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3) Pedagogical adaptation – this includes incorporating green skills and policies, and new
modules into existing curricula and is also linked to ideological barriers.
4) Stakeholder engagement and adoption – adoption of newly implemented strategies

and technologies requires stakeholder engagement from the beginning of the
process, which can often be difficult.

Part 2: Green Pedagogical Approaches

This section showcases best practices on green pedagogical approaches are used in the
vocational education and training sector.

1) Trainers as champions – the practice of qualifying vocational training staff to be role
models for sustainability, through a combination of awareness raising or pedagogical
and experimental approaches, have continued to have a positive impact on training
according to the feedback during research. Several vocational training centres
highlighted that the role of trainers was essential to achieve intended outcomes
among learners, and that without buy-in and proactive support and promotion from
training and administrative staff, it would have been impossible to carry out these
changes. The vocational education and training professionals have a huge role as
supporters of the entire transition process, supporting the transformation of
behaviours, supporting their learners to better adopt the digital work methodology.
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2) Trainer-led curriculum design – a key part of successful mplementation of green skills
is to draw on trainers’ specific competences and areas of expertise which support
green skills, which can be achieved by allowing the trainers who deliver the
curriculum input to design it. This also facilitates a natural process of the ‘trainer as
champion’ approach as the trainer is invested in the programme or course they are
delivering. Additionally, this allows trainers to deliver their own sustainability
philosophy and impart their own environmental approach on learners.
3) Innovative methodologies – our findings highlighted that incorporating new ideas into
existing programmes and courses can be greatly supported by using teaching

methodologies outside of the usual pattern of learning. The types of innovative
approaches, methodologies and activities brought by training centres as best
practices include, but are not limited to:
a. Thematic weeks at certain times of the semester or academic year, possibly to
coincide with thematically relevant events
b. Organisation of and drawing attention to non-formal learning opportunities
such as out-of-school events, competitions, and study trips/visits.
c. Demonstrating outcomes through practical, project and field-based examples,
particularly of initiatives which have been successfully mplemented at the
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vocational training centre where learners are studying, to showcase
workshops

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily
reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European
Union nor EACEA can be held responsible for them.