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Abstract
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This large cross-national study investigates the development of transversal skills in the context of open schooling-an educational approach integrating schools, universities, and communities to address real-world challenges-through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students' skill development, while thematic analysis of 20 teachers' reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030-quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education.

Graphical Abstract

1. Introduction

The emphasis on transversal skills reflects a broader understanding that success in the contemporary world relies not only on technical knowledge and expertise but also on the ability to think critically, solve complex problems, work collaboratively across cultural boundaries, and adapt to new situations [ 5]. As economies become more interconnected and workplaces become more collaborative, the demand for individuals who possess these versatile, cross-cutting skills has surged. This global shift towards valuing transversal skills marks a significant departure from traditional education models that prioritize rote learning and specialized knowledge, underscoring a universal movement towards preparing students for the multifaceted challenges of the 21st century [ 6].

The concept of "open schooling" is designed to empower students through partnerships with educators, scientists, professionals, family members, and policymakers to address real-life challenges [ 11]. It is considered a new approach in education through a collective effort that values the cocreation of knowledge, the discussion of innovations rooted in scientific research, and the execution of actions targeted at local community development. Recognized as a pivotal strategy for aligning educational practices with the objectives of AGENDA 2030 [ 12], open schooling is instrumental in promoting well-being, sustainability, and the realization of a future that benefits all members of society [ 13].

The lack of empirical research on how to develop and evaluate broad skills through new methods such as open schooling, which combines formal and informal education, points to a notable research gap. This underscores the urgent need for additional investigation in this area to foster competences for lifelong learning [ 14, 15] and sustainable competitiveness, social fairness, and resilience [ 16].

This paper seeks to address this shortfall by examining the potential of an open-schooling approach, which aims to help educators integrate the development of transversal skills supported by open-learning resources focused on real-life issues addressed through community-school-university partnerships, following the CARE-KNOW-DO framework [ 13, 17].

This paper proposes a method based on self-reported instruments for underserved students and teachers to better inform educators and policymakers about learners' gains in terms of transversal skills and challenges in educational practices in open schooling, thus making a vital contribution to bridging the current research gap.

2. Transversal Skills in the Context of Open Schooling

2.1. What Is Open Schooling?

The term "open schooling" was formally introduced in the European Union's report titled "Science Education for Responsible Citizenship" in 2015 [ 11] in parallel with Agenda 2030, which included the Sustainable Development Goals (SDGs). Open schooling underscores the significance of all SDGs-including the 4th Quality of Education-with authentic contexts and the 17th SDG partnerships, especially among educational institutions, research and innovation organizations, families, universities, and the business sector. This collaboration is essential for facilitating students' engagement with real-life projects, thereby enriching their learning experiences [ 13, 14].

Hazelkorn et al. [ 11] elaborate on this concept, describing "open schooling" as a paradigm in which educational institutions, in concert with various stakeholders, emerge as catalysts for community well-being. The model encourages families to actively participate in the educational process and engage as genuine partners in school activities. Moreover, it calls for the involvement of professionals from the business sector, scientific communities, civil society, and broader community in integrating real-life projects into educational settings, thereby fostering a practical and immersive learning environment.

The necessity for open schooling was articulated by an expert panel in response to Europe's declining number of individuals proficient in scientific knowledge at various societal levels. This challenge is not confined to Europe alone but is observed across different continents [ 15]. Governments are thus tasked with the crucial objective of nurturing a scientifically literate populace through a continuum of meaningful learning experiences accessible to all. In supporting the ethos of Responsible Research and Innovation (RRI), which advocates for science that is conducted "with", "for", and "by" society, there is an additional imperative to augment the cadre of responsible scientists and citizens dedicated to fostering desirable futures with healthy lives for a more socially, economically, and environmentally sustainable planet [ 16].

As highlighted by the definition of open schooling in the report on Science Education for Responsible Citizenship [ 12], scientific thinking fostered by science education should be seen as an essential component of compulsory education for all students. Fostering scientific literacy is crucial for addressing global challenges such as economic inequality; trust erosion; and technological disruptions, such as misinformation and privacy issues [ 17]. This statement underscores the need for policies that facilitate access to science education and provide equitable opportunities for excellence in learning outcomes [ 18, 19]. It emphasizes the importance of engaging students, teachers, parents, and the wider community in scientific discourse, thereby ensuring that learners, both young and adult, are adequately prepared to pursue further studies in science education and actively engage in scientific discussions.

This study proposes a novel relationship between open-schooling and transversal skills [ 20], viewing them as synergistic and mutually reinforcing pedagogical strategies to enhance 21st-century education [ 21] and sustainability [ 22] underlined as follows. Open schooling, as a pedagogical approach, emphasizes collaborative, real-world learning experiences that extend beyond traditional classroom boundaries to include families, communities, professionals, and policymakers in the educational process [ 23]. This model facilitates the integration of students into meaningful projects that address genuine community challenges, thereby creating a rich learning environment where transversal skills can be developed and applied [ 24]. On the other hand, transversal skills facilitate open schooling because they equip learners with the ability to tackle complex, transdisciplinary issues [ 25] by learning to think critically, solve real-life problems creatively, communicate effectively, collaborate with others, and adapt to changing situations and technologies [ 26], which make up a core aspect of open schooling within a rapidly evolving global landscape that is heavily influenced by scientific and technological advancements. Table 1 presents the relationship between transversal skills and open schooling.

In this study, open schooling is considered a powerful catalyst for the development of transversal skills to empower students and their school and community with a dynamic, real-world learning environment. The CARE-KNOW-DO framework presented in the following section aims to facilitate this process.

2.2. The CARE-KNOW-DO Framework

The CARE-KNOW-DO framework aims at integrating real-life problems into learning, encouraging students to engage (CARE) with significant issues, understand (KNOW) them through curriculum-based knowledge, and take action (DO), using their insights, for sustainable solutions. Table 2 shows how these elements interrelate and contribute to fostering transversal skills.

This model not only aims to make science education more relevant and engaging but also supports problem-based learning and socioscientific inquiry within a structured three-phase approach. It is designed to foster students' self-efficacy and active participation in sciences connected to RRI principles, such as diversity and inclusion, anticipation and reflectivity, responsiveness and adaptive change, and openness and transparency [ 27, 28].

The CARE-KNOW-DO framework [ 15, 16, 26] fosters transversal skills in the context of open schooling and aims to provide a holistic approach to education that aligns with the needs of a sustainable future. This framework emphasizes the importance of not only academic knowledge but also emotional intelligence and practical skills to prepare students for the challenges of the 21st century. The relationship among CARE, KNOW, and DO encapsulates a comprehensive educational philosophy that seeks to cultivate well-rounded individuals. The relationships among CARE, KNOW, and DO are synergistic. CARE cultivates emotional and ethical foundations, motivating students to learn (KNOW) and apply (DO) their knowledge and skills in meaningful ways. KNOW provides intellectual substance, equipping students with the understanding necessary to navigate complex issues. Finally, DO encapsulates the application of both emotional intelligence and knowledge, enabling students to act effectively and responsibly.

This integrated approach ensures that students are not only academically competent but also emotionally intelligent and practically skilled and ready to face the challenges of the future with empathy, knowledge, and action. In the context of open schooling, the CARE-KNOW-DO framework aligns with the goals of providing an education that is both comprehensive and adaptable, preparing students to thrive in an interconnected and ever-changing world.

2.3. Research Questions

This cross-national mixed-method study supported by formative, shared and coassessment [ 29] focuses on two sets of questions to explore transversal skills in the context of open schooling.

RQ1. What are students' perceptions related to their learning experiences in terms of gains with open-schooling resources underpinned by the CARE-KNOW-DO framework across five countries? Are there any variations across countries, ages, and cultural differences?

RQ2. What are the teachers' views about open-schooling teaching practices in terms of outcomes supported by CARE-KNOW-DO pedagogical resources faced across five countries? What were the challenges and strategies faced by teachers?

3. Methodology: Mixed-Methods Study

The CONNECT project, funded by the EU's Horizon Europe Programme, aims to enhance science education in secondary schools through inclusive open-schooling focused on underserved students. It integrates science action into the curriculum, involves the community, and addresses the lack of "science capital" among students. By providing real-world challenges, support from scientists, family activities, and inclusive teaching strategies, CONNECT inspires students to connect science to their lives and society and increase interest in science careers for sustainable development.

Figure 1 displays the locations of the students who participated in the project, used open-schooling resources, completed real-life issue activities related to the SDGs, and provided data about their experience for this study [ 30].

The CONNECT platform integrates three multilanguage digital systems. The languages presented were Catalan and Spanish, English, Greek, Portuguese, and Romanian. The three digital systems for designing, implementing, generating, and sharing open-schooling practices and results underpinned by the CARE-NOW-DO framework were as follows:

1.

The CONNECT project website in WordPress showcases a multilanguage repository of open-schooling practices reported by teachers with examples developed by their students. These best practices showcase the open-schooling outcomes reported by educators through interviews and focus groups, using a template.

2.

The CONNECT open-schooling platform in WordPress provides more than 70 open-schooling resources in different languages for multiple actors participating in the activities (teachers, students, scientists, and families). It also offers an open-schooling community group area for each school, organization, and community or network to interact and to design, implement, and disseminate open-schooling practices.

3.

The CONNECT self-reported instrument in the Qualtrics mobile app was used for students and educators to provide their views about their open-schooling experiences. This app also provides an open badge and self-automated reports.

The subsequent sections present the open-schooling resources, participants, research instruments, and data-generation processes.

3.1. Open-Schooling Resources Underpinned by CARE-KNOW-DO

The CONNECT project team produced 70 open-schooling resources [ 31, 32] underpinned by the CARE-KNOW-DO framework. Table 3 shows a sample.

The selection of issues underpinned by CARE-KNOW-DO and integrated into school curricula was guided by several criteria:

It includes a balance of personal, community, and global issues, each with local relevance for youth.

It is an appeal to a diversity of students in terms of gender, age, and culture, informed by research such as the "Relevance of Science Education" and through consultations with students, paying special attention to disadvantaged students.

Desirable future scenarios linked to the curriculum are also relevant to scientists, educators, and researchers.

3.2. Participants' Profiles

The CONNECT project aims to support students from underserved communities, especially those from low socioeconomic backgrounds. This target group includes public schools with a high percentage of students benefiting from free meals or scholarships for food located in disadvantaged neighborhoods and students with limited access to digital technology and the internet. The project also focuses on students whose parents do not work in science-related fields. Ethical approval was obtained in each participating country, with consent forms, informational materials, and evaluation instruments translated into the local language for teachers, students, and parents, who contributed on a voluntary basis. All the data generated by the participants were codified to ensure privacy.

The quantitative data were generated by 12,074 students aged 7-to-19 years who completed the self-assessment. This group constituted a portion of the 16,787 participants who engaged in open-schooling activities, with some unable to finish the assessment due to internet-connectivity issues. The students represented a range of educational levels, from primary through tertiary, and were distributed geographically with the following representation: 4% from Catalonia, Spain; 7% from the UK; 15% from Romania; 23% from Southern Brazil; 26% from Central Brazil; and 26% from Greece. Notably, 95% of the participants came from underserved backgrounds and attended state schools. With only 17% having parents working in science-related fields, there was an indication of lower science engagement outside of school. While 68% had access to the mobile internet, a significant number still lacked access to personal computing devices at home.

Qualitative data were generated by 1392 teachers who participated in the CONNECT project and who supported diverse student groups with various resources and a self-assessment instrument. These teachers were distributed as follows: 86 from Catalonia, 172 from the UK, 211 from Romania, 376 from Greece, and 548 from Brazil, spanning the northeast, south, north, and southeast regions, respectively. Most of them worked in public schools, serving low-income families, with 73% being female. They taught a range of subjects, from biology to computer science, while 30% covered disciplines such as geography, arts, and languages. From this group, 111 teachers provided detailed reports on open-schooling practices, using a template ( Appendix B) that included sections on learning gains. This subset included 11 from the UK, 11 from Spain, 20 from Romania, 27 from Brazil, and 42 from Greece. The analysis concentrated on the experiences of four teachers from different educational levels and disciplines in each of these five countries, focusing on transversal skills, challenges, and strategies. This approach yielded 20 case studies that offer insights into teaching practices and outcomes, further enriched with interviews.

3.3. Procedures

Figure 2 shows a flowchart outlining the data-generation process, which was designed to prevent cognitive overload. It details the roles of school or science heads, science teachers, and students, all supported by a CONNECT project partner.

Each group-school or science head, teachers, and students-follows specific steps to contribute to the main aim: hands-on science learning and making a difference in the community.

School Leaders: They start by connecting with a CONNECT partner and signing up on its platform. They complete a survey and discuss what their school needs and wants to achieve.

Science Teachers: They begin by talking about CONNECT's resources and how to do open schooling with a mentor. They plan how to use learning materials and methods and receive guidance during the project. Afterward, they review what worked well or did not, completing a survey to share their thoughts.

Students: They go through steps that involve them actively in learning, starting with exploring CONNECT's activities. They engage in identifying and solving real-world problems with guidance from teachers and input from scientists and their families. The journey ends by presenting their solutions to experts, earning a recognition badge, and applying what they have learned in a practical project, reflecting on the CARE-KNOW-DO approach.

3.4. Research Instruments

The CONNECT instrument for students ( Figure 3)-an app for mobile phones, tablets, and computers-comprises a 30-item self-reported multilanguage instrument with feedback and an open badge ( Figure 3; see also Appendix A).

It was validated by a panel of educators from the UK, Greece, Romania, Spain, and Brazil. They assessed content and face validity, as well as construct validity, through an exploratory factor analysis (EFA), per Pett et al., 2003 [ 33]. This process conformed to ethical standards and local regulations according to the AERA, APA, and NCME guidelines based on the work of Plake and Wise (2014) [ 34]. The instrument also includes an optional set of open-ended questions for qualitative depth, adhered to translation standards set by the International Test Commission according to Hambleton et al. (2003) and was developed using the Qualtrics multiple languages and cultures platform [ 35].

Teachers also reported their open-schooling experience using the CONNECT open-schooling practices and a template. They described their teaching practices supported by CARE-KNOW-DO, including challenges and strategies ( Figure 4; see Appendix B). This template enabled them to record and display their methods and student achievements, supplemented with photographic evidence. Translation into 5 languages and ethical approval for data generation were secured by five countries involved in the implementation. The data generated and the tools used were designed to support openscience principles, offering feedback in students' native languages. The synthesized reports with just-in-time feedback were also made accessible for all partners and schools. The report offered critical insights to educators and policymakers.

Figure 4 shows the platform, which includes resources such as "rewilding", which involves reintroducing animals to their natural habitat. It features a template for teachers to describe and reflect on their practices ( Appendix B) with a coach's guidance, alongside examples of work performed individually and in groups generated by students and analyzed and evaluated by teachers. The figure highlights, for example, student-created argumentative maps focusing on the rewilding of wolves as a means to enhance biodiversity in national parks. These maps detail the role of wolves as apex predators, their ecosystem impacts, and the historical decline in wolf populations due to human activities. By using color-coded connectors and causal language, the maps visually demonstrate the complex relationships between environmental benefits and rewilding challenges. The students' analysis evaluates the potential effects on ecosystem services and biodiversity, with AI mapping tools facilitating the visualization of both supporting and counterarguments. This approach allows for a comprehensive exploration of different perspectives, helping students reflect on, build on, and explain different informed views on the issue.

4. Findings

4.1. RQ1-Students' Views about Their Learning Experience with Open Schooling

This study' 12,074 contains complete responses from a total of 16,787 students, spanning diverse countries, ages, and genders, lends solid credibility to our analysis ( Table 4).

However, we acknowledge that excluding the 4713 participants who did not complete all questions is a limitation potentially affecting the breadth of our exploratory factor analysis (EFA).

Data from the questionnaire, rated on a 1-5 Likert scale, were analyzed with SPSS version 24. The instrument's reliability was confirmed by a Cronbach's alpha of 0.929, indicating strong internal consistency [ 36]. The KMO measure was 0.957, and the significant Bartlett's test of sphericity (chi-square = 136,957.314, df. = 435, and Sig. = 0.000) strongly indicates that a factor analysis is appropriate for the dataset, as there is enough evidence of underlying patterns or factors within the variables that can be extracted and analyzed [ 37].

The results of the EFA with Varimax rotation identified six comprehensive skill components, each comprising a group of specific skill items that collectively form the six transversal skills in open-schooling education ( Table 4). These components are (c1) problem-solving, (c2) self-initiative, (c3) affective engagement, (c4) scientific citizenship, (c5) authentic learning, and (c6) future prospects.

These components comprehensively cover the spectrum of skills and attitudes critical for engaging with and understanding open-schooling learning experiences related to science for a sustainable life and sustainable future, spanning from personal efficacy and emotional investment to societal implications and future orientations. Each component (C1 to C6) had strong loadings on its respective factors, typically above 0.5, which indicates a good association with the factor; communalities for each item were reasonably high, above 0.3; and scree plots were used to validate the number of factors extracted. The 56% total variance explained by the EFA indicates a moderate and meaningful representation of the transversal skills model through six components, serving as a solid foundation for deeper analysis and practical implementation in this study [ 38].

C1. Problem-solving: This component highlights individuals' confidence and ability to utilize scientific knowledge and mathematical skills to solve problems, support arguments with evidence, and participate actively in scientific discussions.

C2. Self-initiative: This component focuses on students' proactive behavior in seeking science knowledge and engaging in science-related activities beyond formal education and showcases their autonomy and initiative in their learning journey.

C3. Affective engagement: This component addresses the emotional connection students have with science, including their intrinsic motivation, their enjoyment, fun, interest, and the value they place on science for personal and societal benefit, driving their sustained interest and participation in science.

C4. Scientific citizenship: This component emphasizes the importance of understanding science's role in society and everyday life, promoting informed citizenship and recognizing scientific literacy as essential for making responsible decisions.

C5. Authentic learning: This component concentrates on the social aspects of science learning, including the significance of teacher-student interactions and collaborative learning environments, highlighting communication and cooperation in science education.

C6. Future prospects: This component combines a forward-looking view of science's relevance to future careers with an engaged learning approach that values family influence and interaction with science professionals, fostering a comprehensive and open attitude towards science education and its opportunities.

To compute an EFA using the SPSS component's composite score from Likert data for each respondent, each item score was multiplied by its loading, summed for these products, and divided by the total of the loadings. The weighted average, Score C1 = (item1 × loading1 + ... + itemN × loadingN)/(loading1 + ... + loadingN), reflects each item's relative importance based on its loading. A threshold was used where scores over 3 indicated a positive connection (3.5 to 5), and then the percentage of each component per country, gender, and age was calculated.

To determine students' learning gains in terms of transversal skills, a global weighted composite score was calculated. This was performed by taking the sum of each component's average score multiplied by its proportion variance (for components C1 through C5) and then dividing by the sum of the proportion variances. A score above the threshold of 3 indicates that students have an overall positive perception of their transversal skills.

Results about Students' Perceptions Related to Transversal Skills across Countries, Gender, and Age

Among the five countries, we calculated the number of students whose scores were more than 3 to represent transversal-skills confidence.

The highest levels of perceived transversal skills were observed in 83% of the Greek students, followed by 80% of the Brazilian students. In Romania and the UK, the percentage was 64%, with that in Spain being slightly lower, at 62%. These findings suggest that the CARE-KNOW-DO framework is effective in supporting underserved students' positive perceptions of transversal skills based on self-assessment questionnaires of their learning through open-schooling activities.

Age-related differences revealed variation in perceptions of transversal skills, with the highest percentages observed in the 10-12 age group at 80% and in the 13-14 age group at 79%. The figure decreased to 55% among 15-to-16-year-olds before experiencing a slight increase to 57% in the 17-to-19-year-old group.

Gender differences showed that 82% of female students had slightly greater perceptions of transversal skills than did 79% of male students. This percentage decreased to 67% among students who identified with a gender other than male or female. As illustrated in Figure 5, the disparity is evident across all skills, with a difference of approximately 45%, except for authentic learning, which stands at 66%.

Figure 5 presents a detailed description of transversal skill component variations for comparative analysis in terms of geographical, gender, and age differences.

Each bar chart uses a variety of colors to represent six transversal skills: problem-solving, self-initiative, engagement, scientific citizenship, authentic learning, and future prospects.

Countries: Among the countries listed (Spain, Greece, the UK, Brazil, and Romania), Figure 5 shows notable variations. Brazil shows the highest percentages for scientific citizenship and authentic learning, while Greece leads in self-initiative. Brazil and Greece lead in scientific citizenship and authentic learning; Greece also leads in self-initiative. Meanwhile, the UK shows the least self-initiative. Although Spain has lower rates for problem-solving and self-initiative, it has higher rates for scientific citizenship. Each country exhibits distinct profiles in these skills.

Age: Figure 6 breaks down the perceptions by age group (10-12, 13-14, 15-16, and 17-18). The variance is very small across ages for almost all skills. All age groups show the lowest percentage for self-initiative learning but have relatively high percentages for authentic learning and scientific citizenship. Younger students (aged 10-12) had the highest percentage of confidence in problem-solving. There is a trend toward a small increase in the perception of skills related to scientific citizenship and self-initiative from low secondary school to upper secondary school across ages. However, perceptions related to problem-solving and affective engagement seem to decrease slightly from primary to middle secondary school years (ages 10-12 vs. 15-16).

Gender: Figure 7 divides perceptions by gender (female, male, and other). Female students show higher percentages of scientific citizenship and authentic learning, while male students show higher percentages of problem-solving. The percentage of students who identified as "other" was lower in all categories than in females and males.

Overall, there are distinct differences in the perceptions of transversal skills when dissected by country, age, and gender, indicating that these factors may influence how students relate to and develop these skills within the context of open schooling.

In all examined countries, the percentage of students demonstrating self-initiative in science was relatively low, with 8% in the UK, 15% in Spain, 21% in Romania and Brazil, and 29% in Greece. This suggests that a limited number of students are proactive in their science learning and skill development outside of school. Conversely, a high percentage of students across these countries are developing scientific citizenship skills, with Brazil leading at 85%, followed by Greece at 83%, Spain at 72%, the UK at 69%, and Romania at 62%. These figures indicate that open schooling may have a significant positive impact on fostering scientific citizenship. This trend is closely mirrored in the areas of authentic learning and future prospects. Apart from self-initiative skills, problem-solving emerges as another challenging skill, with engagement levels ranging from Spain's lowest, at approximately 40%, to Greece's highest, at 60%. Problem-solving is one of the key transversal skills, with half of the students feeling confident-60% in Greece, 56% in the UK, and 54% in Romania, followed by 44% in Brazil and 39% in Spain.

4.2. RQ2. Teachers' Views on Challenges and Drivers of Open-Schooling Practices

To address this question, we employed a thematic analysis [ 39] to examine 20 teachers' self-reported practices, including students' learning achievements, difficulties, and pedagogical outcomes, in terms of the benefits and challenges associated with the open-schooling approach. ( Table 5).

This sample included four teachers from different educational levels and disciplines in each of the five countries. To present the analysis, we selected representative distinctive snapshots according to each of the six specific transversal skills, also considering findings provided by students in terms of achievements and difficulties. To code the database, a qualitative codebook was developed that enables the identification of key teaching competencies with open schooling to foster transversal skills.

C1.Problem-solving: To address challenges in problem-solving within STEM, educators have identified critical obstacles, such as students' difficulties with complex tasks and insufficient skills for decision-making. Research underscores that these deficits can undermine confidence and hinder performance. Recognizing the skills gap is crucial. This study revealed that heightened awareness for both educators and students is important for implementing targeted support and interventions to bolster students' problem-solving abilities, such as teamwork, with suitable roles and meaningful discussions using personalized resources, thereby enhancing their STEM educational outcomes. This approach emphasizes the importance of tailored support to bridge this gap and improve problem-solving proficiency in STEM fields ( Table 6).

C2.Self-Initiative: Teachers reported that challenges such as unfamiliar topics can reduce student initiative, but targeted support and experiential learning can enhance their motivation and curiosity to increase their participation. Additionally, a lack of understanding about open-schooling activities is a concern that can be mitigated by employing peer learning and mentorship to inspire students, boost confidence, and cultivate a supportive community that encourages proactive engagement. Encouraging students to take initiative in their STEM education with practical applications of STEM concepts can empower them to become future leaders in STEM fields and bridge the gap between classroom learning and real-world challenges ( Table 7).

C3. Affective Engagement: The challenges and strategies highlighted by teachers indicated the importance of fostering affective engagement in STEM education through meaningful, collaborative projects that empower students to make a difference in their communities. By providing opportunities for students to explore, create, and contribute positively to society, educators can inspire a lasting passion for STEM subjects and cultivate a sense of purpose and agency among learners. Collaboration, discussion, and ongoing engagement are important for preventing disengagement or burnout ( Table 8).

C4.Scientific Citizenship: Teachers expressed a need for access to science experts. Collaborating with science experts can enrich classroom experiences and provide students with real-world perspectives for appreciating science with and for society. Another issue is that students vary in their ability to present claims supported by evidence. By addressing challenges related to differentiation, support, access to expertise, and family involvement, educators can promote scientific citizenship among students by nurturing their critical thinking skills, scientific literacy, and ability to apply scientific knowledge to real-world issues. These strategies help cultivate a sense of responsibility and active participation in scientific inquiry for sustainable development among learners ( Table 9).

C5. Authentic Learning: Teachers explained that authentic learning with open schooling is challenging. Due to scheduling constraints, students had limited time to work with extra activities. The pressures of the curriculum, difficulty managing time, and weak relationships between the curriculum and real-life issues also posed challenges for teachers. Continuous efforts by teachers are vital for innovating their practices despite curriculum limitations. By addressing challenges related to limited time and curriculum limitations, educators can create engaging and effective learning experiences that support students' academic development and prepare them to shape a better future ( Table 10).

C6.Future Prospects: A barrier highlighted by teachers was that open-schooling activities could be perceived as irrelevant by others not directly involved in the curriculum. Another issue is extra activities beyond students' already demanding school schedules. Establishing partnerships with university students and professors in vulnerable communities poses another challenge. However, connecting extracurricular activities to the formal curriculum and developing strategic partnerships can help ensure the sustainability and effectiveness of these initiatives ( Table 11).

5. Discussion

This research examined the impact of open-schooling practices utilizing a cross-national mixed-method methodological approach [ 40] and anchored in the CARE-KNOW-DO framework [ 17]. Initially, we employed a multilanguage, semi-structured instrument validated through exploratory factorial analysis [ 38] to explore students' gains in transversal skills [ 4] within various geographical contexts and across different age groups and genders. This mixed-methods study also examined teachers' pedagogical perspectives on the challenges and strategies associated with supporting students' learning gains in terms of transversal skills through this educational approach to inform practitioners and policymakers [ 41, 42].

This study reveals six pivotal components that enrich science education with open schooling for sustainable futures, illustrating a comprehensive hexagon model (see figure abstract). This model is divided into two triads for individuals and groups, each emphasizing the core principles of care-know-do.

The first triad focuses on skills to support individuals during their own process of learning:

Care (affective engagement): This variable reflects the emotional investment in learning, driving motivation and connection to the subject matter.

Know (problem-solving): This component highlights cognitive skills essential for understanding and addressing complex issues.

Do (Self-Initiative): This study underscores the importance of active engagement and the willingness to take initiative in learning processes.

The second triad transitions to key skills relevant for groups amplifying the social aspect of learning:

Care (future prospects): Finally, "care" projects emotional and ethical considerations of future societal impacts and personal growth.

Know (authentic learning): This extends "know" to encompass real-world problem-solving, connecting classroom learning to external environments.

Do (scientific citizenship): Here, "do" evolves into fostering a sense of responsibility and participation in scientific practices within society.

This hexagonal framework not only deepens our understanding of the dynamic interplay between individual and collective learning experiences but also underscores the significance of integrating transversal skills [ 3, 6] through open schooling. By blending significant findings with actionable insights, our study illuminates the pathways towards fostering a robust scientific mindset and competencies among students and teachers alike. The CARE-KNOW-DO model thus serves as a blueprint for nurturing the cognitive, social, and emotional skills essential for navigating and contributing to a sustainable future.

Practically, these components highlight the critical need for real-world applicability in science education, guiding curriculum design and educator development towards more impactful and meaningful student experiences, both individually and globally. Furthermore, this cross-national approach aims to bolster diversity, inclusivity, and knowledge exchange, promoting a global scientific citizenship that embraces a multitude of perspectives and cultural insights [ 36] in science.

Over 60% of underserved students in Spain, the UK, and Romania and over 80% in Brazil and Greece reported a positive perception of their development in areas related to scientific literacy, authentic learning, and future opportunities. This reflects the success of the CARE-KNOW-DO framework in facilitating the development of open schooling internationally and bolstering underserved students' confidence in their transversal skills supported by teachers from various disciplines and professionals in the sciences, particularly within the social triad of skills, which is essential to open schooling. Our research findings are in accordance with the Eurydice report (2012) [ 41], which underscores the importance of transversal skills in enriching interdisciplinary learning and fostering active engagement in collaborative processes, particularly emphasizing interpersonal competencies such as communication and teamwork within educational settings. Furthermore, a novel discovery from our study reveals that implementing open schooling through CARE-KNOW-DO activities facilitates meaningful interactions for young learners with community stakeholders both within and outside the school environment. This approach enables students to cultivate transversal skills by engaging with individuals they are likely to encounter in their future roles as responsible citizens and professionals, thereby equipping them more effectively for the challenges ahead.

The comparative analysis of this study emphasizes how cultural and educational systems play a critical role in addressing challenges in key skill areas such as problem-solving, affective engagement, and self-initiative. These areas benefit from personalized support, and more research is required for effective solutions. Age-related data show a decrease in perceived skills such as self-initiative skills among older students, highlighting the need for stage-appropriate educational interventions [ 42, 43]. A gender analysis revealed the benefits of open schooling across genders, but nonbinary students experienced less positivity, indicating the need for inclusive practices that support all students' self-efficacy [ 43].

The Eurydice report (2012) [ 41] also emphasizes the critical role of student participation in developing transversal skills, such as decision-making (aligned with problem-solving), self-regulation (related to self-initiative), and inspired participation (tied to affective engagement). Our cross-national study underscores the importance of this triad of skills for personal development, necessitating additional support. Another original finding of this study is that the individual triad of transversal skills is more challenging to foster than the social triad. However, our findings from teachers' perceptions indicate that student involvement in decision-making, when supported by reflective and interdisciplinary activities, significantly nurtures these skills. This is further enhanced by pedagogical strategies that include personalized support, interactive and experiential learning, fostering curiosity, incorporating real-life innovations and challenges, and instilling a vision for the future. Such teaching strategies lead to advancements in self-management, well-being strategies, and the promotion of equality and sustainability initiatives. They also cultivate critical thinking, problem-solving capabilities, and intrapersonal skills-all of which are vital for holistic development on a global education scale [ 42].

This study introduces an innovative framework comprising twelve teaching competencies, making a significant contribution to the domain of open schooling. This framework delineates the requisite skills for enhancing both individual and collaborative learning. It not only outlines these competencies but also identifies the associated challenges and proposes strategies to address them. Table 4 effectively illustrates this model, providing a thorough guide for advancing open-schooling practices and the cultivation of transversal skills. For instance, the development of problem-solving skills requires teaching approaches that are tailored to the diversity of learners, fostering interactive discussions and offering customized resources. The enhancement of self-initiated skills involves adopting innovative methods to nurture independence, particularly when students demonstrate a lack of understanding. Affective engagement skills can be amplified through personalized learning experiences that convert challenges into opportunities for cognitive and emotional involvement. Challenges such as limited access to experts hinder the cultivation of scientific citizenship skills, underscoring the necessity for professional engagement and flexible learning environments. Authentic learning skills are constrained by rigid curricula and limited time, necessitating the integration of practical, hands-on projects. The pressures of curricula also impact Future Prospects Skills, which require learning experiences that are both relevant and aligned with educational standards. Addressing these challenges demands creative and adaptable educational strategies to effectively integrate transversal skills into the fabric of education.

The study's findings provide actionable insights for practitioners and policymakers in the participating countries. For example, the European year of skills [ 43], featuring various curriculum reforms, presents an opportunity to contribute to and extend this research. Brazil's curriculum reforms initiative [ 44] underscores "life projects" to enhance transversal competencies, employability, and career guidance. Greece's Skills Laboratories [ 45, 46] in primary and secondary education focus on cultivating modern skills, including life and digital competencies. Romania's New Education project [ 47] aims for technological and societal advancement through comprehensive educational reform. This includes institutional restructuring, curricular updates, and the integration of digital technology, positioning Romania to meet European Union educational standards and paving the way for a forward-thinking approach to open schooling. In the UK, the "Sustainability and Climate Change" strategy [ 48, 49] aims to incorporate awareness across educational services, presenting an additional avenue for open schooling to contribute to environmental sustainability and further emphasizing the importance of transversal skills in addressing societal challenges and emerging technologies.

6. Final Remarks

This study contributes significantly to the discourse on transversal skills by highlighting the pivotal role of open schooling in preparing underserved students for future challenges. This underscores the necessity for personalized support and curricular adaptability, which are identified as essential for education in the 21st century. Our findings indicate a greater awareness among students of the value of scientific literacy and its potential to drive global change, an increase from what was observed in the PISA 2018 results [ 54, 55].

Open schooling is presented as a transformative educational model that aligns with Agenda 2030′s objectives [ 56], advocating for scalable and sustainable evidence-based practices. It addresses the need for career awareness as the workforce undergoes transformative changes and considers the long-term impacts on society [ 57, 58].

This study underlines the necessity for educational frameworks that are adaptable, inclusive, and responsive, fostering the equitable development [ 59] of digital skills [ 60, 61] and sustainability competencies that are critical for shaping inclusive and desirable futures [ 62, 63, 64]. The CARE-KNOW-DO framework is well positioned to support such educational efforts to enhance students' connection to science [ 65]. For practitioners, this research provides practical recommendations for enhancing pedagogical flexibility and employing diverse teaching strategies, including the incorporation of real-life challenges into the curriculum for authentic learning experiences for young people as future professionals [ 66] and lifelong learners [ 67]. The insights from this research set the stage for further investigations into innovative educational practices, such as open schooling [ 66], which are essential for fostering strategic transversal skill development [ 67]. Applying these insights supported by the open schooling declaration [ 68] to current educational systems will enable stakeholders to more effectively cultivate these skills in students, preparing them for the complexities of today's global environment and contributing to the advancement of educational research.

Author Contributions

A.O. played a pivotal role in designing the study, developing the evaluation instruments and applications, and writing the manuscript. All coauthors collaborated to create open-schooling resources, guided by the CARE-KNOW-DO framework, to deliver teacher training and to collect and interpret data within their respective countries. Additionally, all coauthors contributed to the revision of the final draft of the manuscript. All coauthors have read and agreed to the published version of the manuscript.

Funding

This study was funded by the European Union as part of CONNECT-inclusive open schooling with engaging and future-oriented science, grant number 872814.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and was approved by the Human Research Ethics Committees in the UK, Greece, Romania, Spain, and Brazil.

Informed Consent Statement

Informed consent was obtained from all participants of the study.

Data Availability Statement

Acknowledgments

We extend our gratitude to all members of CONNECT, including students and teachers. We also thank our colleagues, practitioners, and reviewers from our networks especially Tony Sherborne, Laia Vives Adrian, Gabriel Gorghiu, Silvar Ribeiro, Raquel Kolwalski Sigrid Neuhaus and Georgio Koulonis, for their invaluable contributions.

Conflicts of Interest

The authors declare no conflicts of interest.

Glossary

Appendix A. Questionnaire for Students

Table A1. Students' views about science in your life and world with CONNECT open-schooling activities.

(Constructs to analyze learning gains related to transversal skills)

1. What are your views about science in your life and world with CONNECT open-schooling activities

2. Have you used any CONNECT activities on these themes: ( ) environment, ( ) health, ( ) energy, ( ) climate change, ( ) none, ( ) other

3. Please describe what you produced at the end of the activity.

1. HOW OFTEN DO YOU DO THESE ACTIVITIES OUTSIDE SCHOOL?

Practice

1.1. I do science activities outside school (e.g., neighborhood, park, and at home).

Research

1.2. I search for extra information related to science activities at home.

MultiLiteracies

1.3. I read about science at home (web, news, and books).

Dialogue

1.4. I talk about real-life problems to learn science.

Questioning

1.5. I ask interesting questions to learn science.

2. WHAT ARE YOUR VIEWS ABOUT SCIENCE IN THE WORLD?

STEM appreciation

2.1. Science helps people around the world to lead pleasant, healthy lives.

STEM relevance

2.2. Science, technology, and math are important for solving problems.

Creative Thinking

2.3. Scientists need to use their imagination to solve problems.

Decision-making

2.4. Knowing science helps people to make decisions using information.

STEM Application

2.5. Learning science will be useful in my daily life.

3. WHAT ARE YOUR VIEWS ABOUT SCIENCE IN YOUR FUTURE?

Career vision

3.1. Science knowledge and skills will help me to get a job.

Supportive interest

3.2. My family thinks science is interesting.

Valued incentive

3.3 My family thinks science will be important for my future.

Scientific literacy

3.4. My teachers have explained the importance of science in my life and society.

Encouragement

3.5. My teacher encourages me to keep learning science.

4. HOW CONFIDENT ARE YOU WITH SCIENCE?

Cooperation

4.1. I feel confident doing science projects with other people.

Communication

4.2. I feel confident talking about science.

Scientific inquiry

4.3. I feel confident using science to come up with questions and ideas.

Reasoning

4.4. I feel confident using math to solve problems in science.

Knowledge

4.5. I feel confident with my knowledge in science.

Critical thinking

4.6. I know how to justify my views using arguments and evidence (facts or data).

5. HOW DO YOU LEARN SCIENCE?

Meaningful discussion

5.1. Discussions with my teacher and students help me understand science.

Collaborative learning

5.2. Students should have opportunities to learn science with others (scientists, families, etc.).

Career networking

5.3. I know some people working with science to talk about what their jobs are like.

6. HOW DO YOU FEEL ABOUT SCIENCE?

Enjoyment

6.1. Learning science is enjoyable for me.

Enthusiasm

6.2. Science activities are fun.

Confidence

6.3. Learning science is easy.

Global citizenship

6.4. I would like to do projects with others using science to improve the world.

Expertise

6.5. I would like to be seen as an expert in science.

Career aspiration

6.6. I would like a job that uses science.

Appendix B. Template of open-schooling practices for teachers

Table A2. Teaching Template to Report Open-Schooling Practice.

Demographics

CONNECT-open-schooling coach:

Discipline(s) (Science, Physics, Chemistry, Biology, etc.):

Number of lessons utilized in open schooling:

Title of open-schooling resource utilized:

Type of science actions (structured or open scenario):

Curriculum topics covered:

About the Teachers'
Students

Total number of student participants:

Total number of students who completed science actions:

Was the CONNECT questionnaire offered to your students on a voluntary basis?

Participants Involved:

CARE

What real-life problem did the students investigate using the open-schooling approach?

Can you describe their involvement in the lessons related to the topic?

Which issues were they particularly concerned about or interested in?

KNOW

What curriculum knowledge did the students apply to propose solutions?

Could you specify any new curriculum knowledge that was introduced?

What were the students' learning objectives and the outcomes achieved?

DO

Can you detail what the students created or achieved by the end of their activities?

Which skills were honed during these activities?

Findings related to the open-schooling approach

What challenges did you face while implementing open-schooling activities?

What strategies did you employ to overcome them?

Did community or family members take part in the activities? If so, in what manner?

Did scientists or STEM professionals participate in the activities?

If so, in what capacity and how was their participation beneficial?

Student Achievements:

What were students' achievements in terms of knowledge, skills, attitudes, and values?

Are there any further comments or insights you would like to share?

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Transversal Skills

Open Schooling

Learning Objective

Characteristics

Transversal Skills

Name; (SDGs)

CARE

KNOW

DO

Creating and Using Maps; (SDG-11) sustainable cities and communities

Students use mapping skills to solve a spatial problem that they face in their daily life.

Students learn about mapping techniques and sustainability issues
through science in society

Students create a digital map from scratch present solutions and present recommendations to their local community.

Teaching Competencies

Challenges

Strategies

Teachers in biology, arts, language, physics, chemistry, Year 7, Paraná, Brazil

"Open Schooling activities can be considered by teachers not part of the curriculum, and not relevant for them. In addition, integrating university students and professors with vulnerable communities might be challenging".

"A strategy for implementing open schooling and establishing partnerships was mapping a common problem and building a vision of the future. Open schooling provided a collaborative and cocreative process for students to facilitate explaining complex content for vulnerable communities, visualizing data, drawing projects, registering a system of ideas, and sensitizing persons to become changemakers".

A Physics Teacher, Year 11, Female, Motru, Romania

"Integrating these CARE-KNOW-DO activities with the school curriculum was well planned and structured, though the main challenge was conducting them in addition to the students' already demanding school schedules".

"Working in groups, they delivered reasoned presentations comparing the use of green energy to traditional energy, and discussed classic versus electric mobility. The students' involvement and growing interest led to the successful achievement of the objectives outlined in the activity plan, as well as a shift in their perspectives and attitudes towards green energy".

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AMA Style

Chicago/Turabian Style

# data[].attributes.attachment_link.title
Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education

# data[].attributes.attachment_link.description
This large cross-national study investigates the development of transversal skills in the context of open schooling-an educational approach integrating schools, universities, and communities to address real-world challenges-through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments.

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Background

UKRI and FAPESP are charged with fostering and supporting academic research within their own communities in their respective countries. Both UKRI and FAPESP recognise that the best research may be delivered by working with the best researchers internationally.

UKRI and FAPESP have signed a MoU to welcome and support collaborative applications that may cut across UK and Brazilian national boundaries and involve international collaborative teams.

The MoU provides for a lead agency agreement whereby participant UKRI research councils receive and assess joint applications from eligible UK and Brazil-based researchers from the state of São Paulo on behalf of both organisations.

UKRI and FAPESP will co-fund applications submitted to participant UKRI research councils' responsive mode funding opportunities via selected funding opportunities.

You may apply until the end of the MoU agreement between UKRI and FAPESP on 31 December 2025, unless otherwise extended. Successful joint projects between UK and Brazil-based researchers from the state of São Paulo that extend past the end of the MoU will continue to be supported by UKRI and FAPESP.

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UK Research and Innovation (UKRI) and FAPESP's lead agency agreement allows UKRI to assess joint applications from eligible UK and Brazil-based researchers from the state of São Paulo on behalf of both organisations.

# data[].attributes.attachment_link.title
ESRC responsive mode: working with Brazilian researchers round two

# data[].attributes.attachment_link.description
If you are a UK-based researcher you can apply for funding to work with overseas researchers in the State of São Paulo, Brazil. Submit collaborative research proposals in any area of the social sciences within the remit of both ESRC and FAPESP.

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AHRC responsive mode: working with Brazilian researchers: round three

# data[].attributes.attachment_link.description
Apply for funding to work with overseas researchers in the State of São Paulo, Brazil.

# data[].attributes.attachment_link.title
UKRI DRI: digital research infrastructure skills hubs for accelerated compute

# data[].attributes.attachment_link.description
Apply for funding to develop a national hub for digital Research Technology Professionals for accelerated and large-scale compute technologies.

# data[].attributes.attachment_link.title
Locally Unlocking Culture through Inclusive Access (LUCIA)

# data[].attributes.attachment_link.description
Apply for funding to form a community-driven research network to enhance access to culture. Funded networks will create partnerships across communities, researchers, and policymakers, to promote urban cultural renewal.

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AHRC responsive mode: standard research grant: round six

# data[].attributes.attachment_link.description
Apply for Arts and Humanities Research Council (AHRC) standard research grant funding to support well-defined collaborative projects across the arts and humanities, in areas covered by our remit.

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Institutional strategic developmental projects in higher education

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Apply for funding to develop institutional-level innovations in research and knowledge exchange.

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Contracts for innovation: AI tools for education

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Organisations can apply for a share of £994,000, inclusive of VAT, to develop artificial intelligence (AI) education tools to support effective assessment of progress and feedback for pupils using an AI code library.

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Teach the Future review of the English National Curriculum | Bill Scott’s blog

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Last Friday, I gave a brief input to the launch of Teach the Future’s review of the English National Curriculum for key stages 3 and 4. This covers subjects ranging from History to Art and Design, and uses a tracked changes methodology which suggests where and how the national curriculum can be amended to include sustainability and respond to the climate and ecological crisis. The report was facilitated by a team of leading academics, with input from teachers, educators, and education experts.

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IEMA - Institute of Environmental Management and Assessment

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Studying an EPQ in sustainability or climate change will allow learners to dive deep into the latest trends and technologies that are shaping the future of the planet. They can learn about exciting new developments in renewable energy, sustainable transportation, green buildings and more!

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Grantham Research Institute on climate change and the environment

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Ahead of the G7 Leaders' Summit in June 2021, this report uses a new data-driven online tool, the Green Transition Navigator﻿, to analyse the green competitiveness of the seven individual G7 member states and invited countries (Australia, India, South Africa and South Korea). The report also includes China, due to its recent rise to prominence in producing and exporting many green technologies and products.

Main findings

Germany has consistently held its position as a 'green leader', followed by Italy and the United States. These countries currently have productive capabilities that allow them to competitively export a wide range of 'complex' (or technologically sophisticated) green products.

While competitiveness in green products allows countries to take advantage of the green transition, competitiveness in products with higher complexity is also important. China has rapidly increased its competitiveness in green products over the past 20 years and is now the world leader in exporting solar photovoltaic cells, fuel cells and electric soil heating apparatus, among other products.

In contrast, Australia has seen a significant decline in its green production capabilities over the past two decades and now lags behind many countries in terms of its capacity to competitively export products relevant to the green economy.

Many countries that currently export a diverse range of green, technologically sophisticated products are also well placed to expand into new green industries in the future. The analysis suggests that of the 12 countries considered, Italy and China stand out as having the most future potential to develop competitiveness into further green products and technologies.

About the Green Transition Navigator

The Green Transition Navigator is designed to help map and manage the shifting landscape of green competitiveness for different countries. It is underpinned by recent peer-reviewed research by Mealy and Teytelboym (2020)﻿, and draws on over 20 years of detailed data to showcase new metrics of green competitiveness and future green diversification potential across 231 countries and territories. It also enables the exploration and comparison of countries' competitive strengths in specific green products, and the identification of new green industrial growth opportunities that align with countries' existing productive capabilities.

The Green Transition Navigator aims to provide a starting point for policymakers, researchers and businesses to identify possible industrial growth opportunities that align with countries' existing competitive strengths, and which are likely to be in greater demand as the world transitions to a greener economy.

To view the interactive Green Transition Navigator website, visit www.green-transition-navigator.org﻿
Produced with the Smith School of Enterprise and the Environment﻿ and the Institute for New Economic Thinking﻿ at the Oxford Martin School.

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Navigating the green transition: insights for the G7 - Grantham Research Institute on climate change and the environment

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This report from the Grantham Research Institute at LSE and partners uses a new data-driven online tool, the Green Transition Navigator, to analyse the green competitiveness of the seven individual G7 member states and invited countries.

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DfE's Climate in Education Snapshot 2024

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DfE's Climate in Education Snapshot 2024

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DfE's Climate in Education Snapshot- April 2024

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Welcome to another Department for Education (DfE) Climate in Education Snapshot!

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Sustainability and climate change strategy: user group report

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An independent assessment of progress on the Department for Education (DfE)’s strategy.

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some really useful resources here under Insights and then scroll down to external resources. Infact the whole site is good. https://www.greencareershub.com/ suggested by Amanda Williams

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Join the movement for a green future. Access green skills and careers in sustainability, regardless of sector or background. Find your role in building a sustainable economy.

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Climate Action Awards | Education Nature Park

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The Case for Global Learning - The Global Learning Network

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CoDEC brings together independent, not-for-profit organisations that support and deliver global learning in schools and communities across England.

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Women writers from the Caribbean have been 'writing climate', nature, and sustainability for decades. Check out, for example, Olive Senior, Alexis Pauline Gumbs, Merle Colins, Jean Binta Breeze (from Danielle Parker) - I found this very relevant! I will explore it on the web... We need these references.. The views from Women across the world ...

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A great starter for 10

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Hidden Nature Challenge | Education Nature Park

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Hidden Nature is all about growing confidence in learning outside, and developing observation and recording skills.Take your class outside and discover hidden nature on your site, in this twenty-minutes-or-less activity!Upload your findings to our online map, where you’ll be able to see hidden nature being revealed in places of education across the country. This activity will need to be completed on a mobile device to contribute photos to the map. Register and log in to start the activity, or follow the steps below!

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Change.org is the world’s largest petition platform, using technology to empower more than 200 million users to create the change they want to see.

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Check out the Institute for Outdoor Learning  website for help and advice on how to incorporate outdoor learning in all curriculum areas. https://www.outdoor-learning.org/community/sector-specialist-groups/cbol-field-studies-group.html

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The Curriculum Based Outdoor Learning & Field Studies Sector Specialist Group is made up of members who are engaged in, or have an interest in delivering study led programmes in Field Studies or Environmental Education.

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http://www.decsy.org.uk

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Robin wall Kimmerer also useful for reminding ourselves that there is ancient wisdom about the earth

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Robin Wall Kimmerer is a mother, scientist, decorated professor, and enrolled member of the Citizen Potawatomi Nation. She is the author of Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants and Gathering Moss: A Natural and Cultural History of Mosses. She lives in Syracuse, New York, where she is a SUNY Distinguished Teaching Professor of Environmental Biology, and the founder and director of the Center for Native Peoples and the Environment.

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Robin Wall Kimmerer: Author, Speaker, Teacher

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Just resharing as I have a link now - Permanent Education CIC and the Permaculture Association with some brilliant educators is developing an online resource for teachers to help them create their 'climate action plans' and incorporate sustainability into their whole approach. https://youtu.be/wNpHfqwj-Us?feature=shared

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Just resharing as I have a link now - Permanent Education CIC and the Permaculture Association with some brilliant educators is developing an online resource for teachers to help them create their 'climate action plans' and incorporate sustainability into their whole approach. https://youtu.be/wNpHfqwj-Us?feature=shared

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The content is informed by the DfE strategy but importantly incorporates systems thinking and 4Cs thinking (critical, collaborative, creative and caring) - sounds like what is needed - the group has been creating it on a voluntary basis with one paid person from the Permaculture Association coordinating alongside all her other work. If you would like to collaborate please get in touch paula@permanenteducation.org

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This initiative aims to Leading research into climate change and sustainability education which shapes the development of outstanding, free professional development for all teachers and school leaders. This includes Teaching For Sustainable Futures programme which aims to support all teachers, no matter what subject and age group they teach, to embed issues related to climate change and sustainability into their teaching.

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Leading research into climate change and sustainability education which shapes the development of outstanding, free professional development for all teachers and school leaders.

Director: Professor Nicola Walshe

The importance of teacher development in the area of climate change and sustainability education is hard to overstate. This is the defining existential challenge of our time and the world that schoolchildren will encounter as adults will look different from our world today.

We aim to provide research-informed professional development for teachers and school leaders across all phases, subjects and career stages.

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/Hjja3990

About us

Teaching young people about climate change and sustainability must include but also go beyond the science of climate change and develop knowledge and values to help them to adapt to a changing world and to embrace the opportunities that more sustainable lifestyles might offer.

Teachers also need to know how to support young people with associated health and wellbeing concerns, including increasing levels of eco-anxiety. These are issues that need to be embedded across the school curriculum, but we know that many teachers lack confidence in this area.

We will work across faculties at UCL to ensure that this professional development is not only informed by our own research into current practice in schools but also by recent academic research to ensure that all our materials are up-to-date.

Leadership Group

Steering Group

Research Fellows

Associate Fellows

Advisory Board

Professor Chew Hung Chang, National Institute of Education, Singapore

Helen Czerski, Department of Mechanical Engineering, UCL

Mark Maslin, Department of Geography, UCL

Chris Rapley, CBE, Department of Earth Scientists, UCL

Dr Ana Angelita da Rocha, Universidade Federal do Rio de Janeiro, Brazil

Jess Tipton, Global Action Plan

Nasreen Majid, University of Reading

Richard Sheriff, CEO Red Kite Trust

David Lambert, Emeritus Professor of Geography Education, UCL

Naheeda Maharasingam, Headteacher, Rathfern Primary School

If you would like to apply to be an Associate Fellow, please contact: climateeducation@ucl.ac.uk

Our activities

Initial work by the centre will see academics conduct rapid research on teachers' knowledge and preparedness to teach climate change and sustainability education across the UK.

Other upcoming work includes equipping teachers with the tools to develop the curriculum for more sustainable futures, and exploring how secondary schools' engagement with climate change and sustainability education in England varies.

Ongoing projects

Engagement

UCL facilities

UCL locations

Connect with UCL

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UCL Centre for Climate Change and Sustainability Education

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Leading research into climate change and sustainability education which shapes the development of outstanding, free professional development for all teachers and school leaders. Director: Professor Nicola Walshe The importance of teacher development in the area of climate change and sustainability education is hard to overstate.

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We struggle to gain teacher time and support for our free programme, how do we address this?

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Empowering the next generation of socially responsible leaders.

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another recent report relevant to today's discussion

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Summary:

Education is a key asset for climate action. Education reshapes behaviors, develops skills, and spurs innovation-everything we need to combat the greatest crisis facing humanity.

Better educated people are more resilient and adaptable, better equipped to create and work in green jobs, and critical to driving solutions.

Yet, education is massively overlooked in the climate agenda. Almost no climate finance goes to education. Channeling more climate funding to education could significantly boost climate change mitigation and adaption.

At the same time, climate change is a huge threat to education. Millions of young people face lost days of learning because of climate related events. In low-income countries the situation is worse. Unless made up, this lost learning will negatively impact their future earnings and productivity. It will also lead to great inequality both within and across countries.

Governments can act now to adapt education systems for climate change.

Key-takeaways:

The economic losses and human cost of climate change are enormous. Despite this, climate action remains slow due to information gaps, skills gaps, and knowledge gaps.

Education is the key to addressing these gaps and driving climate action around the world. Indeed, education is the greatest predicator of climate-friendly behavior.

Better educated people are more resilient and critical to spur innovation and climate solutions. An additional year of education increases climate awareness by 8.6%.

Education can empower young people with green skills for new jobs, but also augment skills for existing jobs.

Education is massively overlooked in climate financing and climate change is threatening education outcomes.

Climate-related school closures mean students are losing days of learning. Even when schools are open, students are losing learning due to rising temperatures.

Governments can take steps to harness education and learning for climate action by, for example, improving foundational and STEM skills, mainstreaming climate education, and building teacher capacity. And governments can prioritize green skilling and innovation in tertiary education to help supercharge a shift to more sustainable practices.

Inside the report
Four facts about green skills that policymakers and students need to understand:

Green skills are broad. They include technical, STEM, and sector-specific skills. But also non-technical skills, socio-emotional, and cross-sectoral skills.

Any job and any sector can become greener with the right set of skills.

These skills are not just for 'new' jobs but also for augmentation of existing jobs.

The demand for these skills can be unpredictable and inequitable.

Many countries experience one or more climate-related school closures every year:

Climate change is increasing the frequency and intensity of climate shocks like heatwaves, floods, storms, and draughts.

These climate shocks cause widespread school closures which generate huge learning losses.

Despite their prevalence, climate-related school closures remain invisible because no one is tracking them.

Access the full report for a deeper dive:

Choosing our Future: Education for Climate Action

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Choosing Our Future: Education for Climate Action

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Education systems can empower, equip, and skill young people for climate mitigation and adaptation. But there is also an urgent need to adapt education systems for climate change. This report from the World Bank explains how governments can harness education and learning to propel climate action.

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Overview

We're seeking views from stakeholders to share their perspective on potential improvements to the curriculum and assessment system.

Why your views matter

The call for evidence invites stakeholders to submit proposals on improving the curriculum and assessment system. This step is crucial for the review process, with the gathered material aiding the panel in making its first recommendations next year.

Note, this is not a consultation; we are not seeking views on specific recommendations yet. Instead, we want feedback on what works, what doesn’t, and potential improvements.

Other ways to respond

If, for exceptional reasons, you are unable to use the online system, such as due to compatibility issues with specialist accessibility software, you may request and complete a Word document version of the form.

By email

curriculum-assessment.review@education.gov.uk

By post

CAR Review Team, Sanctuary Buildings, Great Smith Street, London, ​​​SW1P 3BT

In British Sign Language

Please contact us via email at curriculum-assessment.review@education.gov.uk and the team will facilitate this

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Curriculum and Assessment Review - Department for Education - Citizen Space

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Find and participate in consultations run by the Department for Education

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A report published by OCR and chaired by former Education Secretary Charles Clarke warns that the current volume and intensity of exams at GCSE is too high, and an overloaded curriculum is narrowing students' education.

Our review addresses the curriculum and assessment challenges at Key Stages 3 and 4 - the five years from the age of 11 to 16 which are the core of our secondary school system, focusing on four main areas:

Reducing the assessment burden

Digital assessment and learning

English and maths at 11-16

Curriculum evolution at 11-16

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OCR (Oxford Cambridge and RSA Examinations)

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Striking the balance: A review of 11-16 curriculum and assessment in England

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Read more about OCR's review of 11-16 curriculum and assessment in England. Watch our video and download the full report.

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OCR (Oxford Cambridge and RSA Examinations)

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The consultation was an important step in helping to shape early thinking about what a GCSE in Natural History might look like. Its aim was to seek views on the purpose of Natural History, what Natural History is and explore the key themes the qualification would need, such as conservation, the early world, and the study of flora and fauna.

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OCR GCSE Geography B (9-1) (from 2025) qualification information including specification, exam materials, teaching resources, learning resources

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The Climate Action Teachers Champions (CATCh)

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The Climate Action Teachers Champions (CATCh)

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Learning to Read the World Through Other Eyes: introducing plurality and complexity in global education (2008)
Through Other Eyes Learning Resource PDF
See also: Andreotti, V., & de Souza, L. M. (2008). Translating theory into practice and walking minefields: Lessons from the project'Through Other Eyes'. International journal of development education and global learning, 1(1), 23-36.

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Learning to Read the World Through Other Eyes: introducing plurality and complexity in global education (2008) Through Other Eyes Learning Resource PDF See also: Andreotti, V., & de Souza, L. M. (2008). Translating theory into practice and walking minefields: Lessons from the project'Through Other Eyes'. International journal of development education and global learning, 1(1), 23-36.

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Climate Skills through Creativity CPD Programme - Climate

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Launch Date: Late Autumn 2024Duration: Late Autumn 2024 – March 2026Free Spaces Available: 400 for Cornwall Businesses

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see also: https://se-ed.org.uk/how-to-get-started/attitudes-to-sustainability-survey/

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SEEd Young Changemakers Programme | SEEd

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young people are worried about the future, and searching for opportunities to make a difference.. explore and question feelings.. youth attitudes sustainability

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Mathematical Futures programme | Royal Society

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The Mathematical Futures programme offers a new approach to mathematical and data education that provides a better mathematical education for everyone, from the everyday needs of citizens to the brilliant academic mathematicians of the future.

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Empowering the next generation of socially responsible leaders.

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As a UK educational charity, we help create experiences for children and young people, nurturing a lifelong journey of learning, appreciation and respect for the countryside.

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Tools for students to create a campaign for on-site renewable energy, become solar PV designers, and learn essential green skills

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Tools for students to create a campaign for on-site renewable energy, become solar PV designers, and learn essential green skills

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Free APP

https://app.solarforschools.co.uk/

Free web version of app

https://webapp.solarforschools.co.uk/#registerOrLogin

Live Schools Data

https://www.solarforschools.co.uk/schools?region=GB

STEM video library

https://www.solarforschools.co.uk/services/education/videos

Lesson library

https://www.solarforschools.co.uk/services/education/classroom-modules

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Solar for Schools - Education funded by the sun

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Education about energy and sustainability using the school solar system. Should your school not have a photovoltaic installed, we provide it without additional costs. Go solar with us!

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Schools' Climate Education South Yorkshire

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Schools' Climate Education South Yorkshire

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Schools’ Climate Education South Yorkshire – Learning for a sustainable future

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We support students, teachers and schools on their climate education journey. From reducing carbon emissions in their school to moving on in society as active citizens with respect for the world environment.

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A new approach to maths and data education: https://royalsociety.org/news-resources/projects/mathematical-futures/

Science Education Tracker: https://royalsociety.org/news-resources/projects/science-education-tracker/

Tomorrow's Climate Scientists: https://royalsociety.org/grants/partnership-grants/unique-scheme-benefits/tomorrows-climate-scientists/

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Tomorrow’s Climate Scientists | Royal Society

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Tomorrow’s climate scientists is an extension to the Royal Society’s school funding scheme Partnership Grants

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I am part of a programme to reconnect students to nature:

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Bertha Earth is a youth-centred environmental organisation working with young people between the ages of 11 and 18. Our mission is to grow a diverse network of young environmental leaders, storytellers, and changemakers who reignite a great love for our planet. We aim to support, amplify, and inspire youth-led action through our people, partners, and stories.

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We run sensory food education that helps children learn to love eating veg and fruit! A key skill / action for future sustainable living

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We give children the opportunity to experience the joy of fresh vegetables and fruits. We believe learning about food should be more carrot, less stick.

Fully funded access for UK Primary Schools and Nurseries is currently available.

Schools and nurseries already signed up

In the UK 79.1% of 5 to 10 year olds eat fewer than 3.5 portions of fruit and veg a day.

Every child deserves taste education to help them learn to enjoy the foods their body needs and reach their potential in life.

We provide schools with the support and resources to do this.

TastEd (based on the Sapere method) is a form of sensory food education that delivers the National Food Strategy recommendations.

What is Our Aim?

We're a charity aiming to revolutionise the way Food Education is taught in the UK, so that taste education becomes a basic aspect of every child's knowledge.

What do we do?

We offer teachers support, training and resources to deliver a range of simple, classroom based, sensory food education lessons that are tailored to UK curriculum.

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Changing food education in the UK | Taste Education

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TastEd is a charity that works with schools, nurseries and other organisations to give children the opportunity to learn to enjoy fruits and vegetables through sensory food education.

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Sustainability and Climate Change – developing a whole school approach

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Sustainability and Climate Change – developing a whole school approach

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The School Strikes for Climate and numerous surveys show that large numbers of young people globally do not believe their education is preparing them for a changing and uncertain future. The Department for Education's 'Sustainability and Climate Change Strategy' wants all schools to appoint a Sustainability and Climate Change Coordinator and to put in place a Climate Action Plan by 2025.

This training session will help school coordinators to develop a whole-school approach to sustainability and climate change.
In the context of sustainable development, wellbeing and the climate and nature emergencies It looks at linking:

Culture

Curriculum

Campus

Community (along with Futures - careers)

This climate education session will include:
- input from Sheffield and Rotherham Wildlife Trust on how to make your school nature friendly.
- how a school can join the Climate Friendly Schools initiative to access a range of resources and support to continue thee journey to put effective Climate Action Plans into place.

'Really interesting and practical. It helps you to get engaged with what you are already passionate about.' (course participant feedback)'Very doable ideas wherever a school is in this journey.' (course participant feedback)
This course is also available for inset and twilight sessions - contact DECSY for further details.

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Sustainability and Climate Change - developing a whole school approach

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The School Strikes for Climate and numerous surveys show that large numbers of young people globally do not believe their education is preparing them for a changing and uncertain future. The Department for Education's 'Sustainability and Climate Change Strategy' wants all schools to appoint a Sustainability and Climate Change Coordinator and to put in place a Climate Action Plan by 2025.

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We are a material recycling advocacy organisation with the aim of increasing recycling rates of aluminium packaging in the UK. We host a range of free educational resources, currently focused on KS2 and 3 on our website:

https://learningaluminium.co.uk/

We would welcome any opportunity to work with educators and policymakers to continue to grow knowledge in young people of the benefits of recycling packaging!

please do feel free to get in touch via email:

martinh@alupro.org.uk

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Learning Aluminium draws on the expertise of those who work with aluminium every day.

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We created an assembly and class talk, over a decade ago, constantly updating, leaving the students well equipped to go home and make a start, with those at home and around, with tools, not putting more on the teachers. Works well. Funded after years of voluntarily. Based on reading 2 climate science degrees with a focus on how do you get action. Happy to share/work with others outside of Cornwall

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Climate Vision - Speaker for all audiences

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Book Luci Isaacson BEM MSc FRGS to come and talk to your group, colleagues or school. Luci is able to adapt her knowledge to the level you need

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Somewhat self-absorbed personal and professional development blog of a Geography high-school teacher!

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St Christopher’s has been supporting the environment for well over 16 years, through their well-established Eco Group.

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Putting sustainability at the heart of learning, learning at the heart of sustainability, and sustainability at the heart of everything.

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Students Organising for Sustainability (SOS-UK)

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SOS-UK supports students and wider society to learn about, act and lead on sustainability.

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MetLink - Royal Meteorological Society Climate Change Concept Association Tool -

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For curriculum developers and other communicators to explore the diverse range of concepts associated with climate change and the links between them.

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We're a charity offering free education to children about climate change and carbon literacy

4000 students educated on climate science

100 students trained to be climate leaders

Carbon Consumption

Scientists say that to limit warming to 1.5 degrees we need to reduce our footprints to 2.5 tonnes each by 2030. We can do it - let's go zero carbon!

I would recommend that all children have the opportunity to take part in this carefully constructed and relevant programme.

Furzedown Primary School

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Climate Change Education | Climate Ed | London

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We're a charity offering free education to children about climate change and carbon literacy 4000 students educated on climate science 100 students trained to be climate leaders Carbon Consumption Scientists say that to limit warming to 1.5 degrees we need to reduce our footprints to 2.5 tonnes each by 2030.

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University of Reading cookie policy

We use cookies on reading.ac.uk to improve your experience, monitor site performance and tailor content to you

Read our cookie policy to find out how to manage your cookie settings

The University of Reading, in collaboration with STEM Learning and with support from UKRI, is leading a new scheme to support schools and colleges in the UK to develop knowledge and skills so that everyone involved - including young people - is equipped to tackle the future in a changing climate.

The Climate Ambassador Scheme connects cross-disciplinary climate and sustainability experts with primary and secondary schools and Further Education colleges. Climate ambassadors from universities and research centres around the UK provide free support and guidance to teachers, school and college leaders, and everyone involved in the education system.

The Scheme has been developed in response to Action 8 in the National Climate Education Action Plan. It has been adopted as a core part of the UK government Department for Education's Sustainability and Climate Change Strategy, published in April 2022, with a vision to make the UK's education sector world-leading on this issue by 2030.

Benefits for teachers and school leaders

As part of the Scheme, climate ambassadors link up with teachers and educational leaders to support them to integrate climate education into a range of disciplines and reduce their environmental impact. They aim to:

empower teachers of all subjects to bring climate into the classroom by building understanding and confidence

help school and college leaders and governors to build their knowledge of our changing climate to ensure that young people can engage in teacher-led climate education

support schools and colleges to reduce their carbon footprint.

Climate ambassadors provide schools and colleges with guidance that is tailored to the needs of their students and settings. They can provide support in a number of ways, for example:

attending a lesson, assembly or enrichment day to share knowledge and experience

delivering training to teachers, governors and others involved in school or college leadership

recommending resources

mentoring young people in essential "green" skills for future jobs

supporting schools and colleges to develop a climate action plan.

To find out more and request a climate ambassador for your school or college, please visit the STEM Learning website.

Becoming a climate ambassador

We encourage members of our University community, as well as colleagues from other universities and research centres in the UK, with expertise relating to sustainability or climate change, to sign up and become a climate ambassador. It's an opportunity to take action and make a real impact when it comes to climate education in the UK.

To find out more and sign up as a climate ambassador, please visit the STEM Learning website.

Laura Tobin

Laura Tobin, Broadcast Meteorologist and University of Reading alumna, is the Climate Ambassador Scheme Champion, passionate about empowering everyone - especially young people - to tackle the challenges of our changing climate and bring about the positive change they want to see in our world.

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University of Reading cookie policy We use cookies on reading.ac.uk to improve your experience, monitor site performance and tailor content to you Read our cookie policy to find out how to manage your cookie settings The University of Reading, in collaboration with STEM Learning and with support from UKRI, is leading a new scheme to support schools and colleges in the UK to develop knowledge and skills so that everyone involved - including young people - is equipped to tackle the future in a changing climate.

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Change Everything: How we can rethink, repair and rebuild society by Natalie Bennett — Unbound

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Unbound is a crowdfunding publisher that gives people the tools, support and freedom to bring their ideas to life.

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John Muir Award curriculum case studies (including closing poverty related attainment gap)

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John Muir Award curriculum case studies (including closing poverty related attainment gap)

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The John Muir Award is a fun and effective way to take learning outside, encourage discussions around sustainability and care for wild places – for children, young people and adults.

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The John Muir Award is a fun and effective way to take learning outside, encourage discussions around sustainability and care for wild places - for children, young people and adults.

The Award works well within any curriculum area or as an inter-disciplinary project. Why not use it as a focus for residential visits, extra-curricular clubs or activity weeks? The following ideas, case studies and resources are full of inspiration to get you started.

Find examples below of how the Award is delivered in various education settings; as well as tailored information around STEM, attainment and residentials.

Find out how the John Muir Award can contribute to the Curriculum and education priorities in our publications:

National Curriculum in England
Curriculum for Excellence in Scotland

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The John Muir Award is a fun and effective way to take learning outside, encourage discussions around sustainability and care for wild places - for children, young people and adults. The Award works well within any curriculum area or as an inter-disciplinary project.

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Achieving awards in, through and for nature

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Achieving awards in, through and for nature

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A collaborative resource to help practitioners navigate learner journeys and progression through nature-based national awards (Scotland).
https://www.johnmuirtrust.org/resources/1155-resource-guide-nature-awards

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What is Anthropy? A captivating and soul-stirring convergence of brilliant minds. Anthropy is a unique gathering that sparks innovation and fosters fresh thinking among diverse leaders. Together, we will take action and inspire a better Britain. Empowering leaders to shape the future of Britain. ​​Inspire​. ​Involve​​.​ ​Impact​​. ​That's what we do at Anthropy.

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Green Schools Revolution is a three-year project launched in January 2023, hosted by SOS-UK and funded by the #iwill Fund. We help secondary school pupils to green their schools as part of the Department for Education's (DfE) Climate Change and Sustainability Strategy. Students develop whole-school Climate Action Plans, create Wilding Plans to bring nature back to their school grounds, and deliver Teach the Teacher sessions to help integrate climate education into the curriculum.

Our funders

This incredible work is made possible by five generous funding bodies:

This work would not be possible without the generosity of the #iwill Fund, which allows Green Schools Revolution to empower youth-led social action within their schools, benefitting students' learning, wellbeing and the environment. The #iwill Fund is a £66 million joint investment from The National Lottery Community Fund and the Department for Culture, Media and Sport (DCMS) to support young people to access high quality social action opportunities. The movement of over 1000 cross-sector organisations and over 300 young people, was set up by HRH the Prince of Wales in 2013. #iwill empowers children and young people to make a positive difference on the issues that affect their lives, their communities, and broader society.

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We help secondary school pupils to green their schools as part of the Department for Education's (DfE) Climate Change and Sustainability Strategy. Students develop whole-school Climate Action Plans, create Wilding Plans to bring nature back to their school grounds, and deliver Teach the Teacher sessions to help integrate climate education into the curriculum.

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The Natural History Museum is leading a partnership that has developed the new National Education Nature Park and Climate Action Awards, empowering young people to make a positive difference to both their and nature's future.

Together with our partners, the Royal Horticultural Society, the Royal Society and others, we are putting nature at the heart of education. We are giving children and young people the opportunity to transform their learning sites for nature and become part of a network of nurseries, schools and colleges that form the National Education Nature Park.

The accompanying Climate Action Awards will help children and young people develop skills and knowledge in biodiversity and sustainability, and celebrate their climate action efforts.

Responding to the urgency of the planetary emergency and the Department for Education's  Sustainability and Climate Change Strategy, this is once-in-a-generation opportunity to transform the way we teach climate education and support young people to act and increase biodiversity across England.

Interested in collaborating?

We are always interested to hear about potential collaborations, so if you'd like to work together then please get in touch at hello@educationnaturepark.org.uk

How did pathfinders pilot the programme?

We worked with 40 pilot education settings across early years, primary, secondary, SEND and Further Education in the Greater Manchester and West Midlands areas, testing innovative engagement activities to inform the wider programme.

Our first Pathfinder activity was to have our students explore our academy grounds and identify the variety of different micro-environments that were present.

This opened the students' eyes to just how many different kinds of environments there are, from purposefully built pond areas, to grass verges and even simple brick walls. Each microenvironment had different species living in them and showed that all environments have their value.

Teachers from Co-op Academy, Manchester

These activities included nature photography and mapping the sounds heard on school grounds, so pupils could practice noticing and getting closer to nature, and investigating the ways different plants can be used to solve pressing local environmental issues like flooding or habitat loss.

Esri UK have created a short reflection on student findings from Pathfinder testing days.

Key Stage 1 teacher from a Pathfinder school in the West Midlands

Partners for nature

This partnership is led by the Natural History Museum with the Royal Horticultural Society, supported by the Royal Geographical Society (with IBG), Manchester Metropolitan University, Learning Through Landscapes, UK Centre for Ecology and Hydrology and the National Biodiversity Network Trust.

Collectively we are the UK's leading institutions within our fields, with world class expertise and brand recognition across schools and Higher Education, science research, and public engagement with nature.

The Natural History Museum's world-leading scientists are designing and advising on biodiversity gain and measurement, including designing survey packages and guides to help schools monitor and model biodiversity, and the free climate education resources.
As lead partners, the Museum oversees the overall project management, including developing a new online platform for the programme. The Museum is supported by the Royal Geographical Society, UK Centre for Ecology and Hydrology, and the National Biodiversity Network Trust.

The Royal Horticultural Society is leading on the National Education Nature Park pilot programme and development of the delivery model, including the design, development and administration of the activity in education settings. The RHS will be providing regional support of Nature Park delivery. The RHS is supported by Learning Through Landscapes and Manchester Metropolitan University.

Esri UK is the geospatial technology partner in the programme, providing the digital mapping platform and expertise in biodiversity mapping.

The project is funded by the Department for Education.

We are also looking to work in partnership with the environment and education sector, universities, and scientists to pool our expertise and resources to provide the support that educators and students want.

Manchester Metropolitan University

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National Education Nature Park and Climate Action Awards

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Transforming the way we teach climate education and supporting young people to act and increase biodiversity across England.

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Many free fun KS2/3 Learning resources renewable energy and sustainability KS4/5 coming soon!

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Many free fun KS2/3 Learning resources renewable energy and sustainability KS4/5 coming soon!

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https://www.weset.org/learn/resources/

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Discover our comprehensive range of educational materials to help you learn more about sustainable energy. These resources are suitable for wide range of ages and are designed in a compelling, easy-to-understand way.

Lessons Packs for Parents and Teachers

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Discover our comprehensive range of educational materials to help you learn more about sustainable energy. These resources are suitable for wide range of ages and are designed in a compelling, easy-to-understand way. Lessons Packs for Parents and Teachers

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The Nature Premium Campaign is calling for the government to guarantee regular nature experiences for all children with additional funding for those that need it most.  Please contact us - www.naturepremium.org and saracollins@naturepremium.org and lets see how we might support each others work.

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The Nature Premium Campaign is calling for the government to guarantee regular nature experiences for all children with additional funding for those that need it most.  Please contact us - www.naturepremium.org and saracollins@naturepremium.org and lets see how we might support each others work.

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We are calling for the government to introduce a Nature Premium to guarantee regular time in nature for all children and young people, with additional funding and support for those who need it most. We urgently need a Nature Premium to help our children Grow Up Greener.

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Donations welcome

Beehive: the MEEN newsletter

Beehive provides information about up and coming events and opportunities, runs stories from Manchester schools to inspire good practice, reviews up to date teaching resources and lists training opportunities.

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Donations welcome Beehive: the MEEN newsletter Beehive provides information about up and coming events and opportunities, runs stories from Manchester schools to inspire good practice, reviews up to date teaching resources and lists training opportunities.

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OCR (Oxford Cambridge and RSA Examinations)

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The consultation was an important step in helping to shape early thinking about what a GCSE in Natural History might look like. Its aim was to seek views on the purpose of Natural History, what Natural History is and explore the key themes the qualification would need, such as conservation, the early world, and the study of flora and fauna.

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The Wildlife Trusts are a federation of 46 independent wildlife conservation charities covering the whole of the UK. We manage nature reserves, help children to learn about nature and campaign to protect our seas.

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Map the curriculum tool - The Education and Training Foundation (et-foundation.co.uk)

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Map the curriculum tool - The Education and Training Foundation (et-foundation.co.uk)

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https://ccc-catapult.org/

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Challenging the Climate Crisis: Children’s Agency to Tackle Policy Underpinned by Learning for Transformation (CCC-CATAPULT)

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Climate change is one of the greatest threats of our time. The most vulnerable populations are experiencing the impacts of climate change first and worst. Climate change magnifies inequalities and requires solutions that address underlying and overlapping vulnerabilities.

Education has a hugely important role to play in driving the transition to a sustainable future. By increasing the quality and accessibility of education and developing people's knowledge, attitudes and behaviours towards climate change, the world can see more effective, and swifter, change.

In 2020, Global Education Monitoring (GEM) reported that financing education in low- and lower-middle-income countries could reduce global emissions by 51.48 gigatons (a gigaton is one billion tons) by 2050. Research ( such as that out of North Carolina State University in 2019) shows dedicated education on climate change and environmental can help change behaviours which harm the environment across a population. In addition, a well-educated workforce is a vital part of the industrial revolution needed to tackle climate change.

Studies in the behaviour change of students following periods of sustainability and environmental education have shown a positive effect towards behaviours beneficial for supporting sustainable change. Programmes of learning focused on conservation and environmental education have been shown to enhance environmental attitudes, values, and knowledge, as well as build skills that prepare individuals and communities to collaboratively undertake positive environmental action. Reviewed studies indicate that action-oriented programmes, created learners more able to construct their visions for finding strategies to solve climate problems and improve pro-environmental behaviours.

All parties to the Paris Agreement recognise climate learning as an essential driver in meeting the delivery of their nationally determined contributions. Whilst many national climate change learning strategies are still in development, there is a recognised 'gap' between current practise and the need for bold approaches to quality climate change education highlighted in nationally determined contributions. Educators can fill this gap with a recognised role in policy and decision making and as a stakeholders in national climate action.

Cambridge has a unique role in supporting educators to drive the transformative need required. Cambridge Partnership for Education (CPE) regularly speaks to government officials around the world to understand their national vision for a more sustainable economy and workforce and to explore how an education system might need to adapt to ensure the next generation has the skills required to achieve those goals. By supporting our partners to build effective climate learning into their national curricula and to increase the quality and accessibility of education, CPE is partnering on caring for the natural world through developing people's knowledge, attitudes, and behaviours towards climate change.

Throughout Cambridge Assessment International Education programmes of learning and assessment, learners will experience content that addresses fundamental issues in sustainability. In our core science IGCSE suite including Biology, Chemistry, Physics, Coordinated Science and Combined Science, learners will be exposed to content that includes human nutrition and diet, human influences on ecosystems and air quality and climate. Learners are facilitated in developing skills relevant to driving a transition to a sustainable world such as outdoor learning, critical thinking, collaborative working and experimentation and teachers are able to access a range of support to explore sustainability in the classroom from habitat destruction, pollution, biodiversity and conservation to biotechnology and genetic modification.

In the UK, we will play a crucial role in a new GCSE in Natural History, helping young people understand better the world in which we live, which has just been announced by the UK government's Department for Education. This is a huge milestone which supports a decade-long campaign led by naturalist, Mary Colwell, and years of research by our UK exam board OCR involving more than 2,500 teachers, students and environmental experts.

Supported by our extensive and world leading sustainability publishing programme, we are also able to bring the latest thinking on climate change to the world by accelerating the exchange of ideas and building richer understanding. We are offering free access to book chapters and journal articles via our Earth Day hub, following on from the package of 300 journal articles and book chapters we made free to access in the run up to the UN Climate Change Conference of the Parties (COP26) in November. We've also joined the Climate Change Knowledge Cooperative to further widen access to the research we publish.

Delivering our educational mission must be done in a way that enhances and protects the natural world and the societies that live in it. One year on from launching our target to reduce our energy-related emissions to carbon zero by 2048, we have reduced our UK electricity, gas and fleet emissions by 15 per cent. We have set targets to reduce our corporate travel emissions by 25 per cent by 2030. We began a systematic switch to using only Forestry Stewardship Council (FSC) certified paper across our products and services and are on track to achieve 60 per cent FSC paper certification by July 2022. We also became a founding signatory of the UK Publishers Association's Publishing Declares sustainability pledge - working with other publishing organisations to help develop and set these targets.

But we want to do more.

Forward thinking education cannot remain static in a rapidly changing world. To provide future generations with the knowledge and practical skills they need to protect the world around them, we need to provide curricula that empowers people to take responsibility for their present and for future generations, and actively contribute to societal transformation, in whatever context they are in. And deliver it in a way that reduces our impact on the natural world. As we set out on our sustainability journey, we want to work with our school communities, teachers, researchers and learners to continue to explore solutions for delivering education that tackles the challenges of today - and tomorrow.

If you are interested in working with Cambridge University Press & Assessment on education for sustainability, we want to hear from you. We will be hosting a range of consultation opportunities as we develop our work in this area and welcome messages of speculative interest at sustainability@cambridge.org.

Watch the video below to find out more about our commitment to the environment and join in the conversation at @CambPressAssess using the hashtag #CambridgeSustainability.

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Why is education important in tackling climate change?

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This Earth Day, our Head of Sustainability, Vicky Evans, explores the role of education in transitioning to a sustainable future and shares progress on our own commitments.

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The leading professional body representing many of the learned societies and other organisations making up the diverse landscape of the biological sciences, as well as thousands of individuals

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The Natural History Museum is leading a partnership that has developed the new National Education Nature Park and Climate Action Awards, empowering young people to make a positive difference to both their and nature's future.

Together with our partners, the Royal Horticultural Society, the Royal Society and others, we are putting nature at the heart of education. We are giving children and young people the opportunity to transform their learning sites for nature and become part of a network of nurseries, schools and colleges that form the National Education Nature Park.

The accompanying Climate Action Awards will help children and young people develop skills and knowledge in biodiversity and sustainability, and celebrate their climate action efforts.

Responding to the urgency of the planetary emergency and the Department for Education's  Sustainability and Climate Change Strategy, this is once-in-a-generation opportunity to transform the way we teach climate education and support young people to act and increase biodiversity across England.

Interested in collaborating?

We are always interested to hear about potential collaborations, so if you'd like to work together then please get in touch at hello@educationnaturepark.org.uk

How did pathfinders pilot the programme?

We worked with 40 pilot education settings across early years, primary, secondary, SEND and Further Education in the Greater Manchester and West Midlands areas, testing innovative engagement activities to inform the wider programme.

Our first Pathfinder activity was to have our students explore our academy grounds and identify the variety of different micro-environments that were present.

This opened the students' eyes to just how many different kinds of environments there are, from purposefully built pond areas, to grass verges and even simple brick walls. Each microenvironment had different species living in them and showed that all environments have their value.

Teachers from Co-op Academy, Manchester

These activities included nature photography and mapping the sounds heard on school grounds, so pupils could practice noticing and getting closer to nature, and investigating the ways different plants can be used to solve pressing local environmental issues like flooding or habitat loss.

Esri UK have created a short reflection on student findings from Pathfinder testing days.

Key Stage 1 teacher from a Pathfinder school in the West Midlands

Partners for nature

This partnership is led by the Natural History Museum with the Royal Horticultural Society, supported by the Royal Geographical Society (with IBG), Manchester Metropolitan University, Learning Through Landscapes, UK Centre for Ecology and Hydrology and the National Biodiversity Network Trust.

Collectively we are the UK's leading institutions within our fields, with world class expertise and brand recognition across schools and Higher Education, science research, and public engagement with nature.

The Natural History Museum's world-leading scientists are designing and advising on biodiversity gain and measurement, including designing survey packages and guides to help schools monitor and model biodiversity, and the free climate education resources.
As lead partners, the Museum oversees the overall project management, including developing a new online platform for the programme. The Museum is supported by the Royal Geographical Society, UK Centre for Ecology and Hydrology, and the National Biodiversity Network Trust.

The Royal Horticultural Society is leading on the National Education Nature Park pilot programme and development of the delivery model, including the design, development and administration of the activity in education settings. The RHS will be providing regional support of Nature Park delivery. The RHS is supported by Learning Through Landscapes and Manchester Metropolitan University.

Esri UK is the geospatial technology partner in the programme, providing the digital mapping platform and expertise in biodiversity mapping.

The project is funded by the Department for Education.

We are also looking to work in partnership with the environment and education sector, universities, and scientists to pool our expertise and resources to provide the support that educators and students want.

Manchester Metropolitan University

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National Education Nature Park and Climate Action Awards

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Transforming the way we teach climate education and supporting young people to act and increase biodiversity across England.

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The UK's zero carbon schools campaign, uniting schools working to become carbon zero by 2030 and safeguard the planet for future generations.

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We're calling on families, schools, farmers and scientists across the UK to bury their pants!

Our recent research has revealed that nearly a third of primary school children have never, or hardly ever played or dug in soil, whilst half see soil as just 'dirt'; yet soil is key to tackling many of the most significant issues we face today: climate change, how to feed our growing population, mitigating floods and creating new medicines.

Between March and June 2023, Plant Your Pants aims for 10,500 children to get their hands in the soil by burying a pair of pants or preloved cotton for eight weeks. Upon dig up, the more holes in the pants, the healthier the soil - but what does healthy soil mean?

By signing up you will receive free access to the Plant Your Pants Digital Pack with activities that support learning to understand what soil is, why it's important and what you can do to protect it.

We've got some free fantastic resources to help you on your soil journey!

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Join us on a journey into the unknown.... | The Country Trust National Educational Charity

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We're calling on families, schools, farmers and scientists across the UK to bury their pants! Our recent research has revealed that nearly a third of primary school children have never, or hardly ever played or dug in soil, whilst half see soil as just 'dirt'; yet soil is key to tackling many of the most significant issues we face today: climate change, how to feed our growing population, mitigating floods and creating new medicines.

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From Inverness to Plymouth, Liverpool to Brighton, schools across the UK are joining the national campaign to become zero carbon by 2030.

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On the 16th of August, Dr Rachel Manning will be hosting a virtual roundtable discussion exploring industry perspectives on wellbeing in outdoor learning and fieldwork.

This is an opportunity for organisations and practitioners to come together and share thoughts on three discussion points:

Understanding the responsibility of outdoor organisations and practitioners for supporting young people's wellbeing

Where is wellbeing going in outdoor learning and fieldwork and what is needed, for example;

Scope of outdoor organisations for supporting wellbeing

What training might be needed for practitioners

What are the next steps required to advance the field, for example;

It will be an open discussion facilitated by Dr Rachel Manning, the session will be recorded and a report produced from the discussions. If you would like to contribute to the writing of the report or have any questions please contact Rachel at r.manning@exeter.ac.uk .

Free to all to join. You do not need to be an IOL Member.

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*Source: Forest Carbon

Sources: Carbon Brief, Solar Electric Power Company, Energy Savings Trust, Business Matters Magazine, The Climate Change Group, Savings LIght Bulbs and Trees for Life, Forest Carbon

**With our Double Gold tariff (available only as part of the 3 or 4 service bundle (Bill Protector excluded) electricity comes from 100% renewable sources like wind, solar and hydro. The renewable electricity we sell for these tariffs is backed by Renewable Energy Guarantee of Origin certificates which allows Ofgem to verify the source of a supplier's electricity.

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Utility Warehouse is doing its bit to help protect the environment. UW offers green energy as well as helping with green initiatives like the UW Woodland.

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Publications
Recent publications:
Lengthorn, E and Sherrard, G. (2022). Move the World: Bringing the SDGs out of hiding. Primary Geography. Geographical Association, Sheffield.

Lengthorn, E. (2022). Chapter 9 Weather and Climate in Scoffham, S. and Rawlinson, S., 2022. Sustainability Education: A Classroom Guide. Bloomsbury Publishing.

Lengthorn, E and Woolley, R. (2021) Editorial, Ubuntu: Project, Partnership, Principles, in Elephant Times (Issue 6) pp.3-7. Birmingham: Tide - Global Learning.

Lengthorn, E and Evans, S. (2021) Teenagers... connecting to nature, in Elephant Times (Issue 6) pp.24-27 Birmingham: Tide - Global Learning.

Lengthorn, E. and Asbury, M., (2021). Worcester educator climate assembly: promoting sustainability leadership through participation. A community approach to education in climate emergency. Discover Sustainability, 2(1), pp.1-23.

Lengthorn, E and Asbury, M. (2021. Blog post Building a curriculum for a sustainable future, democratically. Available at: https://www.bera.ac.uk/blog/building-a-curriculum-for-a-sustainable-future-democratically

Lengthorn, E. and Bailey, K., 2021. Global Learning as a Vehicle for PSHE. Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, p.117.

Lengthorn, E. and Russell, A., 2021. The Movement of People and PSHE. Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, p.131.

Lengthorn, E. and Saunders, R., 2021. Super Science and the 'Health'in PSHE and R (S) HE. Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, p.69.

Lengthorn, E. (2020). IMPACT: Journal of the Chartered College of Teaching. Youth Social Action: Eco- Schools

https://eprints.worc.ac.uk/10285/

Lengthorn, E. (2020)

Green Literacy: Greening our Language. NAEE. Environmental Education, 123. pp. 6-9.

https://eprints.worc.ac.uk/9645/
Recent presentations:
Geographical Association Annual Conference (April, 2022) Geography Education in Climate Emergency

Geography Teacher Educator annual conference (Jan 2022) online: Educator Climate Assembly

TEESNet Conference (Sept 2022). Education in Climate Emergency as a PGCE Enhancement Activity

University of Gloucester L&T conference (June 2021) Changing inside and out: two educational responses to the sustainability challenge

Lengthorn, Elena and Vare, Paul (2021) Changing inside and out: two educational responses to the sustainability challenge. In: Festival of Learning 2021, 7th and 8th June 2021, Online. https://eprints.worc.ac.uk/10581/

Period Poverty and Women's health in education. (March, 2022, online)

Presentation for International Women's Day is a day to celebrate women's achievements, take action against inequality and raise awareness of unfair gender practices that exist and permeate across society. This year, the theme was #breakthebias. Invited by BEIS as part of the levelling up agenda https://eprints.worc.ac.uk/11781/

Teacher in Europe (2022)

Keynote speech: SDGs: A cause for courageous hope

BERA (2021) online Building a Curriculum for a Sustainable Future: Secondary educator climate assembly. https://www.bera.ac.uk/event/building-a-curriculum-for-a-sustainable-future Online

Advance HE Sustainability Symposium (2021) online https://www.advance-he.ac.uk/knowledge-hub/sustainability-symposium-2021

Teacher in Europe (2021) online SDGs a cause for courageous hope?

TEAN conference (2021)

Education for Climate Crisis: How should we prepare teachers for our climate crisis?https://eprints.worc.ac.uk/10460/

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Recent publications: Lengthorn, E and Sherrard, G. (2022). Move the World: Bringing the SDGs out of hiding. Primary Geography. Geographical Association, Sheffield.  Lengthorn, E. (2022). Chapter 9 Weather and Climate in Scoffham, S. and Rawlinson, S., 2022. Sustainability Education: A Classroom Guide. Bloomsbury Publishing.  Lengthorn, E and Woolley, R.

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The Ministry of Eco Education is a collaboration of teachers working together to place sustainability at the heart of education with a green curriculum

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Designated Climate Education Governor Training & Certificate

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Our course on the role of the Designated Sustainability and Climate Education Governor provides all the knowledge required regarding the position in question.

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Eco-anxiety is a top-three concern for children and two-thirds of teachers say they feel ill-equipped to discuss climate change in the classroom.

WWW brings climate change to life for students and teachers through workshops, talks, direct contact with those who have personally witnessed climate change in the polar regions, and by supporting teachers to integrate climate change into their every day teaching.

WWW's aim is to empower children, turning education into meaningful, reasoned, carbon-cutting action, and to support and signpost the wider school community - teachers, families, governors, and school managers - to do the same.

Our Crowdfunder campaign is now LIVE! We are aiming to raise donations to go towards teaching 4,000 students by the end of the 2022/23 academic year. We have already taught over 16,000 students and can't wait to get to 20,000 as soon as possible.

Help us reach our target of £5,000 ASAP. The National Emergencies Trust Local Action Fund will be matching all donations (max £250) to help us bounce back after the pandemic.

Wicked Weather Watch was set up by Arctic explorer David Hempleman-Adams, who remains a trustee for WWW. David's ambition has always been to help children understand the vast, fragile, beautiful land and seascape of the Arctic, and how climate change is already threatening this area of the world.

Over the past few decades, the annual average Arctic temperature has increased almost twice as fast as the rest of the world! This is important as ice melt in the Arctic impacts not only this polar region but the whole world.

For students

Our talks, workshops, events, and resources encourage and inspire students to learn and care about climate change through interactive activities, scientific experiments, music, dance, and more! We aim to turn eco-anxiety into empowerment through fun and hands-on learning about the Arctic, climate change, and sustainability. The price list of our services can be found here.

For teachers

Our renowned, practical teacher training workshops support primary teachers to learn more about climate change and increase their confidence to teach it in the classroom. With networking opportunities, access to free resources, and advice and support from staff, we have everything you need to teach climate change with confidence!

Join us for one of our two courses:

Climate Change 101 - An introduction to climate change

Climate Change in the Classroom - How to bring climate change into the curriculum to teach with confidence.

WWW Membership is free and open to all pupils and educators. Signing up makes sure you can access all of our teaching resources here and ensures you are informed about our upcoming events.

Next Workshop:

Climate Change 101 CPD Session
Tuesday the 25th of January, 2022 4:00pm-5:30pm
This workshop will give teachers and others working in a primary setting the knowledge needed to feel confident with the relevant tools and information to teach climate change.

Check out our brand new Climate Contest Card Game

Our version of the classic Top Trumps card game has been specifically designed for WWW and will help children understand what different countries are doing to be a part of combatting the climate crisis. This unique resource will engage your students and children, focusing their attention on climate change, the need for collaborative working - and the solutions.

Wicked Weather Watch News

Partners and Funders

We work with a range of fantastic partners and funders. By working together we can amplify the voices of young people calling for climate action, as well as connecting young people and schools to each other to showcase the great work they are doing to reduce their climate impact and share learning and ideas.

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Wicked Weather Watch - Helping children and young people to understand the issues around climate change and make changes to save our planet

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Eco-anxiety is a top-three concern for children and two-thirds of teachers say they feel ill-equipped to discuss climate change in the classroom. WWW brings climate change to life for students and teachers through workshops, talks, direct contact with those who have personally witnessed climate change in the polar regions, and by supporting teachers to integrate climate change into their every day teaching.

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 Eco-anxiety resources | Marine Conservation Society (mcsuk.org)

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 Eco-anxiety resources | Marine Conservation Society (mcsuk.org)

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Education for Sustainable Development (ESD) is a high priority across the HE sector, and strongly links to efforts to address the United Nations Sustainable Development Goals.

Higher education providers can support this aim by embedding ESD within all taught courses. Academic quality processes play a key part in this, by potentially including requirements, prompts, checklists and signposting of support and opportunities in relation to ESD. Such processes are wide-ranging and include programme reviews, course (re)accreditations and course representative training/engagement.

Whilst a wide range of supporting materials which define ESD and share how it can be pursued is available for a UK audience (most notably the Education for sustainable development guidance and accompanying resources produced by AdvanceHE and QAA), there remains a gap around offering specific examples, adaptable templates and advice on how this agenda can be reflected in academic quality processes.

We invited colleagues working on this project to share with us what meaningful ESD looks like from their perspective and how their work will better enable ESD.

This report presents the findings and recommendations from the "ESD and Academic Quality" QAA Collaborative Enhancement Project. De Montfort University led this project to determine how Academic Quality processes could facilitate the implementation of Education for Sustainable Development in Higher Education Institutions.

Author:

QAA

Format:

PDF

Size:

3.02 MB

De Montfort University

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This QAA Collaborative Enhancement Project (CEP) is led by De Montfort University in partnership with Manchester Metropolitan University, University of Exeter, University of Derby, University of Leicester, Coventry University, Cardiff University, University of Worcester, University of Bath, University of Strathclyde, and University of Winchester.

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Climate Change and Sustainability Education

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Climate Change and Sustainability Education

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Green Skills & Careers: Grow Future Talent (Secondary & Post 16)

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This webinar will provide you with an expert overview of the types of green jobs and careers which are becoming increasingly available to students.