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We have some themes related to climate or environment at every grade in English class. However, it is not difficult to redesign the lesson teaching or organising sustainabilty topics. On the internet, there are lots of ideas to meet your language goals and sustainability. One easy example task for students: Prepare your class project using the recycled materials.

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Actually, there are units about environmental problems in English textbooks for state schools in Greece. What is needed ,though, is to expand this knowledge by involving students in projects and hands-on activities so as to realise the importance of sustainability and thus adopt an environmental friendly attitude in their lives.

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I teach french as second foreign language. The topic of sustainability is not address at all in our textbook, that is why I would like to search different ways to address it in the classroom. I try to look for videos, articles and media to bring it to the classroom.

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yes my textbook provide some useful activity to engage students in ESD teaching

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Sustainability is just mentioned in our curricula

We try to integrate with motivating activities but it is not easy

As a foreign language teacher I am often disposed to make the students compare with other people solutions

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Sustainable development is totally absent from the curriculum of all subjects. Therefore only sensitized educators implement programs based on the 17 Global Goals for Sustainable Development.

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Our curriculum is not mainly about sustainability, but it refers a lot. Also, we support the procedure with our eTwinning projects about SDGs and Climate Change

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Sustainability is mentioned in our science textbooks, but not much is said about it. Teachers sometimes organise projects on a certain topic related to sustainability.

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The topic is dealt with in the textbook but it is a good idea to enrich this with information from other sources: news, videos...

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The textbook that I'm using this year has some insights about sustanability but I think that the topic is covered in a superficial way. Therefore I integrate the contents presented with videos, articles, ect.

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The Science textbook, 5th grade, talks about sustainability, recycling, pollution, ...

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Yes, we have a lot of small activities about sustainability, recycling... from small kids to older ones.

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Şeniz Sebe                                                                 We should naturalized our education We should follow hands on implementation .I am an English teacher so I can use some sites to widen their point of view

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Şeniz Sebe                                                                 We should naturalized our education We should follow hands on implementation .I am an English teacher so I can use some sites to widen their point of view

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In our textbook there is only one unit related to sustainability but it is not enough. I have an eTwinning project about SDG. So projects are more helpful to make it real and learn.

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In our curriculum at high school, the topic of sustainability and recycling take place so often. We debate some time about these issues.

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In my textbook, sustainability is dealt with but as stated in the module, without any big/controversial issues. They don't talk about fierce capitalism and brutal consumerism. Just some topics on recycling, green footsteps, etc.

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The topic of sustainability can be found in some textbooks that I use and there are even activities on how to become more sustainable, problems and solutions to address them, changes that can be included in every day life and which can generate positive impact.

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in history textbook, when it comes to industrial revolution, the bad impact on climate is only stated in one sentence. The project based learning could be a way to deepen the understanding on mens influence to the Earth

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I teach the topic to my 11th grade students. However, I believe that my textbook is more focused on the environmental problems than solutions. Anyway, there's an interesting module about "Alternative Lifestyles", which make students deal with different possibilities and make them think about the importance of our small choices.

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I teach the topic to my 11th grade students. However, I believe that my textbook is more focused on the environmental problems than solutions. Anyway, there's an interesting module about "Alternative Lifestyles", which make students deal with different possibilities and make them think about the importance of our small choices.

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An important part of my curriculum in the classroom is about sustainability. As a biology teacher, I am lucky. It is important to volunteer and love in this regard. We work together with my students for a sustainable environment. There are details and resources on this subject in our biology textbooks.

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Voicu Corina-Romania, Yes, it does! Sustainability is very important for us!

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Voicu Corina-Romania, Yes, it does! Sustainability is very important for us!

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On secondary school, we have climate change, green gas effect and biodiversity on 5th grade but sustainability is not the core of the topic.

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Unfortunately the concept of sustainable development is barely explained or covered in the textbooks. One way to fill in the gap is to address the problem to students and try to stimulate them with different ways e.g. estimating the carbon dioxide or energy footprint of the school or their household. Thereby, they will realize the consequences of the climate change and hopefully they will adopt a more ecofriendly way of life in their daily routine.

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Ups, it looks like the comment I left on this other Padlet fits what is asked on this one.

I say again, one doesn't really need to develop a project totally focused on sustainability to address these issues.

As a music teacher I don't follow a textbook, so I'm free to find whatever materials I need to fit the objectives I want to achieve.

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I am a primary school teacher in a rural school from Romania. Sustainability is partially included in our textbook, buy in my opinion there are lots of things that can be implemented. It is need to be creative and involve students in activities beyond the text books

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Yes, the textbooks I use in class address the topic of sustainability.

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Yes, there are some textbooks that cover the idea of sustainability.

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I teach English and work at 2 schools. I use 2 different textbooks. I also teach young learners and older ones. I have to say that young learners are more exposed to topics of ecology, they have lessons on toys and creating toys from old used things. they have lessons on animals and sea animals which are threatened by plastics in the sea.
The other textbook, for older students, only covers topics for Earth Day and that is it.
I think that all ecological topics can and should be incorporated in every lesson. When we talk about daily activities like brushing teeth, showering, watering flowers.. we can talk about sustainability.

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The textbooks that I use this year partly address the issue of climate sustainability, but I participate with students in projects on nature and protection.

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The textbook that I use in classrooms  partly includes sustainability issues. So I try to be a part of eco-friendly projects and try to raise awareness about our future threats

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The textbook that I use in classrooms  partly includes sustainability issues. So I try to be a part of eco-friendly projects and try to raise awareness about our future threats

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The textbooks I use in class  (Biology/Geology) address the topic of sustainability in a poorly way. It has been the same for at least 12 years, so It needs improvment.
I teach Biology and students have to take national exams; sometimes we feel  a huge pressure.
Anyway our textbook needs to include challenge-based exercises and to help students learn how to  take initiative and work in teams.
It also needs to hold activities based on collaborative work and to allow interaction through different online tools and develop digital content.
Using the ODS and  thanks to the cross-cutting nature of some of the topics addressed (biodiversity, extinction and resources) students can be empowered to reflect on the social challenges we all face!

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https://www.youtube.com/watch?v=4xls7K_xFBQ
https://www.youtube.com/watch?v=xClCgciaSYM

These are some of the videos linked and suggested by the textbook " Global Farming", Rizzoli ed.
I believe that authors of  textbooks released in the last five years, at least, are well aware of the problems related to sustainability in every field of knowledge, comprised agricultural techniques in English, the subject I am teaching at the moment and they provide several readings as well as videos, links to websites.
Of course they not suggest many practical activities which can be developed by students.
Bur for this.... what are teachers for?
Aren't teachers in charge of using resources to plan stimulating and motivating activities, according to the class they are teaching to?

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The life cycle of a t-shirt - Angel Chang

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Yes.The topic of sustainability is included in my books.Sustainability is a subject at all levels in the field of environment and community learning( all of the high school levels).But since the biggest shortcoming is the last issue of the year, it is not fully understood.Sustainability I do regular survey work for us to include more in our lives.I try to raise awareness by announcing the survey results to the students

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I am an English teacher in Turkey. SDGs are covered partly in my textbooks. They are better issued especially in 5th-8th graders curriculum. In higher grades it is more difficult to integrate SDGs in the curriculum. In that case, I try to bring extra texts, videos to the classroom to cover the missing SDGs. Or I take part in projects with volunteering students school-wide. Moreover, I became a Global Schools Advocate, after attending the course and doing the necessary school work. I still work as an advocate and a mentor for this years' trainees. And I use the resources in my classes the program provides us. I recommend everyone to join Global Schools Program indeed!

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Yes, the textbooks I use in class address the topic of sustainability. I am an English teacher in a technological highschool in Navodari, Romania.

CAE Gold  Plus, Ed. Pearson Longman, pag. 60, Unit 10. Close to Nature, the topic of environmental issues.

The textbook contains a listening practice task, a quiz, a mini survey, a reading gapped text, a class discussion, an Use of English vocabulary activity, a speaking activity and a writing a report activity.

Unit 13. Natural Wonders

In the textbook Going for Gold Upper-Intermediate for the 9th grade students, there is a chapter named Unit 11 Water, watereverywhere, which contains The power of dolphins (gapped text), Water: fascinating facts (multiple choice), a Listening for key words activity, Story (Story ending with the words …)

In the textbook Mission 2, Ed. Express Publishing, for the 10th grade students there is also a chapter Unit 5 – Part 3: Global Warming Topic: weather Vocabulary: related to global warming, weather, Structure: useful words and phrases, synonyms, collocations, subjonctive, conditionals Function: talking about global warming, comparing and contrasting, making notes.

In the textbook Face to Face, Intermediate, for 11th grade students at evening classes, there is also a chapter named One world.

In the textbook Solutions Upper-Intermediate, Oxford University Press, there is an unit as well.

Unit 8: Our planet

Vocabulary/Listening:Global warming (energy, environment, wildlife, endangered species)

Culture: Feed the world (prefixes with particular meaning)

Grammar: expressing ability; relative clauses

Reading: The final dumping ground (synonyms)

Writing: stimulus descriptions (do and did for emphasis)

Speaking: opinion essay (introducing additional/contrasting points; concluding phrases)

In the textbook Close Up B1+ for the 12th grade students, we have Unit 4, Wild World, with the topic of Natural disasters.

In the textbook New Proficiency Gold, Ed. Longman, for the 12th grade students, vocational – sportive profile -there is also an unit named The natural environment.

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I am an IT teacher. Sustainability issues are not included in my course curriculum. While teaching coding to my students, I choose the topics focused on climate change and sustainability. At the end of these trainings, I want them to prepare the project topics I want on ecology and sustainability. That's why I always include it in my lessons.

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I am an IT teacher. Sustainability issues are not included in my course curriculum. However, in most of my classes, I have the chance to have my students do activities on sustainability. I teach my students about coding, 3d design, STEM etc. I have trainings. At the end of these trainings, I want them to prepare the project subjects I want on ecology and sustainability. That's why I always include it in my lessons.

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I teach English so I can create a project on the themes of the protection of our environment (the 3 Rs), our consumption (energy, food, clothes, plastic...), how to protect nature (fauna and flora). I develop their reading , listening, comprehension, writing and speaking skill throughout the year. I would like to prepare an Etwinning project. If some of my colleagues (who teach English or science) want to join me as well it could be great. I can use English and French (if some of you teach French).

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I'am primary school teacher and I teach math, science, art so I can integrate sustainability in all subject. In textbook there is not enough topics about that but for me textbook can't be the only resource for teaching.

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I am Biology ad Science teacher in Primary school. Science textbooks have some of the environmental and sustainability related topics but it is up to teacher how to present and interested students for these topic and activities.

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yes, my textbook deals with the topic of sustainability but I don't think it's enough.

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I don't have too much material in my subject, but since it is a practical exercise, I educate students about waste separation, recycling and rational use of energy.

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I teach English and there are always topics connected with ecology, sustainability and recycling in the textbooks I use. However, I like to put more emphasis on these topics, so I use different teaching methods, like PBL to cover these topics. I also add videos and reading sections from reliable websites.

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The textbook I use in my classroom partially covers sustainability. Certainly, we could add our own materials.

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I work in the first grade of elementary school. Textbooks in Croatian language, music culture and nature and society contain topics from ecology. For example, in a textbook on nature and society we have topics: we explore nature and energy.
The Croatian language textbook contains stories and songs related to Earth Day.
I think there should be more such content. I believe that we teachers always find space and time for the topic of ecology at every opportunity.

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In recent years I have been teaching Physics and Chemistry in classes that end with a national exam, crucial for access to higher education, so the pressure to follow the curriculum is high and there is no room for detours. The curriculum doesn't contain mentions of sustainability and so the textbooks don't have significant approaches to sustainability either.
However, there are initiatives to address sustainability in extra-curricular activities, through the Eco-schools and others promoted by foundations and the private sector.
Often teachers have good sustainability initiatives for their students, based on "act locally, think globally", which is what I try to do.

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I'm an English teacher in primary school and the textbooks I use ususally have one topic dealing with ecology, recycling and sustainability. It is not much, but I can always develop the topic further.

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I am a primary school teacher in Greece, and this year I work with 4th-grade students. The book examines environmental issues in deep.  However, there is not plenty of time for teachers to develop them in their lessons.

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I'm a primary school teacher. Our books talk about recycling and sustainability. But it is not enough. I try to draw the attention of my students to these issues with the activities and projects I do. However, these issues should be included interdisciplinary in the curriculum.

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251 GAIN ,92 CONCEPT and 68 CREATIVE ACTIVITIES

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One of the mayor concepts of our geography curruculum is actualy sustainability. We teach about the need to respect nature and to take only as much as necessary from it. However, I belive there is room to take on climate crisis even with students in primary school.

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I always agreed with teachers who go for acting when having green projects, these are about DOING, not drawing, speaking, celebrating, singing, writing...and so on, no ofense to the beautiful projects and teachers rewarded in this area.This is why i had few projects of this kind, but i created none. It is about BEHAVIOURS CHANGED, GREEN CONDUCTS in a world of difficult choises.

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Mainly, it is up to each teacher how much they will delve into the subject of climate change in general ... From this year and on, though, all teachers in all schools must organize and implement Skills Labs, focusing on the Agenda 2030, in general. One of the main issues of course is environmental issues.

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I am an English teacher in Turkey. Issues related to sustainability have been on the agenda for the past few years. I cannot say that it is fully reflected in the textbooks. This subject is heavily covered in projects. I think that it is covered in the textbooks insufficiently. We teachers need to focus more on the subject.

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The textbook I use in class address the topic of sustainability.

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Some textbooks address the issue of sustainability, but where they do not exist they can be developed through interdisciplinary projects or approaches.

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I am a teacher in a Special School. Our textbooks are different from those from mass schools. We choose the textbooks ourselves and they are tailored to each student individually. It is up to us teachers to decide what topic will be implemented, taking into account the students' abilities. Since the issues of sustainable development are very important, we carry out many tasks in this area. We participate in many school, national and international projects. We engage parents, siblings and grandparents of our students to carry out the tasks.

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Yes, more or less, depending of the teaching subject. There subjects where the textbook I use in class address the topic of sustainability along of a whole chapter and there are subjects which approach this theme along of a lesson. No matter of the case, there are presenting general aspects which are good for starting talks with students and then, deepen in certain fields. It's up of the teacher how links this topic with the subject and  how much time allot to this.

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I am an English teacher in Turkey.In our textbook there is one unit related to sustainability but I think it is not enough.In order to consider sustainability deeply,students had better deal with this issue more.Not only in the classroom but also in their houses they should listen ,read ,watch something about this important subject.

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O livro apresenta ainda os Objetivos para o Milénio. Está extremamente descontextualizado e passa por mim fazer a atualização por isso ensino os do Milénio para dar contexto e uso o site das Nações Unidas e dos ODS para os atualizar, depois faço trabalho de grupo onde cada grupo tem de partilhar de forma interativa as metas do objetivo que lhe calhou.

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Yes, the textbooks I use address this topic and there also example of projects that are very engaging for students.

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I take classes in anatomy and physiology, knowledge of diseases, infectious diseases and first aid. However, sustainability practices are not included in these subjects in the textbook. However, I try to include sustainability issues with extracurricular activities.

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I have to admit that the textbooks I use have some reading tasks about sustainability. However, I don't find it enough. Looking for new sources is always helpful. That's why I tend to do it regularly.

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Yes, the textbook I use in class address the topic of sustainability, especially Agenda 2030, but it is always necessary to update and deepen the contents with references to current events (G20, COP26 etc.) and documentaries on this topics. In fact, the integration of the proposed teaching material is constant.

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My textbook addresses the topic of sustainability. It focuses on different environmental problems such as food waste, global warming, climate crisis, endangered species and some more. It also tries to make students think about possible solutions for these problems and take action about them.
Sometimes I also give more information on the subject.
At the end of the environment unit there is a task which is called Project where students are given some ideas on what they can do: projects, campaigns, leaflets, debates, watch films and so on.

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I teach social sience in 5th and 6th grade of my school.In one of the books there is only one unit where we talk about environment but it isn't focused on sustainability.The books are old and they have to republished.The new books has to include and focus on environmental matters and especially to sustainability.

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My textbook address the topic of sustainability from different perspectives. This provides me to transfer more about it to my students during my classes. Most of the time, I cover or give more information on climate change, environment, what we do and what we can do etc through asking and answering. In this way I believe they can raise awareness on the sustainability in a discussion mode.

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Compared to the past, I have to admit that things have changed. Although I have to admit that there is too much theory and few practical ideas.To overcome these gaps,I encourage my pupils to work on projects about environment.

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I use a textbook which was issued by the scientists from the University of Warsaw.The textbook is addressed to the university students interested in the basics of knowledge about climate change, regardless of the field of their study, as well as to the high school students and teachers. The individual topics of the “Climate ABC” are related to such areas of school knowledge as: physics, chemistry, biology and ecology, geography and social studies.

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The textbooks have necessary information about environment,ecology,climate crisis.I use CLIL method and make my students talk about,discuss,find solutins about environmental issues.

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I teach in kindergarten, and the program is flexible, it allows us to approach contents that we consider useful, interesting. Thus, in the kindergarten program there are topics that address the problem of pollution, climate change, ways in which we can contribute to protecting the environment from an early age.

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The books I use cover ecological topics but nothing much is said on sustainability. To be honest our curriculum doesn't bother with it much too. It's still way too much about memorizing useless data instead of putting emphasis on useful things which are related to real life.

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This year my collegues and me have analized a dozen of texts of geography; almost all of them presented a large array of topics, experiences and references to external resources related to climate crisis. Neverthless the issue of avoiding controversial themes is real, not only in textbooks. We've watched the film "Cowspiracy" which is about hiding "inconvenient truth" such as the role of farming plants and animals in climate crisis.
I cover the gaps, providing different sources to afford the main topic.

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The textbooks used in my school address the issue of sustainability in a clear and simple way.
Obviously I integrate the topics covered with other contents through research, drawings, cards, etc.

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In the last few years more texts and topics related to ecology have appeared in our textbooks, I consider this a positive shift in our schooling. Of course we teachers add our own materials

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I teach English and the textbooks I use have a unit about being eco-friendly but nothing much is being said; so, what I do is prepare additional materials to discuss in class, like readings and listenings and then we hold a class debate.

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Sustainability is such a crucial subject, but unfortunately it's not always targeted by school textbooks. That's why I try to use as many resources I know in order to tackle it with my students. It's also important that they are able to engage with local and national problems raised from climate change: lack of diversity, imbalance of ecosystems...

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I am a science teacher. Sustainability issues are included in the textbooks we use in secondary schools. In this way, our students are provided to have more ideas about sustainability.

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Hi! I teach biology and the textbooks I use in class address the topic of sustainability. It focuses on environmental issues, bioethics, alternative lifestyles. Students integrate very well into sustainability projects.

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I use in my class the textbook about culture that contains photos, passages about sustainability. I work with my student a lots of exercises about these theme and they like it at all.

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Comparing past and present, I have to admit that things have changed and are changing. I teach English in an upper secondary school and since the introduction of the subject "citizenship" in the curriculum there are more opportunities for me to work on this topic using my coursebook. Although I have to say that there is too much theory and few practical ideas to really implement something that students can do to make the difference, so I have to use extra material like videos, internet researches , podcasts to make the topic more real and urgent for our generations and the generations to come.

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I teach English as a foreign language to 10th, 11th, and 12th grades. In the 11th  grade there is a unit dedicated to e´Environmental issues. It is the perfect occasion for me to work on this topic but I usually have to find extra resources because textbooks already are 5 to 10 years old and topics are not updated.

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Sadly, sustainability is not even mentioned in the register of important words and concepts at the end of the textbook I'm using. However, there are two paragraphs on consumption and alternative ways of buying (fair trade, clean clothes, ...) as well as two exercises in the book. As the book is used for two years of teaching, this outcome is even more horrifying.
Therefore, I always try to bring in own examples and often work with online resources as well as media coverage.

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The textbook I use in class addresses the theme of the environment without focusing on sustainability. To overcome these gaps, we have to prepare resources, which are often dispersed and make systematization and timely access by students difficult. The fact that many sources are not available in our language makes the access of younger students to primary and quality sources. However, the digital enabled greater agility in research and exchange of resources within the community of professors/scholars and institutions linked to the environment.

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The textbooks I use always deal with ecology-related issues- for example students get to know who Jadav- The Forest Man is, the write essays on climate crisis, listen to interviews with environmentalists. Although, I always have to find extra level-appropriate and up-to-date material.

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It does not appear in the textbooks, but I try to work on it by looking for resources and testing if they work in class or not. For now it is a bit frustrating, because I make more mistakes than successes, but hey, the important thing is not to lose heart.
What I do work is making small videos, and uploading them to the centre's websites or working on projects such as cleaning our forest

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The textbook about culture I use at school contains passages, photos and debate exercises about sustainability. So it is a theme I suggest to my students.

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This subject is mentioned in our textbooks. But I don't find it enough. I am trying to give more space to this issue with eTwinning projects. In addition, together with my students, we follow the work of TEMA, a non-governmental organization, and participate in volunteer activities throughout the year.

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The textbook I use addresses the topic of sustainability. It focus on environmental problems (causes, consequences and solutions), bioethics and demography and alternative lifestyles.
Students can develop key skills, for example:
-creating a bandwagon advertisement persuading their peers to be more ecological by undertaking specific actions or support an environmental project;
- writing a for and against and/or a discursive essay;
- watching a film/short videos followed by a class discussion;
-working on some projects like an environmental exhibition (creating a set of photos with an ecological message, depicting solutions to the problems portrayed) or learning about sustainable projects in Portugal, that later could be presented to the class.
When teaching a (foreign) language it is easy to find updated information, a lot of data to read, write and speak about when the topic is our planet and sustainability.

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Compared to the past, geography books deal with the theme of environmental sustainability. Today entire sections of textbooks are dedicated to this topic even if, in my opinion, the approach is always too theoretical. In my lessons I always try to integrate the theoretical information of the book with concrete examples taken from the daily experience of the children. It can be particularly useful to propose future scenarios and start from these a reflection on the present and on our way of life.