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STEM job profiles that can be translated, used and replicated into other contexts(jetzt.oecolution.at/fighters4climate)

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Um die Klima- und Energiewende zu schaffen, braucht Österreich
bis 2030 rund 100.000 Fachkräfte!

Wenn du also schon immer etwas gegen den Klimawandel tun wolltest, dann nutze deine Chance und ergreife einen "Green Job". So wirst du nicht nur zu einem Fighter4Climate, sondern profitierst auch von ausgezeichneten Karriereperspektiven und Verd ienstmöglichkeiten!

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Um die Klima- und Energiewende zu schaffen, braucht Österreichbis 2030 rund 100.000 Fachkräfte! Wenn du also schon immer etwas gegen den Klimawandel tun wolltest, dann nutze deine Chance und ergreife einen "Green Job". So wirst du nicht nur zu einem Fighter4Climate, sondern profitierst auch von ausgezeichneten Karriereperspektiven und Verd ienstmöglichkeiten!

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We need to start a dialogue on where we want to go with education with the future and how to combine free choice of the indivitual in terms of selecting a carreer part AND societal-industry needs that need to be fulfilled. Which competencies need to be addressed in education on how to form an individual that is adaptable, personally fullfilled and able to serve their needs within a future society. In that respect, we need to reflect on the role of AI and how it changes education. We need to maybe study examples of AI integration and then shape policy on AI and its integration in learning for sustainability

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Understanding STEM in connection with social & environmental issues, not only human-centred neither. (we recommend Bruno Latour)

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Could the focus be expanded on Green Professional Fields (tnx Bianca) and define that from a common ESD-STEM agenda move the discussion forward? And ny broadening, we include other than "stereotypical" (cf lack of attractiveness of these careers to some groups) and purely industry-demand perspectives?

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Some group reflections

We need to work on common/shared narratives/goals and language for both educations combined (starting from complementarity rather than superposition). At policy level & at the level of teachers & schools. Intersubjective understanding. Keeping an eye on the different roles of education here if you link with industry-green skills approach. Keep the broad view on skills-competencies.

Importance of WIA for both STEM/ESD, live and witness sustainability & link with STEM

Link with industry. Role/ contribution. How can this cooperation be organised? Dialogue between ESD-sector and Skills agenda? How can we be complementary?

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An important principle is to be open to the possibilities of the future rather than (only) looking backward.

BUT equally there is much to be learnt from finding and reflecting on good reference points / matrices developed by projects currently working the spaces.

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Barrier that the industries and companies are way ahead of the competencies and skills that students acquire. An issue that students that choose STEM have a hard time finding jobs.

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There is a lot to be gained from starting with the core values that are foundational to models of understanding and teaching for sustainability - like GreenComp - and the need to connect with and trust in science-led and science-informed.

Leadership is also important here: for instance https://link.springer.com/chapter/10.1007/978-3-031-36907-0_2

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Values and Principles for Sustainability Leadership

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This chapter reviews the foundational importance of values and principles for sustainability leadership. It explores various initiatives and documents like the Earth Charter, the UNGC Principles, and the 2030 Agenda to understand the role of values in sustainability…

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We need to ensure that the ethical component of sustainability is embedded in STEM

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We need to make sure that the ethical component of sustainability is embedded in STEM

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Assessment can be a barrier. Teaching STEM and sustainable development require skills that can be difficult to assess subject based.

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There is an interesting opportunity - and challenge - for activity in this cross-over space to foreground the power of co-design and co-create with participants, rather than 'for' or 'at' them. There are a lot of good examples out there that can be learnt from and build on. Teachers, civil society groups, youth platforms... have a lot to offer in this space.

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to promote standard setting for sustainability in vocational education/training to create a necessity for both agendas to link

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Sustainability is the broader umbrella and one way to transform schools to sustainability is through STEM. The eco social vision of sustainability is highlighted differently in each country. What should be in the focus is mostly competences. Also the ethical aspect of sustainability is viewed diifferently in each country - i.e why is sustainability highlighted: to fill in gaps in labour market needs or to form citizens with ethos and culture of sustainability?

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AI and technology can help leverage STEM and ESD.

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use career guidance facilities...

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create funding for professional development opportunities that bring the two agendas together and explore what it means in practice

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use grants as a way to broker conversation...

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Changing mindset of teaching. Traditionally, we teach subject based. Interdisciplinarity is necessary, but also difficult. Curriculum is a possibility but also a barrier.

Rethinking what education is for. "Everyone" thinks ESD is important, but too often it's an add on. Integrating STEM and ESD is one perspective, but how to connect to inclusion, purpose and values of education.

Projects can be a way of empowering teachers to start thinking differently about connecting STEM and ESD.

Ministries have to support schools and facilitate, but how to combine with professional autonomy?

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to use sustainability to make STEM subjects more attractive for girls/women

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Teacher training and skills as a barrier (Georgia) to ensure that we can achieve a good integration in practice and implementation.

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The two work in different ways. STEM is a means or tools to get to a sustainable school not the other way around (Cyprus, Spain), while sustainability and sustainability competences are seen as a horizontal goal across the curriculum. However, often in practice, schools operate the other way around integrating sustainability into the subjects as an add-on.

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to define a challenge: to overcome the "assumption/feeling" that sustainability is a sorf/green-left agenda...

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We like very much the Life Terra resource; lifeterra.eu .

Reforestation is a broad agenda that would seem to allow for activities covering everything from carbon-offsetting to planting-partners / projects from civil society and perhaps schools and municipalities .

Interesting use of pledge mechanisms.

Very practical... use of young ambassadors and so on.

Also; very interesting to see the evolving nature of the EU LIFE programme and the lines of activity it now funds: https://www.lifeterra.eu/en/the-life-program

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The STEM School Label.... What is the process involved ?

How does / does sustainability factor into this process.

We would like to hear more about this....

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In the last years, learning scenarios developed through EUN project now also integrate GreenComp in its template. This can useful and inspiring and directing teacher to tailor their teaching more to the GreenComp and its ideas.

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Policy recommendations very useful for LifelongLearning Platform and for wider conversations in the Working Group.

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Welcome to the STEM School Label portal! Explore the different criteria defining a STEM School, read what a STEM strategy at the school level is all about, browse through our latest news and read what other STEM Schools are saying about us. It's time for you to develop your school's STEM strategy!

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Soil education: an integrated STEM approach

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Archived courses (examples):

Exploring nature-based solutions in your classroom and beyond

Bioeconomy for Educators: Cultivating a Sustainable Future

Innovative teaching for climate solutions

Nature-Based Climate Shelters in Schools

Bring The Ocean into Your School

Teaching Sustainability for Action Rerun

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Policy briefs - recommendations

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Project at the crossroads between nature-based solutions and education, a forerunner project blending the two topics. The result is a unique consortium bringing together researchers, educators, NBS practitioners, and even sports community members with the common goal of creating engaging and locally relevant educational materials centering the environmental, social, and professional merits of NBS.

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Nature-based solutions (NBS) are solutions that are inspired and supported by nature, which are cost-effective, simultaneously provide environmental, social and economic benefits and help build resilience. Such solutions bring more, and more diverse, nature and natural features and processes into cities, landscapes and seascapes, through locally adapted, resource-efficient and systemic interventions. Nature-based solutions must therefore benefit biodiversity and support the delivery of a range of ecosystem services.

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ProBleu is dedicated to encouraging more Blue Schools to join. Our primary objective is to develop and offer educational resources and tools around the knowledge of aquatic ecosystems, based on Open Schooling methodologies.

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The main aim and vision of NBS Academy is to create a European Community of Practice by engaging and training teachers, training providers, policymakers and NBS experts to mainstream Nature-based Solutions (NBS) in school education. Through the creation of a new NBS Education Framework, NBS Academy will acknowledge the innovative aspect of NBS Education.

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The vision of NBS Academy is to set up an international Community of Practice on NBS education for both teachers and teacher training providers.

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To value soils, people need more than scientific information. They need to understand how healthy soils impact their lives. For that, it is important to involve all strata of the European population. It is crucial to start from people’s existing practices, values, and concerns in order to build increased awareness, understanding, and engagement. All in all, we must improve soil literacy.

To do so, LOESS will map, connect, and engage with multiple actors to provide an overview of the current level of soil related knowledge in different educational levels and to develop teaching programmes and materials. LOESS will co-create and test pedagogical techniques to encourage effective knowledge flows and discourse between educators and learners and between different knowledge systems (scientific, political, individual local and collective cultural knowledge).

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LOESS Literacy boost through an Operational Educational Ecosystem of Societal actors on Soil health MORE INFO > have a look at our resources AND NEWS OPEN Registrations to the MOOC ‘SOIL EDUCATION: AN INTEGRATEM STEM APPROCH’ MORE INFO LOESS ABOUT To value soils, people need more than scientific information. They need to understand how healthy […]

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Life Terra is one of Europe’s largest climate action initiatives. Our mission is to enable people to take impactful climate action by facilitating tree planting, educating future generations, and developing tree monitoring technology.

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Life Terra is a foundation with the mission of empowering people to take climate action with immediate impact.

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GenB is all about educating and empowering the Generation Bioeconomy (GenB), aware, sensitive and interested in environmental issues, sustainability and circularity.

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COOLSCHOOLS is an applied-research project aiming to analyze the multiple co-benefits of implementing nature-based solutions (NbS) for climate adaptation in school environments. We will explore how these nature-based climate school shelters can act as drivers of transformation at larger urban scales through an inter- and transdisciplinary approach that puts the focus on the needs and views of children and youth.

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https://link.springer.com/chapter/10.1007/978-3-031-07301-4_6 Book Chapter: Nature-Based Climate Solutions in European Schools: A Pioneering Co-designed Strategy Towards Urban Resilience Authors: Baró, F., Camacho, D.A., Perez del Pulgar, C., Ruiz-Mallén, I., García-Serrano, P.

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The Carbon Act project aims to empower educators and students across Europe to address climate change through education. By promoting climate literacy, we seek to inspire informed decision-making and proactive behaviours that support sustainability and resilience

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The Carbon Act project aims to empower educators and students across Europe to address climate change through education.

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BlueLightS is a Horizon Europe project strengthening the knowledge and skills of European children and youth to deliver ‘blue’ (river and seas) resilience and sustainability.

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Empowering future generations to deliver sustainable aquatic environments