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Incorporating sustainable concepts

In today’s rapidly changing world, sustainable practices, environmental awareness, and green technologies have become critical components for ensuring a sustainable future. To equip professionals in the VET sector with the necessary skills and knowledge, it is imperative to integrate sustainability principles across the curriculum. By doing so, VET organisations can occupy a pivotal role in fostering learners' sustainability mindsets, supporting them to become proactive agents of change in their respective fields.

Integrating sustainability principles into the VET curriculum cultivates a mindset that values and prioritises sustainable practices. By dedicating modules or courses specifically focused on sustainable practices, environmental awareness and green technologies, learners develop a deeper understanding of the environmental challenges facing our world. This approach empowers them to explore innovative solutions and equips them to produce environmentally conscious decisions in their personal and professional lives.

Overall, this means that learners need to establish a sustainable mindset, a way of thinking and perceiving the world that prioritises and embraces sustainable practices, environmental stewardship, and social responsibility. It involves being conscious of the impact of human actions on the environment and society and proactively seeking solutions that promote long-term ecological balance and social well-being.

Characteristics of a sustainable mindset for learners

Learners with a sustainable mindset are conscious of the interconnectedness between human activities and the natural environment (environmental awareness). They acknowledge the importance of preserving biodiversity, conserving natural resources, and mitigating environmental degradation. In addition, they have a long-term thinking adopting a long-term perspective when considering the consequences of their actions. They are concerned not only with short-term benefits but also with the potential long-lasting impacts in future generations and the planet. These learners recognise that sustainability is not limited to environmental issues alone, ensuring a holistic approach towards reality. They understand the interconnectedness between the environment, society, and the economy, seeking solutions that weigh the needs of all three pillars.

A sustainable mindset encourages learners to think critically about the challenges facing the world today. They examine prevailing practices and develop innovative and sustainable alternatives to address complex issues. Therefore, learners understand that systems in the natural world and society are interconnected. They consider the broader implications of their decisions and actions on various systems (systems thinking) seeking out products and services that align with sustainable and ethical principles. Learners are mindful of their consumption patterns and strive to minimise waste being, responsible for their own consumption and production. Because sustainability is inherently interrelated with society, these learners actively engage with their communities to promote sustainability, collaborating with others to address local environmental and social challenges and work towards positive change.

An environmentally conscious attitude also embraces adaptability and resilience in the face of environmental and societal changes. Learners are open to learning and incorporating new ideas to address emerging challenges effectively. They view themselves as global citizens and perceive their role in contributing to a sustainable and decent world beyond their current communities. Recognising that sustainability does not thrive in isolation, they opt to become advocates and leaders for sustainability, inspiring others and actively working towards promoting sustainable practices and policies.

To sum up, a sustainable mindset for learners goes beyond merely acquiring knowledge; it involves a deep sense of responsibility and commitment to making invaluable contributions to the planet and society. When learners embody a sustainable mindset, they are better equipped to create a more sustainable and resilient future for themselves and generations to come.

Enhancing sustainable competences in VET curricula

To achieve the desired sustainable attitude, VET curricula need to place a strong emphasis on stimulating competence development through interactive learning. Passive approaches to education frequently lead to superficial understanding and limited retention of information. Interactive learning, on the other hand, enables learners to actively participate in their training journey, cultivating a deeper and more meaningful connection with the subject matter.

By creating a dynamic learning environment with interactive elements, VET teachers engage learners in practical sustainability. Sustainability is not abstract but relevant to ordinary life. Interactive learning enables hands-on exploration, revealing real-world implications of actions.

The integration of Information and Communication Technology (ICT) tools into the learning process opens up promising avenues for exploring sustainability. Learners can access a wealth of information, data, and resources through digital platforms, enabling them to delve deeper into various aspects of sustainability. From virtual field trips to interactive simulations, ICT tools provide experiential learning opportunities that empower learners to understand complex environmental challenges and potential solutions. Incorporating practical elements and interactive materials further enhances the learning experience. Hands-on experiences like experiments and group projects relate theory to real-life situations, nurturing problem-solving and critical thinking skills.

Moreover, interactive learning encourages collaboration among learners. By working together on sustainability-focused projects and discussions, they can share diverse perspectives, exchange ideas, and learn from one another. Collaborative learning environments foster a sense of community and shared responsibility for promoting sustainability, encouraging learners to become agents of change within their peer groups and beyond. Through interactive learning, learners are not just passive recipients of information; they become active participants in their learning journey. This active involvement instils a sense of ownership and responsibility for their own education and cultivates a genuine interest in sustainability. As learners develop essential green skills and a deeper understanding of sustainable practices, they are better equipped to contribute meaningfully to building a sustainable future for themselves, their communities, and the global society.

Evaluating sustainability

Integrating sustainability principles into the VET curriculum also implicates emphasising sustainability-focused assessments. Traditional evaluations often fail to capture the true essence of sustainable practices. To address this, VET organisations should design assessments that focus explicitly on evaluating learners' understanding and application of sustainable principles. By employing various methods like portfolios, case studies, presentations, and reflective articles, VET organisations can assess learners' abilities to apply sustainable practices effectively. These assessments encourage them to think beyond conventional approaches, analyse their work critically, and showcase their practical contributions to sustainability. VET organisations can design assessments that go beyond testing theoretical knowledge and instead focus explicitly on evaluating learners' understanding and practical application of sustainable principles. These dynamic assessment techniques encourage them to think beyond conventional approaches and consider the broader implications of their actions on the environment and society. By embracing sustainability-focused assessments, VET organisations not only foster a deeper understanding of sustainable practices but also empower learners to become proactive advocates for environmental and social responsibility. These assessments lay the foundation for a generation of learners who are not just knowledgeable about sustainability principles but actively engaged in applying them to create positive and lasting changes in their communities and the world.

Likewise, learners need to be evaluated based on their green skills. The impact of their activities on the VET organisation and the local community is critical for measuring the success of sustainability integration. By analysing each learner's learning path, teachers can gauge their progress in adopting sustainable practices and understand how these skills are applied in real-life scenarios. This evaluation process not only enhances learners' understanding of their role as sustainability advocates but also contributes to creating a culture of sustainability within the VET organisation and the broader community.

Environmental awareness in VET curriculum

To equip learners with a comprehensive understanding of the interconnectedness between human actions and environmental well-being, VET organisations must take a proactive stance in integrating environmental threats and ecological living as essential learning topics. By immersing learners in the study of climate change, habitat degradation, pollution, and other critical issues, teachers provide them with the tools to critically analyse the challenges our world faces. This knowledge serves as a call to action, inspiring learners to envision and develop innovative solutions that address these complex problems. Through hands-on experiences and cooperative projects with local communities, learners not only deepen their understanding of environmental issues but also acquire practical skills for effecting positive change. Collaborative endeavours, such as community clean-up initiatives, sustainable urban planning workshops, and wildlife conservation projects, offer learners the opportunity to apply theoretical knowledge to real-world contexts. In doing so, learners become active participants in creating meaningful, sustainable solutions that benefit both society and the environment.

This integrative approach goes beyond theoretical instruction, cultivating a genuine commitment to ecological living and responsible citizenship. By engaging with environmental challenges at both local and global levels, learners develop a sense of agency and empowerment. These experiences foster a deep sense of responsibility, and an understanding of the role individuals can play in shaping a more sustainable future. As VET organisations embrace these essential learning topics, they contribute to nurturing a generation of environmentally conscious individuals who are poised to tackle the pressing challenges of our time with knowledge, creativity, and a strong sense of purpose.

Image 1: Teaching and training methodologies that support the integration of sustainability in VET

Source: EnviroVET project own elaboration, August 2023

Experiential learning (project, problem, and work-based learning)

I hear and I forget, I see, and I remember, I do, and I understand.

Confucius, 450 BC

Learning by doing or experiential learning and learning by reflection are two of the active learning strategies used by learners in experiential education. Practical laboratory experiments, internships, hands-on and real-world activities, field trips, study abroad opportunities, undergraduate research, and studio performances are a few examples of experiential learning activities. Effectively designed, overseen, and evaluated experiential learning initiatives can foster scholarly investigation by advancing multidisciplinary education, community involvement, professional growth, cultural sensitivity, leadership, and additional intellectual and professional competences.

All the following components are present in experiential learning:

• Thinking, synthesis and critical analysis.
• Opportunities for learners to make use of decision-making, take the lead, and accept responsibility for their results.
• Opportunities for learners to collaborate physically, socially, emotionally, creatively, or intellectually.
• A designed training experience that allows the possibility of learning from failures, successes, and unintentional outcomes.

How does it work?

Prominent 20^th century thinkers who emphasised the importance of experience in their theories of human learning and development are the sources of inspiration for the experiential learning theory. David Kolb created a comprehensive model of the experiential learning theory by synthesising the research of these seminal scholars. In a nutshell, and according to David Kolb, learning is the process whereby knowledge is created through the transformational experience. The founding scholars agreed on six propositions upon which the theory is based:

1. A learning outcome is only an intermediate stage in a continuous process.

2. As we acquire new concepts, we also discard and modify our pre-existing ones.

3. Competent learners are able to balance the opposing modes within a learning cycle.

4. Learning never stops; it spans all phases of life, including childhood, youth, middle age, and old generation.

5. When learners and the environment engage, both are transformed. One does not just react to the environment; they also modify it to suit our own needs.

6. Each field has its own set of abilities and a distinct learning curve. For instance, acquiring empathy in listening is not the same as developing engineering abilities.

At least thirty educational areas are addressed by the extremely multidisciplinary experiential learning paradigm. Beyond higher education, an increasing number of organisations and teachers are experimenting with experiential learning approaches. The experiential learning theory has been embraced by business organisations, non-formal learning organisations, and other learning institutions in recent years to address the learning requirements of their learners, trainees, and collaborators. Because of the repeated cycles of practising, discussion, feedback, and application in a real-world setting, learners report higher levels of critical thinking skills and the ability to apply and make connections between theoretical knowledge and practical application.

‘There is nothing so practical as a good theory’, as Kurt Luwin observed. Likewise, as David Hunt also stated, ‘there is nothing so theoretical as a good practice’. As the workplace, market, and global environment continue to evolve, the experiential learning theory —which is intended to address the educational need of the 21st century— continues to be renewed and enhanced by the collective experience of those who put the theory into practice all over the world.

Image 2: The four key components of experiential learning

Source: EnviroVET project own elaboration, August 2023

Enhancing experiential learning in VET for sustainable impact

Practical application and field experiences play a pivotal role within the framework of experiential education, providing learners with invaluable opportunities to translate their acquired knowledge and skills into real-world contexts. These immersive encounters encompass activities such as field trips, site visits, and work placements that connect learners with environmentally conscious organisations or businesses. Through hands-on involvement, learners gain a profound understanding of both the challenges and opportunities that underpin sustainability practices. These experiential engagements offer learners a first-hand glimpse into the intricacies of sustainable initiatives, allowing them to witness the practical implications of their actions and decisions.

An equally impactful dimension of experiential learning lies in promoting partnerships and industry collaboration. By actively collaborating with businesses and industries committed to sustainability, VET organisations can amplify the impact of learners' educational journey. Such partnerships facilitate the creation of meaningful and relevant green work-based learning opportunities, enabling learners to further refine their competences while contributing to the growth of the local green economy. Crucially, these collaborations ensure that VET programmes are thoughtfully aligned with the evolving needs of industries and businesses, as well as the principles of sustainability. Industry collaboration serves as a conduit for knowledge exchange, exposing learners to emerging trends, job market demands, and cutting-edge sustainable technologies. This exposure empowers learners to not only stay aligned with the latest developments but also become proactive participants in shaping the future of sustainable practices.

Through these partnerships, VET organisations gather invaluable insights that enhance the design and delivery of their training programmes. The real-world perspective provided by industry collaborators ensures that learners are equipped with the most up-to-date skills and knowledge, firmly rooted in best sustainability practices. As a result, learners graduate with a comprehensive understanding of how to enact meaningful change within their professional spheres, steering society toward a more sustainable and environmentally conscious trajectory.

In essence, the integration of practical application, field experiences, and industry collaboration within the framework of experiential learning positions learners as active contributors to the advancement of sustainability. These dynamic and immersive experiences empower learners to bridge the gap between theoretical understanding and tangible application. By instilling a sense of purpose and agency, experiential learning equips learners with the competence and confidence to navigate the complexities of the modern world, embrace sustainability, and catalyse positive change.

Collaborative and interdisciplinary learning

Collaborative learning refers to a broad range of pedagogical strategies that involve learners and teachers combined intellectual work. Learners are typically engaged in groups, producing a product or collaboratively seeking insight, answers, or meanings. Although there is a wide range of collaborative learning activities, the majority focus on learners' application or investigation of the course information rather than just the teacher's presentation or explanation of it.

The traditional lecture – or teacher-centred environment – found in sessions has been significantly replaced by collaborative learning. The lecture, listening, and note-taking processes may not completely vanish in collaborative sessions, but they coexist with other procedures that are centred on learner conversation and active engagement with the course material. When teachers employ collaborative learning strategies, they typically view themselves less as skilled information providers and more as skilled creators of learning opportunities for their learners — coaches of a learning process that is more emergent.

Through the exploration of distinct and pertinent connections throughout the curriculum, interdisciplinary learning facilitates the formation of relationships between teachers and learners. It encourages applying what has been taught and learned in novel and creative ways. It offers chances to delve further into learning, such as addressing complex questions, investigating a subject, coming up with solutions, or finishing a final project.

VET organisations should therefore encourage cross-disciplinary cooperation on initiatives to promote multidisciplinary approaches to problem-solving. This can include bringing learners from different classes or programmes together or getting them to consider problems from diverse fields to come up with creative solutions for sustainability-related problems that can be solved both on and off campus.

Competitions as a stimulus for innovative solutions: a catalyst for sustainability

Within the realm of collaborative and interdisciplinary learning, an exciting dimension emerges — the power of competitions to drive innovative solutions that address sustainability needs both on and off campus. These competitions serve as dynamic platforms, igniting the collective ingenuity of learners while nurturing synergies with local communities and industries.

By integrating competitions into the learning landscape, VET organisations unlock a myriad of benefits. Learners are inspired to think creatively, pushing the boundaries of their knowledge and skills to develop innovative solutions. Collaborative teams form, comprising individuals from diverse disciplines, harnessing the richness of interdisciplinary approaches. As learners engage in these competitions, they cultivate an essential skill set: teamwork, effective communication, critical thinking, and time management — all crucial for addressing complex sustainability challenges.

The reach of these competitions extends beyond the classroom, echoing the collaborative nature of real-world problem-solving. Learners establish connections between local communities and industry stakeholders, bridging the VET organisation with practical application and the surrounding environment. This synergy amplifies the impact of sustainable solutions, ensuring that they are not only viable within educational contexts but also relevant and effective within the broader societal and industrial landscape.

As learners tackle sustainability needs through competitions, they often tap into their creativity and resourcefulness. They develop prototypes, concepts, and strategies that hold the potential to reshape practices and behaviours. Through mentorship and guidance from experienced teachers, industry experts and community leaders, learners refine their ideas, ensuring they are both visionary and implementable.

The ripple effects of these competitions are profound. Learners emerge not only with innovative solutions but with an intrinsic motivation to contribute to a more sustainable world. The partnerships formed with local communities and industries create a lasting network, facilitating ongoing collaboration for future endeavours. Moreover, by showcasing the transformative potential of collaborative and interdisciplinary learning, VET organisations position themselves as catalysts for change, cultivating a culture of sustainability that extends far beyond their campuses.

Moreover, the promotion of public awareness and community engagement encompasses the broader community and empowers learners to advocate for sustainable practices. Therefore, it is important VET organisations organise events, workshops, and public presentations to share insights, showcase learners' projects, and ignite community participation in the VET's sustainability endeavours.

Image 3: Benefits of collaborative and interdisciplinary learning

Source: EnviroVET project own elaboration, August 2023

Use of technology and digital simulations

Harnessing technology's potential has become crucial in the field of modern education, bringing in a new wave of creative learning opportunities. The incorporation of digital simulations and technological tools is one such path forward that is transforming how learners interact with and understand sustainable practices.

At the heart of this transformation lies the utilisation of cutting-edge technology to construct immersive virtual environments. These digital realms serve as dynamic platforms for learners to embark on meaningful journeys into the world of sustainability. Imagine an online game where learners unravel intricate ecological puzzles or an interactive app guiding them through sustainable urban planning. These tools empower learners to experiment, observe, and strategize in a risk-free yet highly realistic setting.

Central to this approach are digital simulations, mirroring real-life scenarios with uncanny accuracy. Through these simulations, learners can manipulate variables, test hypotheses, and witness the intricate interplay of ecological systems. Just as a scientist might simulate the effects of climate change on a virtual ecosystem, learners can conduct their own experiments, tweaking parameters to unveil the consequences of their choices.

A notable example is the concept of escape rooms designed to address sustainability challenges. In this digital realm, learners collaborate to decipher intricate puzzles, each solution unveiling a vital aspect of sustainable problem-solving. This gamified approach transforms learning into an adventure, where critical thinking and sustainable insights intertwine seamlessly.

By immersing learners with highly technologically advanced simulations, the limits of traditional education are transcended. Learners go outside of the learning environment and explore vibrant online settings where sustainable ideas are brought to life. With the use of these immersive technologies, learners gain a thorough understanding of sustainable practises that is reinforced by practical experience and immediate feedback.

These tools provide safe spaces for practical investigation. Chemical processes or the impacts of climate change are graphically depicted in simulations. Learners can conduct experiments and evaluate the results, which lowers expenses and risks.

Furthermore, through cause-and-effect analysis, spatial reasoning, and hypothesis testing, digital simulations improve critical thinking. Additionally, they increase involvement since interactive physics simulations energise learning and improve understanding and retention.

Customised learning is made possible through digital simulations and modelling, which let learners explore topics of interest at their own speed and evaluate their level of understanding. This strategy increases self-assurance and drive.

Furthermore, digital modelling and simulations act as stimulants for teamwork and communication skills. As learners work together to interact with simulations, collaboration and effective communication flourish. In addition to enhancing comprehension, exchanging ideas and viewpoints develops abilities that are essential in a variety of professional contexts.

In conclusion, the incorporation of technology tools and digital simulations breathes new life into sustainable education. By providing a space for exploration, experimentation, and discovery, these innovations empower learners to navigate the complexities of sustainability in captivating and effective ways. As we stand at the crossroads of technology and education, the journey of sustainable exploration becomes more engaging, more enlightening, and more attainable than ever before.

Image 4: Benefits of ICT tools and digital simulations in sustainable learning and teaching

Source: EnviroVET project own elaboration, August 2023