 404-413.
27 Churchman, C. W., 1967. Wicked Problems. Manage- 43 Molderez, I., & Fonseca, E., 2018. The efficacy of re-
ment Science, 14 (4): B141–B142. al-world experiences and service learning for fostering compe-
tences for sustainable development in higher education. Jour-
28 Mezirow, J., 1997. "Transformative Learning: Theory
nal of Cleaner Production, 172, 4397-4410.
to Practice". New Directions for Adult and Continuing Education.
1997 (74): 5–12. doi:10.1002/ace.7401. 44 Churchman, C. W., 1967. Wicked Problems. Manage-
ment Science, 14 (4).
29 Phelan, A.M., 2004. Rationalism, complexity science
and curriculum: a cautionary tale. Complicity: An International 45 Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M.,
Journal of Complexity and Education, Vol. 1 No. 1, pp. 9-17. 2020. LifeComp: The European Framework for Personal, Social
and Learning to Learn Key Competence. Joint Research Centre,
30 OECD, 2018. The future of education and skills: Edu-
European Commission. Available at https://ec.europa.eu/jrc/en/
cation 2030. OECD Education Working Papers.
lifecomp
31 Veugelers, W., 2000. Different ways of teaching val-
46 Flint, R. W., McCarter, W., & Bonniwell, T., 2000. Inter-
ues. Educational review, 52(1), 37-46.
disciplinary education in sustainability: links in secondary and
32 Agyeman, J., Bullard, R. D., & Evans, B., 2002. Explor- higher education: The Northampton Legacy Program. Interna-
ing the nexus: Bringing together sustainability, environmental tional Journal of Sustainability in Higher Education.
justice and equity. Space and polity, 6(1), 77-90.
47 Giangrande, N., White, R. M., East, M., Jackson, R.,
33 Dasgupta, P., 2021. The Economics of Biodiversity: Clarke, T., Saloff Coste, M., & Penha-Lopes, G., 2019. A com-
the Dasgupta Review. HM Treasury. petency framework to assess and activate education for sus-
tainable development: Addressing the UN sustainable develop-
34 Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M.,
ment goals 4.7 challenge. Sustainability, 11(10), 2832.
2020. LifeComp: The European Framework for Personal, Social
and Learning to Learn Key Competence. Joint Research Centre, 48 Kearins, K., & Springett D., 2003. Educating for sus-
European Commission. Available at https://ec.europa.eu/jrc/en/ tainability: developing critical skills. Journal of management
lifecomp. education 27(2):188–204.
35 Thompson, T., 2021. Young people's climate anxie- 49 Glasser, H., 2018. Toward robust foundations for sus-
ty revealed in landmark survey. Nature, vol. 597(7878), pages tainable well-being societies: Learning to change by changing
605-605. how we learn. Sustainability, human well-being, and the future
of education, 31-89.
36 Pritchard, A., Richardson, M., Sheffield, D., & McEwan,
K., 2020. The relationship between nature connectedness and 50 Pearce, B. J., & Ejderyan, O., 2020. Joint problem
eudaimonic well-being: A meta-analysis. Journal of Happiness framing as reflexive practice: honing a transdisciplinary skill.
Studies, 21(3), 1145-1167. Sustainability science, 15(3), 683-698.
37 Louv, R., 2008. Last child in the woods: Saving our 51 Wahl, D., 2016. Designing regenerative cultures. Tri-
children from nature-deficit disorder. Algonquin books. archy Press.
38 Capaldi, C. A., Passmore, H. A., Nisbet, E. K., Zelenski, 52 Bishop. P., 2019 Anticipation: Teaching the Future. In:
J. M., & Dopko, R. L., 2015. Flourishing in nature: A review of Poli R. (eds) Handbook of Anticipation. Springer.
the benefits of connecting with nature and its application as a
53 Barth, M., Godemann, J., Rieckmann, M., & Stolten-
wellbeing intervention. International Journal of Wellbeing, 5(4).
berg, U., 2007. Developing key competencies for sustainable
39 Thompson, T., 2021. Young people's climate anxie- development in higher education. International Journal of sus-
ty revealed in landmark survey. Nature, vol. 597(7878), pages tainability in higher education.
605-605.
54 Barth, M., Godemann, J., Rieckmann, M., & Stolten-
40 European Environment Agency, 2019. The European berg, U., 2007. Developing key competencies for sustainable
Environment—State and Outlook 2020: Knowledge for Transi- development in higher education. International Journal of sus-
tion to a Sustainable Europe. tainability in higher education.
41 Rockström, J., Steffen, W., Noone, K., Persson, Å., 55 UNESCO. Futures literacy. Available at https://en.un-
Chapin, F. S. III, Lambin, E. F., Lenton, T. M., Scheffer, M., Folke, esco.org/futuresliteracy/about
C., Schellnhuber, H. J., Nykvist, B., De Wit, C. A., Hughes, T., Van
 56 Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M.,
der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R.,
Svedin, U., Falkenmark, M., Karlberg, L., Corell, R. W., Fabry, V.

and Learning to Learn Key Competence. Joint Research Centre, ty revealed in landmark survey. Nature, vol. 597(7878), pages
European Commission. Available at https://ec.europa.eu/jrc/en/ 605-605.
lifecomp
71 Breiting, S., & Mogensen, F., 1999. Action compe-
57 Bacigalupo, M., Kampylis, P., Punie, Y., & Van den tence and environmental education, p.350. Cambridge Journal
Brande, G., 2016. EntreComp: The Entrepreneurship Compe- of Education, Vol. 29 No. 3, pp. 349-353.
tence Framework. Joint Research Centre, European Commis-
72 Treaty on European Union and the Treaty on the
sion. Available at https://publications.jrc.ec.europa.eu/reposito-
Functioning of the European Union (TFEU) [2016] OJ C202/1.
ry/bitstream/JRC101581/lfna27939enn.pdf
Article 191, 2. Available at https://eur-lex.europa.eu/legal-con-
58 Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M., tent/EN/TXT/PDF/?uri=CELEX:12012E/TXT&from=EN
73 Bacigalupo, M., Kampylis, P., Punie, Y., & Van den
and Learning to Learn Key Competence. Joint Research Centre,
Brande, G., 2016. EntreComp: The Entrepreneurship Compe-
European Commission. Available at https://ec.europa.eu/jrc/en/
tence Framework. Joint Research Centre, European Commis-
lifecomp
sion. Available at https://publications.jrc.ec.europa.eu/reposito-
59 Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Sec- ry/bitstream/JRC101581/lfna27939enn.pdf
ondary Teachers' Conceptions of Creative Thinking within the
74 Treaty on European Union and the Treaty on the
Context of Environmental Education. International Journal of
Functioning of the European Union (TFEU) [2016] OJ C202/1.
Environmental and Science Education, 7(2), 269-290.
Article 191, 2. Available at https://eur-lex.europa.eu/legal-con-
60 IPCC, 2021. Summary for Policymakers. In: Climate tent/EN/TXT/PDF/?uri=CELEX:12012E/TXT&from=EN
Change 2021: The Physical Science Basis. Contribution of
75 European Environment Agency, 2021. With peo-
Working Group I to the Sixth Assessment Report of the Inter-
ple and for people: Innovating for sustainability. Available at
governmental Panel on Climate Change. Available at https://
https://www.eea.europa.eu/publications/with-people-and-for-
www.ipcc.ch/report/sixth-assessment-report-working-group-i/
people
61 Giovannini, E., Benczur, P., Campolongo, F., Cariboni,
76 Earth Charter Commission, 2000. Available at https://
J., & Manca, A. R., 2020. Time for transformative resilience: the
earthcharter.org/wp-content/uploads/2020/03/echarter_eng-
COVID-19 emergency. Joint Research Centre, European Com-
lish.pdf?x75809
mission.
77 European Environment Agency, 2018 https://www.
62 Ardoin, N. M., Bowers, A. W., & Gaillard, E., 2020. Envi-
eea.europa.eu/publications/unequal-exposure-and-une-
ronmental education outcomes for conservation: A systematic
qual-impacts
review. Biological Conservation, 241, 108224.
78 Bianchi, G., 2020. Sustainability competences, Joint
63 Bianchi, G., 2020. Sustainability competences, Joint
Research Centre, European Commission. Available at https://
Research Centre, European Commission. Available at https://
publications.jrc.ec.europa.eu/repository/handle/JRC123624
publications.jrc.ec.europa.eu/repository/handle/JRC123624
64 UNEP, 2021. GEO-6 for Youth. UNEP, Nairobi. Avail-
able at https://www.unenvironment.org/resources/assessment/
global-environment-outlook-6-youth
65 European Commission, 2020. Circular Economy Ac-
tion Plan: For a cleaner and more competitive Europe. Available
at https://ec.europa.eu/environment/topics/circular-economy/
first-circular-economy-action-plan_en
66 European Commission, 2020. Circular Economy Ac-
tion Plan: For a cleaner and more competitive Europe. Available
at https://ec.europa.eu/environment/topics/circular-economy/
first-circular-economy-action-plan_en
67 Von Der Leyen, U., 2021. 2021 State of the Union
Address. Available at https://ec.europa.eu/commission/press-
corner/detail/ov/SPEECH_21_4701
68 Wals, A. E., & Benavot, A., 2017. Can we meet the
sustainability challenges? The role of education and lifelong
learning. European Journal of Education, 52(4), 404-413.
69 European Commission, 2021. Special Eurobarometer
513 – Climate Change. Available at https://europa.eu/euroba-
rometer/surveys/detail/2273
70 Thompson, T., 2021. Young people's climate anxie-

Appendix 1. – Use cases
The below use cases aim to show how the 12 sus- is also associated with potential crime (systems
tainability competences come into play when facing thinking).
challenges. Given that every action has an impact
on the planet and all life forms, every challenge is a Despite its current state, Fatima believes this vast
sustainability challenge. These use cases show how area has huge potential:
the 12 sustainability competences are interrelated - she envisions families having picnics at
and equally important. We encourage the develop- weekends;
ment of all 12 sustainability competences, yet the - schools could organise educational excur-
proficiency level in each of them can vary depend- sions;
ing on learners’ backgrounds, needs, and context. - the river offers potential for many sport ac-
tivities, such as rowing or kayaking;
- people could enjoy nature without having
to travel far, and could spend their days off there.
Use case 1
Furthermore, future generations, as well as other
Fatima is a school teacher, who cares a lot about species could benefit from a healthy environment
her pupils and would like to take them out for out- (supporting fairness). This is her vision (futures
door learning. She knows they would benefit from literacy; values thinking). She is motivated to
spending more time in nature (promoting na- achieve this vision for her community, if members
ture). However, she finds this impossible, due to of her community share the same vision (collec-
the dire state of the natural surroundings in her tive action).
community, including its important river. In fact,
locals would rather travel to other places outside With her vision in mind, she started mapping the
their region to be in nature. Because of her inves- root causes of the current sustainability problem
tigative attitude (critical thinking; exploratory related to this green area. She identified direct
thinking), Fatima decided to approach this chal- and indirect causes, underlined man made causes
lenge as a sustainability problem (problem fram- and classified them by reversibility and complexity
ing; valuing sustainability). Not only is the area (systems thinking; problem framing; individ-
underused, people also make pollution levels worse ual initiative). To get a broader picture, Fatima
when taking the car or flying to other and more dis- asked town council employees for help. They are re-
tant places. sponsible for the area and know who and what the
main sources of pollution are (collective action;
These days, the river is polluted with toxic waste political agency).
from the industrial district nearby, and household
waste, such as plastics. The surrounding area re- Starting with this information, she explored new av-
sembles a landfill and requires restoration. The local enues for change for her community, for example by
community stays away from this part of the region, focusing on local businesses and finding incentives
especially families and women. The abandoned to build a local, circular economy hub. This could
state of this area conveys a sense of unsafety and help to make sustainable use of resources and
lack of healthy conditions. The decline of the place avoid the use of toxic substances (exploratory
thinking). She already knows that more sustain-

able practices are available than those currently in entitled Are we on track to achieve the SDGs by
use nearby. Furthermore, the workforce would need 2030? In groups, learners focus on various SDGs.
to be upskilled. At the same time, people would Each group examines their assigned SDGs, includ-
need to adopt greener lifestyles, such as reducing ing targets and indicators. They explore the impli-
their use of single-use plastic, eventually cutting it cations and current achievement of those SDGs at
out altogether, and using green spaces while walk- their community level. Finally, they need to identify
ing more. Related to this, public and private invest- and agree on steps, action and policy recommen-
ment should prioritise the roll-out of shared green dations for their community to achieve those SDGs
transport both for households and businesses. by 2030.
Fatima knows that leading by example is an effec- His group was assigned SDG 12 – responsible pro-
tive way to build trust and inspire young kids. So, duction and consumption. Eager to start, Alex and
even if quite reluctantly at first, she stopped driv- his teammates performed a web search for more
ing her car and started to commute to school by facts and figures on SDGs and best practices on
bus (adaptability). Together with some parents, SDG 12 (systems thinking; critical thinking).
she petitioned the school canteen to make meals
Inspired by young people worldwide taking action
vegetarian, with one vegan option per day (politi-
for the planet, they decided to reflect on how they
cal agency; collective action). She is not, or at
would envision their community in the future (fu-
least not yet, a vegetarian (adaptability). Once on
tures literacy; valuing sustainability). They
a Saturday morning, she organised a treasure hunt
created a vision anchored in sustainability princi-
for the whole community. The prize for collecting
ples, such as:
the most litter included tools to promote pollina-
- equity and justice for the present and fu-
tor conservation, such as daisy flower plants and
ture generations (supporting fairness); and
gardening tools – second-hand and shared by the
- the restoration of nature to limit global
community.
warming to 1.5 °C compared to pre-industrial levels
(promoting nature).
Use case 2 They envision their community transitioning to a
circular model, where inclusiveness and safety are
Alex has just started his fourth year of high school promoted, together with responsible production and
in the south of Europe. Alex is not originally from the consumption. However, their community is still far
area, so volunteering activities helped him integrate from becoming circular. This poses a serious prob-
into the community. They enable him to support lem to the health and wellbeing of the community
the community he is growing up in (supporting and local natural ecosystem, and it also exacer-
fairness; individual initiative) while restoring bates inequalities (problem framing). They are
local parks (promoting nature). For example, to- aware that reducing waste is one of the main pillars
gether with other volunteers, Alex recently restored of the circular economy (exploratory thinking).
the park of a primary school in a less advantaged Therefore, they adopted a systemic way of thinking
neighbourhood. Now, kids can use it again to create to trace causes and place the challenge in context
their own gardens and enrich local flora and fauna (systems thinking).
(collective action).
To reduce waste in the community, they drafted a
Lately, he has been feeling discomforted by the strategy linked to the goals of the waste hierarchy
state of the planet. He learnt on social media that (see Figure 6)xxvii.
he was experiencing eco-anxiety. Frustrated by
the idea of inaction, last week, he signed up for a Starting with the most urgent activities, they de-
laboratory at school (individual initiative). It is cided to partner with schools to introduce educa-

Figure 6: waste hierarchy. Source: Waste Framework Directive 2008 https://ec.europa.eu/environment/topics/
waste-and-recycling/waste-framework-directive_en
tional activities. For example, senior students could ing sustainability; critical thinking) and find
help younger ones to separate waste correctly and satisfaction from other things (adaptability). If
recycle waste (individual initiative). Learners this model were successful, they could then look for
would then pass on this knowledge to their fami- ways to extend it to include the whole community.
lies. Alex and his teammates would also organise At the same time, they would keep in mind that
a clean-up of the parks surrounding their school travelling to exchange clothes should remain mini-
together with members of the community (collec- mal and green.
tive action). Afterwards, they would send pictures
and a signed letter to the local council to request Finally, they would promote waste prevention in
preventive action to avoid littering in the future the long term. They would ask policymakers to dis-
(political agency). courage businesses from designing products with a
short lifespan (planned obsolescence), and encour-
They would set up a clothes exchange with their age people to consume less and better.
friends to encourage people to reuse resources
and reduce resource consumption. This would en-
able them to share and exchange clothes, fulfilling
their pledge to reduce their consumption of fast
fashion (exploratory thinking). Alex has always
loved new things and has been taught by society
that clothes form part of his identity. Nevertheless,
he knows he should reconsider his priorities (valu-
xxvii Directive 2008/98/EC of the European Parliament and of the

Council of 19 November 2008 on waste and repealing certain Direc-
tives.

Appendix 2. – Knowledge, skills and attitudes (KSA)
statements
Table 2: valuing sustainability.
Embodying sustainability values
1.1 Valuing To reflect on personal values; identify and explain how values vary among people and
sustainability over time, while critically evaluating how they align with sustainability values.
KSA Statements
Knows the main views on sustainability: anthropocentrism (human-centric), tech-
1 nocentrism (technological solutions to ecological problems) and ecocentrism (na-
ture-centred), and how they influence assumptions and arguments.
Knows the main values and principles underpinning socio-economic models and their
2
relation to sustainability.
Knows that values and principles influence action that can damage, does not harm,
3
Knowledge restores or regenerates the environment.
Knows that various cultures and generations may attach more or less importance to
4
sustainability depending on their value systems.
Knows that when human demand for resources is driven by greed, indifference and
5
unfettered individualism, this has negative consequences for the environment.
6 Knows how one's position in society influences personal values.

Can critically assess and compare underlying sustainability values and principles in
1
arguments, action, policies and political claims.
2 Can evaluate issues and action based on sustainability values and principles.
Skills 3 Can bring personal choices and action in line with sustainability values and principles.
Can articulate and negotiate sustainability values, principles and objectives while
4
recognising different viewpoints.
Can identify and include values of communities, including minorities, in problem
5
framing and decision making on sustainability.
1 Is prone to acting in line with values and principles for sustainability.
2 Is willing to share and clarify views on sustainability values.
Attitudes 3 Is open-minded to others and their world-views.
Is ready to critique and value various cultural contexts depending on their impact on
4
sustainability.

Table 3: supporting fairness.
1.2 Support- To support equity and justice for current and future generations and learn from previous
ing fairness generations for sustainability.
KSA Statements
Knows that ethical concepts and justice for current and future generations are related
1
to protecting nature.
Knows about environmental justice, namely considering the interests and capabilities
2
of other species and environmental ecosystems.
Knowledge
3 Knows the importance of preserving nature for future generations for its own sake.
Knows that individuals and communities differ in how and how much they can pro-
4
mote sustainability.
Can apply equity and justice for current and future generations as criteria for environ-
1
mental preservation and the use of natural resources.
Can assess and question personal needs to carefully manage resources in the pursuit
2
of longer-term goals and common interests.
Skills
Can respect, understand and appreciate various cultures in relation to sustainability,
3
including minority cultures, local and indigenous traditions and knowledge systems.
4 Can help build consensus on sustainability in an inclusive manner.
1 Is committed to decreasing material consumption.
Has a sense of belonging to a common humanity and of solidarity with future gener-
Attitudes 2
ations.
3 Is committed to respecting the interests of future generations.

Table 4: promoting nature.
To acknowledge that humans are part of nature; and to respect the needs and rights of
1.3 Promoting
other species and of nature itself in order to restore and regenerate healthy and resilient
nature
ecosystems.
KSA Statements
Knows about the main parts of the natural environment (geosphere, biosphere, hy-
1 drosphere, cryosphere and atmosphere) and that living organisms and non-living
components are closely linked and depend on each other.
2 Knows that our wellbeing, health and security depend on the wellbeing of nature.
Knows that people are part of nature and that the divide between human and eco-
3
logical systems is arbitrary.
Knowledge
Knows that humans shape ecosystems and that human activities can rapidly and
4
irreversibly damage ecosystems.
Knows that damaging and exhausting natural resources can lead to disasters and
5
conflicts (e.g. loss of biodiversity, draughts, mass migration and war).
Knows about the need to decouple production from natural resources and wellbeing
6
from consumption.
Can assess own impact on nature and consider the protection of nature an essential
1
task for every individual.
2 Can see and imagine humans living together and respecting other life forms.
Skills 3 Can acknowledge cultural diversity within planetary limits.
4 Can find opportunities to spend time in nature and helps to restore it.
5 Can identify processes or action that avoid or reduce the use of natural resources.
1 Cares about a harmonious relationship existing between nature and humans.
2 Is critical towards the notion that humans are more important than other life forms.
Attitudes 3 Shows empathy with all life forms.
4 Is appreciative of nature’s role in our wellbeing, health and security.
5 Continuously strives to restore nature.

Table 5: systems thinking.
Embracing complexity in sustainability
2.1 Systems To approach a sustainability problem from all sides; to consider time, space and context in
thinking order to understand how elements interact within and between systems.
KSA Statements
Knows that every human action has environmental, social, cultural and economic
1
impacts.
Knows that human action influences outcomes across time and space, leading to
2
positive, neutral or negative results.
Knows about life cycle thinking and its relevance for sustainable production and con-
Knowledge 3
sumption.
Knows the main concepts and aspects of complex systems (synthesis, emergence,
4 interconnectedness, feedback loops and cascade effects) and their implications for
sustainability.
Knows the United Nations SDGs and is aware of interconnections and possible ten-
5
sions between individual goals.
Can describe sustainability as a holistic concept that includes environmental, eco-

1
nomic, social, and cultural issues.
Can assess interactions between environmental, economic, social, and cultural as-
2 pects of sustainability action, events and crises (e.g. migration caused by climate
change or wars caused by resource scarcity).
Skills
3 Can assess how humans and nature interact across space and time.
4 Can use life cycle thinking to analyse the risks and benefits of human action.
Can identify in a system those challenges and opportunities that have the greatest
5
potential to trigger change for sustainability.
Acknowledges the root causes of unsustainability for which humans are responsible,
1
such as climate change.
Has a holistic grasp of connections and interactions between natural events and
2
human actions.
Attitudes Is concerned about the short- and long-term impacts of personal actions on others
3
and the planet.
Cares about systemic consequences of environmental crises for current and future
4
generations and for other species.
5 Is concerned about unpredictable cascade effects of human action.

Table 6: critical thinking (*LifeComp).

2.2 Critical To assess information and arguments*, identify assumptions, challenge the status quo, and
thinking reflect on how personal, social and cultural backgrounds influence thinking and conclusions.
KSA Statements
1 Knows that our understanding of sustainability is always evolving.
Knows that various biases can influence the discourse on sustainability, including
2
reasoning, communication and political narratives.
Knows that predominant narratives can shape the formulation of sustainability prob-
Knowledge 3
lems.
Knows sustainability claims without robust evidence are often mere communication
4
strategies, also known as greenwashing.
Knows that tackling unsustainable patterns requires challenging the status quo, at
5
individual and collective level, by organisations and in politics.
Can apply personal reasoning to address criticism and arguments on sustainability

1
matters.
Can analyse and assess arguments, ideas, actions and scenarios to determine wheth-
2
er they are in line with evidence and values in terms of sustainability.
Can scrutinise information sources and communication channels on sustainability to

Skills 3
assess the quality of the information they provide.
Can reflect on the roots and motives of decisions, action and lifestyles to compare
4
individual benefits and costs with societal benefits and costs.
Can look at various sources of evidence and assess their reliability to form opinions
5
about sustainability.
Is curious and inquisitive about the links between the environment, human action and
1
sustainability.
Trusts science even when lacking some of the knowledge required to fully understand
2
scientific claims.
Attitudes 3 Takes an evidence-based perspective and is ready to revise it when new data emerge.
4 Is willing to accept and discuss sustainability questions, issues and opportunities.
Is sceptical about information on sustainability before verifying its source and inves-
5
tigating potential vested interests.

Table 7: problem framing.

To formulate current or potential challenges as a sustainability problem in terms of difficul-
2.3 Problem ty, people involved, time and geographical scope, in order to identify suitable approaches
framing to anticipating and preventing problems, and to mitigating and adapting to already exist-
ing problems.
KSA Statements
Knows that sustainability problems are often complex and that some cannot be
1
solved entirely.
Knows that measures and action to address a sustainability problem depend on how
2
the problem is framed (by/with/for whom, where, when, why).
Knows that to identify fair and inclusive actions, it is necessary to look at sustainabil-
Knowledge 3
ity problems from different stakeholder perspectives.
Knows that sustainability issues range from relatively simple to complex problems
4
and that establishing their type helps find suitable approaches.
Knows that current or potential sustainability problems can quickly evolve and there-
5
fore need to be frequently redefined and reframed.
Can factor in perspectives of multiple stakeholders, considering all life forms and the
1
environment to frame current and potential sustainability challenges.
Can apply a flexible, systemic, life cycle and adaptive approach when framing current
2
and potential sustainability challenges.
Can establish a transdisciplinary approach to framing current and potential sustain-
Skills 3
ability challenges.
Can continuously explore the problematics of a sustainability issue to broaden the
4
range of alternatives and solutions.
Can identify appropriate approaches to mitigate, adapt and potentially solve sustain-
5
ability problems.
Strives to tap into all sustainability competences when framing current and potential
1
sustainability challenges.
Is committed to presenting a sustainability problem as a complex one rather than

2
oversimplifying it.
Attitudes
3 Tries to detach one’s own judgement from the process of framing the problem.
Listens actively and shows empathy when collaborating with others to frame current
4
and potential sustainability challenges.

Table 8: futures literacy.
Envisioning sustainable futures

3.1 Futures To envision alternative sustainable futures by imagining and developing alternative sce-
literacy narios and identifying the steps needed to achieve a preferred sustainable future
KSA Statements
Knows the difference between expected, preferred and alternative futures for sus-
1
tainability scenarios.
Knows the difference between short , medium and long term approaches and their
2
implications for sustainability scenarios.
Knows that scenario development can factor in past events and current signals of
Knowledge 3
change.
4 Knows that scenarios can inform decision making for a desired sustainable future.
Knows that effects caused by humans play a major role when mapping alternative
5
and preferred future scenarios.
Can envisage alternative futures for sustainability that are grounded in science, cre-
1
ativity and values for sustainability.
2 Can analyse and evaluate futures and their opportunities, limitations and risks.
Skills
3 Can identify action and initiatives that lead to a preferred future.
4 Can anticipate future implications by looking at past trends and present conditions.
Has a long-term perspective when planning, assessing and evaluating sustainability

1
actions.
2 Is concerned about the impact of one’s own action on the future.

Attitudes
Is aware that the projected consequences on self and community may influence pref-
3
erences for certain scenarios above others.
Seeks to combine rigorous methods for thinking about the future with creative and
4
participatory approaches.

Table 9: adaptability (**EntreComp).

3.2 Adapt- To manage transitions and challenges in complex sustainability situations and make deci-
ability sions related to the future in the face of uncertainty, ambiguity and risk. **
KSA Statements
Knows that human actions may have unpredictable, uncertain and complex conse-
1
quences on the environment.
Knows that there is no single solution to complex socioecological problems, but rather
2
different alternatives depending on time and context.
Knows about risks associated with transformations of the natural environment by

Knowledge 3
humans.
Knows which aspects of personal lifestyle have higher impacts on sustainability and
4
require adapting (e.g. air travel, car usage, meat consumption, fast fashion).
5 Knows the importance of the link between local impacts and global sustainability.
1 Can adapt to different approaches when working on sustainability.
Can identify and adapt to different lifestyles and consumption patterns to use fewer
2
natural resources.
Skills
Can take into account local circumstances when dealing with sustainability issues
3
and opportunities.
Can navigate the ambiguity and uncertainty around sustainability issues while think-
4
ing about alternatives.
Acknowledges the emotional impact of climate change, loss of biodiversity and

1
impoverishment.
2 Is willing to discontinue unsustainable practices and try alternative solutions.
Is comfortable considering sustainable options, even if competing with personal

Attitudes 3
interests.
Is flexible, resourceful and adaptable in coping with unexpected environmental

4
changes.
Copes with trade-offs in decisions on sustainability within and across domains (envi-
5
ronmental, social, economic, cultural, political) and across time and space.

Table 10: exploratory thinking.
3.3 Exploratory To adopt a relational way of thinking by exploring and linking different disciplines, using
thinking creativity and experimentation with novel ideas or methods.
KSA Statements
Knows that sustainability problems must be tackled by combining different disci-

1
plines, knowledge cultures and divergent views to initiate systemic change.
Knows the importance of exploring and experimenting with new avenues and ideas
2
to tackle complex sustainability challenges.
Knowledge
3 Knows the main concepts of a circular economy and society.
Knows about sustainability and sustainable development concepts, including origins

4 and further developments, main stakeholders, implications for society and the plan-
et, environmental protection, restoration and regeneration.
Can use evidence and research to better understand, explain, predict and manage
1
change for sustainability.
2 Can combine knowledge and resources to tackle sustainability challenges.
Skills 3 Can synthesise sustainability-related information and data from different disciplines.
Can creatively apply circular economy concepts, such as valuing quality over quan-
4
tity and reusing and repairing.
5 Can accommodate divergent opinions.
Is prone to experiment and not afraid to fail when faced with sustainability chal-
1
lenges.
2 Embraces thinking both inside and outside of norms in relation to sustainability.

Attitudes
Is committed to considering sustainability challenges and opportunities from differ-
3
ent angles.
4 Dares to make unusual choices.

Table 11: political agency.
Acting for sustainability
4.1 Political To navigate the political system, identify political responsibility and accountability for un-
agency sustainable behaviour, and demand effective policies for sustainability.
KSA Statements
Knows how political systems, including their components, should work for sustainabil-
1
ity.
2 Knows the relevant political stakeholders for sustainability in one’s own community.
Knowledge
Knows how to engage with political and economic stakeholders to co-create sustain-
3
ability policies with community representatives.
Knows policies that assign responsibility for environmental damage (e.g. "polluter
4
pays").
1 Can analyse how power structures and political systems exert influence.
Can engage in democratic decision making and civic activities for sustainable devel-
2
opment.
Skills
Can identify relevant social, political and economic stakeholders in one’s own commu-
3
nity and region to address a sustainability problem.
4 Can propose alternative pathways for sustainability.
1 Is committed to becoming an agent of change to achieve sustainability.
2 Expects governments and public institutions to serve the common good.

Attitudes
3 Demands political accountability for unsustainable behaviour.
4 Is committed to questioning the effectiveness of policies for sustainability.

Table 12: collective action.

4.3 Collective
To act for change in collaboration with others.
action
KSA Statements
Knows the main sustainability stakeholders in one’s own community and how to con-
1
tact them.
Knows that working with others to promote nature and support fairness requires re-
2
spect for democracy.
Knowledge
Knows how to work with diverse participants to create inclusive visions for a more
3
sustainable future.
Knows the importance of empowering individuals and organisations to work collab-
4
oratively.
1 Can build diverse coalitions to address wicked problems related to sustainability.
2 Can create transparent, inclusive and community-driven processes.
3 Can create opportunities for joint action across communities, sectors and regions.
Skills
4 Can work collectively in sustainability change processes.
5 Can identify stakeholders’ strengths.
6 Can act in line with shared narratives on sustainable futures.
1 Is willing to engage with others to challenge the status quo.
2 Is motivated to collaborate in order to shape inclusive sustainable futures.
Attitudes 3 Prioritises sustainability values and interests when taking collective action.
4 Wants to give back to the community and nature.
5 Is committed to change for a more inclusive and fair future.

Table 13: individual initiative.

4.2 Individual To identify own potential for sustainability and to actively contribute to improving pros-
initiative pects for the community and the planet
KSA Statements
1 Knows one’s own potential to bring about positive environmental change.
Knows that preventive action should be taken when certain action or inaction may
2
damage human health and all life forms (precautionary principle).
Knowledge
3 Knows that individuals have a commitment towards society and the environment.
4 Knows that maintaining the status quo and inaction are also choices.
5 Knows that every action has an impact even if not immediate.
Can apply the following principles: using fewer resources, doing better with fewer
1
resources, and reusing the same resources.
Can take personal initiative and persist in achieving sustainability objectives even in
2
contexts of uncertainty.
Can act promptly, even in the face of uncertainty and unforeseen events, keeping in
Skills 3
mind the precautionary principle.
4 Can mobilise others to adopt more sustainable choices.
5 Can overcome one’s own resistance to change.
6 Can identify a network of relevant stakeholders.
1 Cares proactively for the planet.
2 Is willing to take action to try to solve complex sustainability problems.
Attitudes 3 Advocates for individual and collective care for those in need and for the planet.
4 Is confident about anticipating and influencing sustainable changes.
5 Recognises that everyday action matters.

GETTING IN TOUCH WITH THE EU
In person
All over the European Union there are hundreds of Europe Direct information centres. You can find the address of the centre nearest you at: https://
europa.eu/european-union/contact_en
On the phone or by email

Europe Direct is a service that answers your questions about the European Union. You can contact this service:
- by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls),
- at the following standard number: +32 22999696, or
- by electronic mail via: https://europa.eu/european-union/contact_en
FINDING INFORMATION ABOUT THE EU
Online
Information about the European Union in all the official languages of the EU is available on the Europa website at: https://europa.eu/europe-
an-union/index_en
EU publications
You can download or order free and priced EU publications from EU Bookshop at: https://publications.europa.eu/en/publications.
Multiple copies of free publications may be obtained by contacting Europe Direct or your local information centre (see https://europa.eu/europe-
an-union/contact_en).
KJ-NA-30955-EN-N
doi:10.2760/13286
ISBN 978-92-76-46485-3

Greencomp: The European Sustainability Competence Framework

Uploaded by

Copyright:

Available Formats

Greencomp: The European Sustainability Competence Framework

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Greencomp: The European Sustainability Competence Framework

Uploaded by

Copyright:

Available Formats

JRC SCIENCE FOR POLICY REPORT

Authors: Guia Bianchi, Ulrike Pisiotis, Marcelino Cabrera

The reuse policy of the European Commission is implement-

Foreword...........................................................................1 4.3 Envisioning sustainable

2. Defining sustainability ....................................11 5. Ways forward..........................................................29

4. Competence areas and

4.2 Embracing complexity

GreenComp: The European sustainability competence framework i

Our aim is to provide a shared competence frame-

GreenComp builds on the method developed, test-

GreenComp: The European sustainability competence framework 1

i Definitions for key terms used throughout the document

GreenComp: The European sustainability competence framework 2

GreenComp responds to the ambitions set out in

As a reference tool, GreenComp can serve a wide

GreenComp: The European sustainability competence framework 3

GreenComp: The European sustainability competence framework 4

We thank our technical colleagues in the JRC for

Thanks to our colleagues from DGT who edited this

Thanks to Michael Teutsch and Anna Maria

A heartfelt acknowledgement goes to the young

GreenComp: The European sustainability competence framework 5

The European Commission is committed to meeting

GreenComp: The European sustainability competence framework 6

iv A similar method was used successfully in adopting other

GreenComp: The European sustainability competence framework 7

v A background document was sent to experts ahead of that

GreenComp: The European sustainability competence framework 8

Key takeaways from the second expert

Learning for environmental sustainability is essential

GreenComp: The European sustainability competence framework 9

1.4 Structure of the report

Chapter 3 introduces GreenComp, with its four

Chapter 4 provides descriptions of the competence

Chapter 5 describes options for further develop-

Appendix 1 presents use cases, which aim to show

GreenComp: The European sustainability competence framework 10

2.1 A working definition of Sustainability means different things to different

GreenComp: The European sustainability competence framework 11

Planetary boundaries describe how human activi- A sustainability competence empowers

GreenComp: The European sustainability competence framework 12

In view of this, education is intrinsically intertwined

xi See Bianchi, 2020, for an overview on the evolution and

GreenComp: The European sustainability competence framework 13

Table 1. GreenComp areas, competences, and descriptors.

AREA COMPETENCE DESCRIPTOR

To reflect on personal values; identify and explain

To support equity and justice for current and future

To acknowledge that humans are part of nature; and

GreenComp: The European sustainability competence framework 14

AREA COMPETENCE DESCRIPTOR

To envision alternative sustainable futures by im-

To manage transitions and challenges in complex

To adopt a relational way of thinking by exploring

To navigate the political system, identify political

To identify own potential for sustainability and to ac-

GreenComp: The European sustainability competence framework 15

Flowers represent the competences related to the

Figure 3. Visual representation of GreenComp.