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There is no standardized definition or measurement tool for sustainability competence, which hinders comparative research. This study addresses this gap by developing a new test based on the European reference framework GreenComp. The proposed instrument, consisting of eleven multiple-choice items, was validated through expert review and exploratory and confirmatory factor analysis, showing strong construct validity and high internal consistency reliability. Applied to students aged 8 to 12, it revealed a prevalence of basic and anthropocentric perspectives on sustainability. This promising tool can assess sustainability competence in primary education and has the potential for use across European countries.

In the context of the growing importance of sustainable development and digitalization, our study examines which are the most important digital and sustainability competencies for wood science and technology graduates. This enabled us to map the development of competencies at the different levels of education across the entire vertical and determine the scope and type of competencies that graduates should have. To achieve this, we conducted surveys among experts and companies within the wood sector. The results underline that expectations placed on the digital and sustainability competencies of graduates for the transition of the sector are very high, which highlights the importance of ensuring that graduates are well equipped to navigate the evolving technological and sustainable landscape, and the importance of designing educational programs to meet both immediate and future needs. In addition, we found differences in stakeholder expectations that indicate a disparate adoption of digital technologies by companies and prioritization of sustainability. We can conclude that lower levels of education should focus primarily on general digital and sustainability competencies to provide a foundation for the subsequent levels of education where students are expected to have more profession-specific competencies.

The ecological transition and sustainability education are the issues that most interest school contexts currently. After the advent of the objectives linked to Agenda 2030 and “Piano RiGenerazione Scuola”, by analyzing the objectives set by GreenComp and recent laws, we seek the most optimal way to achieve them in the school context, thanks to new approaches and despite pre-existing problems. The change is, however, achievable in the long term with new training drives, thanks also to technological renewals and a new approach by teachers. Scuole e transizione ecologica: opportunità e criticità. La transizione ecologica e l’educazione alla sostenibilità sono le tematiche che più interessano i contesti scolastici attualmente. Dopo l’avvento degli obiettivi legati ad Agenda 2030 e “Piano RiGenerazione Scuola”, analizzando gli obiettivi posti dal GreenComp e alla luce delle normative esistenti, si cerca il modo più ottimale per realizzarli in ambito scolastico, grazie ai nuovi approcci e nonostante le problematiche preesistenti. Il cambiamento è comunque attuabile nel lungo periodo con nuove spinte formative, grazie anche ai rinnovamenti tecnologici e a un nuovo approccio da parte dei docenti.

We are currently facing a potential ‘polycrisis’, a critical inflection point that requires a holistic response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive for sustainability goals. This paper presents a case study where academia, governance, and industry have aligned to challenge, inspire, and encourage universities to enhance student growth and bind macro-scale measures leading to a sustainable future. A teaching innovation project has served as a transforming lever, in combination with the private sector, to create a platform that reaches more than 50,000 undergraduate students and teaching staff. This structure, rooted in the 2031 Strategic Plan of the University of Granada, has also served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness, and promote actions to advance in the pursuit of Sustainable Development Goals. A comprehensive overview is provided, which details its chronology, materials, results, challenges, impact, and descriptions of the various courses, programs, and actions. The paper concludes with recommendations for future research, policy and cooperation among stakeholders.