Search

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society's response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers' ability to influence students' concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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.

Copyright of Wood Industry / Drvna Industrija is the property of Drvna Industrija and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discussions about sustainability and entrepreneurship are often an "either/or" discourse. Many higher-education institutions offer sustainability education programs with the aim of enabling students to think and act sustainably without concrete tools for change. Similarly, many offerings in entrepreneurship fail to address sustainability issues. This article assumes a qualitative, constructivist, systems thinking approach to theorize and analyze the relationships between entrepreneurship and sustainability competencies and makes three contributions to theory and practice. First, it provides a thematic analysis of two important European competence frameworks—for sustainability (GreenComp) and entrepreneurial competencies (EntreComp)—and delineates their relationships. Second, through a case study of an experiential educational format, it offers three educational tools that integrate sustainability and entrepreneurial competencies. Third, it contributes to the growing field of research that combines sustainability and entrepreneurship education. The results of this paper are relevant for policymakers who want to combine sustainability and entrepreneurship in education, as well as for educators looking for methods to combine both competence frameworks. [ABSTRACT FROM AUTHOR]

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.