THE TOTAL GREEN WAVE IN VET PEDAGOGICAL AND DIDACTICAL MODEL

You can reach the hart of students so they get the desire and motivation to become more sustainability minded looking at the SDG’s by providing attractive and challenging tasks for the head and the hands.

Reach the hart through the hands and the head.

More in depth our total pedagogical and didactical model created by the university of Bari advises the following

It is about practical (hands), intellectual (head) and emotional (heart) aspects.

What to teach?

Content related to the SDG’s with
System thinking – Critical thinking – Problem framing

How to teach

with attractive and relevant practical-bottom up-collaborative-problem based learning-projects

Aims

Try to create through our school, lessons, methods, approaches, a UNITY  between school and life?
Try to create contents that can be really meaningful in students’life?
Try to get a real and spontaneus attention by the students?

Driving questions for teachers on intellectal issues

Driving questions for teachers on emotional (ethical) issues

Driving questions for teachers on practical issues

The whole presentation of the University of Bari about the pedagogical and didactical model can be seen and downloaded below.

The academic research that lies behind the project and the link with it is outlined in the following section.

1. Introduction

The current global landscape, marked by intricate and evolving challenges, underscores the urgent need for effective strategies and timely actions. This necessity is reinforced by the United Nations’ Sustainable Development Goals (SDGs), established in the 2030 Agenda, a significant advancement from Agenda 21. Central to this context are the Sustainable Development Goals, particularly Goal 4, which aims to ensure quality education, emphasizing the importance of Education for Sustainable Development (ESD) to promote sustainable lifestyles, human rights, gender equality, and other core values (Öhman, Sund, 2021).

Educational institutions, responding to these needs, are intensifying efforts to integrate ESD into their policies and curricula. The goal is to develop critical competencies such as systemic thinking, anticipatory and creative thinking, and strategic and action capabilities. These competencies are crucial for shaping individuals who can not only understand but also address and lead change towards sustainability (Tejedor et al., 2019).

Schools worldwide are responding to the challenge of incorporating sustainability into their educational policies through the adaptation of goals, content, and teaching methods (Öhman, Sund, 2021). Vare and Scott highlight the importance of viewing sustainable development as a process of social learning, focused on the ability to deal with dilemmas and contradictions. Scott argues that developing these abilities is a crucial objective for schools, contributing not only to social justice but also to human well-being (Öhman, Sund, 2021).

Competency-based education in sustainability can stimulate responsible action and motivate students to undertake or demand actions at local, national, and global levels. Developing sustainability competencies helps students overcome cognitive dissonance that arises from awareness of a problem but a lack of agency to address it. In this context, the GreenComp framework plays a critical role, aiding education and training systems in developing people accustomed to thinking systematically and critically, concerned about the present and future of our planet. The 12 competencies of the GreenComp framework are applicable to students of all ages and educational levels, in formal, nonformal, and informal educational contexts.

The UNESCO-UNEVOC document identifies several challenges in updating technical and vocational education and training (TVET) systems to align with the SDGs. These challenges include a lack of awareness about sustainability, outdated skills, and the need for greater engagement of key stakeholders (UNEVOC, 2021; UNEVOC, 2017).

To effectively implement the SDGs in vocational training institutions, UNESCO proposes a holistic approach that integrates sustainable development into the curriculum, research, community, and institutional culture (UNEVOC, 2017:12). It is essential for the TVET sector to align its programs and standards with current green skill needs and reflect these changes in pedagogical strategies (UNEVOC, 2017).

The transition towards a green economy, catalyzed by the COVID-19 pandemic, requires a radical renewal of development paradigms, emphasized by the European Union’s “Skills Agenda” of 2020. This transition anticipates that the shift to a low-carbon economy will open new job opportunities by 2030.

Finally, the Action Plan of the EU Agency Cedefop underscores the importance of green skills across all sectors, with a special emphasis on strategic areas like construction. This implies the need to develop skills in areas such as energy efficiency, renewable energies, circularity, and digitalization, recognizing the importance of such skills in promoting competitive sustainability and effectively responding to the environmental challenges of our time.

2. Sustainability Concept and Skill Development

As highlighted by the GreenComp report – European framework of competencies in sustainability (2022), sustainability (a broad and partly ambiguous concept) refers to a variety of meanings and applications depending on the context and the group of people involved. It is often confused with sustainable development, but while sustainability is a long-term goal for a more balanced world, sustainable development refers to the methods and processes to achieve this goal sustainably. Sustainability emphasizes the need to consider the needs of all forms of life and the planet itself, establishing a limit to human activities so as not to exceed the planet’s capacity.

In the educational field, there has been a significant shift towards integrating sustainable competencies into curricula. This movement is driven by the awareness that sustainability skills are crucial for shaping individuals capable of acting as agents of change towards a more sustainable future. These competencies include not just knowledge, but also the skills and attitudes necessary to understand and interact with complex systems, promoting actions that support the ecosystem and social justice.

The GreenComp framework plays a central role in this context, defining sustainability as a fundamental and cross-cutting competency at all ages. This competency is composed of various subelements aimed at developing the ability to think critically and systemically, planning and acting for sustainable futures. The approach to learning for environmental sustainability, part of this framework, aims to instill a sustainability-oriented mindset from childhood, preparing learners to become conscious and active change agents respecting the limits of our planet.

Below, we can observe the GreenComp areas, competences, and descriptors.

The UNESCO (2017) framework of key competences for sustainability is also fundamental for achieving the sustainable development goals of the 2030 Agenda and training people as “citizens of sustainability”. These skills represent transversal skills needed for all students of all ages around the world (developed at different age-appropriate levels). Key competences can be understood as transversal, multifunctional and context-independent and are considered crucial for promoting sustainable development (UNESCO, 2017, p.10). Sustainability core competencies represent what sustainability citizens particularly need to address today’s complex challenges.

3. Development of the Pedagogical-didactic model

To develop the pedagogical-didactic model for sustainability we started from the analysis of the reports requested in the initial phase from the various partners and from the results and questionnaires administered to teachers and students of the VET institutes. Some key challenges emerged from the analysis:

• Difficulties in Legislation and Regulation Management: There is a discrepancy between national policies and strategies and European recommendations on sustainability. Furthermore, the presence of non-contextualized guidelines and resources that do not consider the specificities of the education and training systems of each country was noted.
• Need for Teacher Training: From the analysis of the questionnaires, a significant need for teacher training in the field of sustainable development emerged. There is little awareness of sustainability and a lack of practical skills in education for sustainable development. These gaps are reflected in the difficulty of integrating the goals of the 2030 Agenda into lessons and developing students’ green skills.

Some useful aspects for the definition of our model also emerged from an analysis of the literature. First, the need to make a distinction between key competences and action competences in the context of sustainability. The key competences, identified by UNESCO, are essential to train individuals capable of tackling sustainability challenges. However, competence orientation presents challenges, especially in their integration into teaching practice. In contrast, the concept of action competence emphasizes the development of critical thinking, dialogue and debate skills, and focuses on being qualified participants in sustainability issues (Öhman and Sund, 2021).

Hence the need to employ a multidimensional approach in learning, in fact according to Öhman and Sund (2021), to develop a solid commitment towards sustainability, it is important to offer students a variety of learning experiences that include intellectual, emotional and practical (Öhman and Sund, 2021, p.7):

• acquire knowledge on sustainability issues and relate (position yourself/locate yourself) with this knowledge (the intellectual aspect),
• articulate one’s emotional response and relate emotionally to sustainability issues (one’s ethical standards and beliefs) (the emotional aspect),
• develop one’s ability, motivation and desire to play an active role in finding democratic solutions to sustainability problems (the practical aspect).

Aspects of sustainability commitment. From Öhman and Sund, 202, p.8

These three fundamental aspects must be integrated into the pedagogical model for sustainability. This approach requires active methodologies that place the student at the center of the educational experience, facilitating the acquisition and development of knowledge, skills and competences necessary to act in a sustainable way. Such methodologies include problem solving, case studies, simulation, project-based learning, and service learning.

Recent studies indicate that better cognitive learning is achieved with community-oriented and constructive pedagogies that promote active and experiential learning. These educational practices increase cognitive learning about sustainability and incentivize interaction with stakeholders, favoring transdisciplinarity and stimulating systemic and critical thinking (Tejedor et al., 2019).

Frisk and Larson suggest the introduction of alternative forms of knowledge, such as procedural, effective, and social knowledge, to effectively educate for sustainability. They focus on skills such as systems thinking, long-term strategic reasoning, stakeholder engagement and team collaboration, as well as action orientation and the ability to act as change agents. Lambrechts and colleagues propose interactive and participatory, action-oriented and research methods as effective educational approaches for higher education for sustainable development (Tejedor et al., 2019).

Pedagogical strategies for sustainability, therefore, must be a set of procedures negotiated and applied in a reflective and flexible way, to promote teaching and learning that enhances understanding, emotion and practice in the education of students towards sustainability.

In conclusion, the pedagogical-didactic model for sustainability must incorporate these different elements and challenges, moving towards a holistic approach that takes into account key and action competences, and which promotes active and multidimensional learning to prepare students to be citizens aware and active in the field of sustainability.

Below we see the device.

1. Target audience

VET teachers and students

Contextualization and knowledge of the needs and levels of sustainability competence of teachers and students are necessary.

Usable tools:

-reports on policies, regulations and global frameworks related to sustainability;

-questionnaires for teachers and students in order to understand how VET contexts promote sustainable education and through which projects, actions and teaching strategies

2. Identification of skills and learning objectives

It is necessary to identify and integrate the eight key competences for UNESCO sustainability, including systemic thinking and collaborative competence, as well as the competences expressed by the European GreenComp framework within the curriculum.

Adopt the concept of action competence, focusing on developing the will, commitment and skills needed to address sustainability issues.

The learning objectives can be defined as follows:

• Develop the ability to critically analyze and contextualize knowledge, establishing connections between social, economic and environmental issues, both locally and globally. Students should be able to recognize and evaluate the interdependencies between various aspects of these issues, enhancing their critical and systemic thinking skills.
• Acquire practical skills for the sustainable use of resources, learning to minimize negative impacts on the natural and social environment. This objective should focus on the development of strategies and behaviors that promote resource conservation and ecological footprint reduction.
• Cultivate the ability to actively participate in community processes that support sustainability. Students should be encouraged to engage in local and global initiatives to promote sustainable practices, developing collaboration, communication and leadership skills.
• Integrate and apply the ethical principles linked to sustainability values in one’s personal and professional behavior. This objective aims to encourage students to reflect on the ethical implications of their actions and decisions, promoting a responsible and conscious approach both in daily life and in professional practice.

These learning objectives provide clear guidance for the incorporation of sustainability skills into educational programs, contributing to the formation of individuals who are aware, responsible and actively involved in promoting sustainable development.

3. Methodologies

We need to implement active methodologies that place students at the center of the educational process, such as problem solving, case studies and project-based learning.

Promote active experiential learning, enhancing cognitive learning about sustainability and stimulating critical and systemic thinking.

Summary of some methodologies:

• Problem-Based Learning, PBL, is a teaching strategy that places students, in small groups and under the supervision of a tutor, faced with the task of seeking and analyzing information to solve concrete problems. This approach not only promotes hypothesizing and identifying learning needs to better understand the problem, but also to achieve established learning objectives. In this context, solving the problem is not the main goal, but rather developing the ability to critically analyze information and data from different sources and learning from the solving process. PBL focuses on the development of cognitive, interpersonal and instrumental skills, useful for dealing with real situations close to professional practice. The main objective of PBL is to provide training that equips the future professional with tools and skills for intellectual problem solving. Distinctive features of PBL include: (1) emphasis on student responsibility for their own learning; (2) transdisciplinary or multidisciplinary nature of the problems; (3) inseparability between theory and practice; (4) focus on the process rather than the products obtained; (5) the role of the teacher moving from instructor to facilitator of learning; (6) focus on self- and peer-assessment rather than teacher-defined learning outcomes; and (7) emphasis on developing interpersonal and communication skills.

• Project-Oriented Learning, POL, also known as project-based learning, is a teaching method that has its roots in constructivism, developed by key figures such as Vygotsky, Bruner and Piaget. This approach is based on the idea that learning is built through the interaction between personal experiences and mental structures, allowing students to develop a network of mental structures that facilitate the creation of rational and meaningful relationships with the environment and society . In Project-Oriented Learning, students are placed at the center of the learning process, becoming the protagonists of their education. This method emphasizes student development through finding solutions to real, current problems, promoting an integrated and dynamic implementation of knowledge. Furthermore, this approach allows for a notable empowerment of students, as they are actively involved in their own learning path, contributing to greater motivation and involvement in the educational process.

• The case study is a teaching strategy that presents a real situation with one or more problems. The student must analyze the situation, propose solutions, answer questions and so on. This method promotes independent learning and can be done individually or in groups, offering different learning opportunities. The case study is based on real and significant situations from the student’s personal or professional point of view. The goal is to make the student reflect and develop an action plan to solve complex problems through multifactor analysis. It can range from a simple description of the problem to an in-depth investigation with documentation and research. Case studies can be combined with other strategies, such as problem-based learning or project-oriented learning, and are often used in alternative methodological approaches focused on self-study. Furthermore, they characterize cooperative learning, where the implementation is structured for the group of students. Key elements of a case study include: addressing real socio-environmental conflicts; the deepening of the interrelationships between various factors, contexts and entities; the analysis of the problem; the integration of disciplinary and metadisciplinary contents; and the promotion of critical reflection.
• Simulation, including role-playing and simulation games, is a teaching strategy that encourages experiential learning. Participants imitate an environment as realistically as possible, staging the spatial elements and characters involved. Fundamentally based on dramatization, simulation not only allows the expression of feelings and the representation of events, but also encourages personal reflection. This learning method strengthens communication skills, teamwork, and cognitive and metacognitive skills related to the topic covered. The simulation can be conducted in classrooms or other environments that offer a deeper sense of realism, allowing for a creative reproduction of reality that enhances individual or group contributions. Efficient in exploring complex socio-environmental conflicts, the simulation allows us to understand historical and procedural aspects and the role of the institutions and individuals involved. It is a useful tool for gaining a general understanding of problems and delving into social and educational issues, as well as preparing people to handle similar situations in reality. As highlighted by López Torres et al., simulation facilitates a holistic and transversal approach to sustainability issues, involving social, environmental, economic, political, educational and cultural aspects. Simulation practice allows to analyze complex systems and everyday interactions, offering a learning opportunity that goes beyond the capabilities of a traditional classroom. The main characteristics of a simulation include: (1) the approach to real socio-environmental conflicts; (2) the detailed analysis of the interrelationships between factors and contexts; (3) the critical analysis of problems, from identifying conflicts to creating solutions; (4) the integration of interdisciplinary content; and (5) the stimulation of critical awareness in participants. These methodologies can be integrated with video lessons, practical workshops, study visits and group projects.

4. The PEDAGOGICAL-DIDATIC MODEL

Based on these premises and conceptualizations the final “first version” of the PDM (Pedagogicaldidactic Model) was elaborated, shared with the partners, finalized and used by teachers and students involved in the project along with the teaching material built by the partners. The aim of the project result was to make a European model for how to proceed the SDG-implementation process depending on the present level. The result consisted of an illustration and an explaining text. The model needed to have a main focus at VET building and construction sector, but it was thought to be considered whether to use it in an even more generic way, profitable for all VET sectors. The final first version of it was as follows:

The path that led to this conceptual frame was double focused: on one hand it was intended to be, following the guidelines of the project, a practical tool for teachers to help them conceiving and incorporate the matter of sustainability in their curricular teachings; on the other hand it was thought as a development of philosophical inspirations given by different matrixes. These are John Dewey’s philosophical and pedagogical theories, the triadic pedagogical model of Intellectual-PracticalEmotional aspects for learning and EU Unesco-Unevoc key competences highlighted before, by framing all these knowledges within the variety of collaborative methodologies as shown. A scheme of the matrixes taken in consideration was as follows:

1. UNESCO 2017-UNEVOC KEY COMPETENCES

-GIVE VALUES-SUPPORTING THINKING FOR COMPLEXITY
-ENVISIONING ALTERNATIVE SUSTAINABLE FUTURES
-ACTION FOR SUSTAINABILITY:INDIVIDUAL, COLLECTIVE, POLITICAL LEVEL

2. SDGs-AGENDA 2030 TOPICS-TARGETS

3. DEWEY’S PHILOSOPHICAL HERITAGE focused on three main points:

– INTERPRET CHANGE
-INTEGRATE CHANGE AT SCHOOL
-RELATION SCHOOL-SOCIETY-LIFE

Particularly on J. Dewey’s thought was taken in consideration his sense of rebuilding the entire society through the school, therefore is conception about education as the key, mile stone for the social progress, seen as human progress first and foremost and for Democracy (Ibidem); being a pragmatist, idealist, strumentalist, neo-Idealist activist and behaviourist, his whole vision pointed a school as a Democratic school for an open and liberal society where the human being can flourish; therefore, mainly through the reading of J.Dewey’s work The School and Society, the centrality of the student in his/her personal inner development is fundamental leading his/her adulthood towards the concept of being a citizen that builds the society with democratic ideals. This is the reason why all the new conceptualization about the Inner Development Goals drawn our attention for the elaboration of the PD Model about sustainability skills development: the very personal and intimate sphere of each student as human being were to be addressed first in order to be able to develop sustainability skills, as will be showed further on. 

The PD MODEL features required were asked by the project results as to be simple, clear, path giving, practical and compassing the three dimensions of learning (Intellectual, Practical, Emotional) as suggested by the EU Reports named as well as it was required to link related content to SDGs in VET contexts by underlining alternative materials, processes and products in the building construction sector.

With regard to the Intellectual aspect and competences that a teacher could think about while planning his/her lesson by using the PD Model, the leading path to the building of it was:

• Acquire knowledge on sustainability issues and relate with this knowledge –(based on key competences from Unesco)
• Content and metacognition: position yourself/locate yourself beteween Global and Local dimensions
• System thinking-Critical-Problem framing

DRIVING QUESTIONS FOR TEACHERS

• 1.How do you think this Global issue is related to your students’ local community?
• 2.What challenges do you think this Target could represent for your students?
• 3. How can your students formulate current or potential problems relating this Target with their own local community?

For the Emotional aspect:

– Articulate one’s emotional response and relate emotionally to sustainability issues (based on key competences from Unesco)

– Values and believes: one’s ethical standards and beliefs

– Valuing sustainabilitysupporting fairness

– Promoting nature

DRIVING QUESTIONS FOR TEACHERS

• 1. How could your students reflect on their personal values related to this Target?
• 2.How can your students learn about equity and justice around sustainability with this Topic?
• 3. How can your students relate this Target to an healthy and resilient ecosystem?

For the Practical aspect:

– Develop one’s ability, motivation and desire to play an active role in finding democratic solutions to sustainability problems –(based on key competences from Unesco)

– Acion planning

– Envisioning future: critically thinking, managing transitions,

– Envisioning alternative sustainable futures with others and act for change

DRIVING QUESTIONS FOR TEACHERS

• 1. How can your students be elicited by this Target to think about alternative solutions, considering risks as well in Vet context -materials,processes,products-?
• 2. How can you help your students, by linking different disciplines related to this Target, adopt a relational way of thinking and create new ideas?
• 3. How can your students think about demanding and promoting effective political action towards sustainability?

Let us now consider what is understood as a structural pre-condition to the development of sustainability skills as suggested by J. Dewey’s philosophical and pedagogical approach, also intended as a fundamental component of the building of the PD Model.

5. INNER DEVELOPMENT GOALS: an ontological pre-condition for the development of sustainability skills

Another feature and critical matrix was taken into consideration for the development of the PD Model: the so called Inner development goals (www.innerdevelopmentgoals.org) 

What do we mean by Inner Development, why and how this concept is related and relevant for the development of sustainability skills? 

We need to start by defining what is intended as educational poverty  (Botezat, A. 2016): to identifying and evaluate the educational poverty, Istat has indicated the educational poverty index as a parameter which is established through four dimensions: 

1. Participation; 2. Resilience; 3. The ability to establish new relationships; 4. The standard of living. 

Focusing on the ability to establish new relationships, it is possible to state that it is characterized by the ability of problem solving, communication, prosocial attitudes, whose task is to act as promoters in intra- and interpersonal relationships. Therefore, the importance of the school institution is revealed, understood as that body capable of providing adequate care and attention to relationality, both in the sense of learnability and teachability (Damiano, 2021). The function of the education system, therefore, appears to be of fundamental importance for the promotion and development of basic skills, and consequently, for the correct functioning of the student and the future citizen in society (Rosa, 2015). In this regard, the teacher’s task is to continually ask herself/himself the question previously described in order to try to remove the obstacles that can affect the four sub-dimensions depicted. The importance of continually investing in culture and education is evident, which in other words is equivalent to being able to build a winning future from the point of view of social living skills and other people’s recognition (Bilégué, 2019). We therefore recognize the individuality and specialty of each one and an interrelated and interconnected system in which each represents an element we can interact with and therefore create an evolution in progress. In this context, the role of the teaching-learning process is constantly reorganizing and restructuring, and it is for this reason that it is important to establish the foundations of an educational perspective open to the challenges of society and knowledge (Perla, Vinci, 2021). It is from this perspective that we believe, in light of some reflections that we will make, that learning develops as a consequence of relationality, in turn as a consequence of affectivity. The teacher, therefore, should consider the development of Inner structures also when thinking about developing the concept of sustainability: with regard to the principles of the Inner development as it is addressed in the framework of the Inner Development Goals (IDG) we refer to the background and method highlited in the Transformational skills for Sustainable Development (www.innerdevelopmentgoals.org).

The report of Thomas Jordan is focused on the account of the first phase of Inner Development Goals project that gathered researchers, CEOs, HR managers, sustainability managers and leaders of the Swedish academic institutions such as The Stockholm School of Economics, the Center for Social Sustainability at Karolinska Institutet, the Lund University Centre for Sustainability Studies and Stockholm University. During 2020 a series of five consultative meetings were held within a network comprising about 80 managers, researchers and organizational consultants discussing particularly the general frame of the project and the survey design: two surveys were made, the first one launched on the 1^st March 2021 and the 2^nd on the 19^th April.

The aim of the surveys -as well as the entire project- was to identify skills and qualities felt as essential to further develop the competences needed to accomplish the UN SDGs: the main idea was to build “an inventory of what such crucial abilities, qualities and skills are perceived to be and create a framework that clearly articulates these in ways we can reach a high level of agreement about” (Inner Deveopment Goals report, pag. 5); the starting point of the whole vision about the project was a common belief that “there is a blind spot in our efforts to create a sustainable global society” (Ibidem) since although we accumulated much knowledge about environmental problems, climate change, poverty, public health etc., and so we know a lot about causes and factors that realized the actual situation of the planet, we still are not clear about what skills and personal qualities of the single individuals, as well as collective communities, need to be acquired in order to make the change highlighted by  UN SDGs. So, the initiators of the IDG project were motivated by the belief that what was missing on the part of education was a “keen insight into what abilities, qualities or skills we need to foster among those individuals, groups and organizations that play crucial roles in working to fulfill the visions” (ibi). Therefore, what was on theme in this shared vision was the urgency to find the ontological pre-condition that allows the sustainability skills to be developed.

In fact “The argument is that we talk far more about what ought to be done to resolve the problems out in the world, than we talk about how to build skillfulness among the actors who are in a position to make the vision happen” (ibidem, pag. 3) and so the purpose of the IDG initiative was to draw attention to the need to support development of abilities, skills and inner qualities: building a framework that describes these qualities was the first achievement of the project.

A draft of IDG framework was presented and discussed at the workshop on 28 April with about 150 participants, in 12 May at the MindShift conference at SSE with 1.500 participants and also in May 29^th at the Integral European Conference; secondly, as said, two surveys were then designed to outline which skills and qualities were seen as relevant in order to work more effectively towards the SDGs, formulated in the following way:

1. What abilities, qualities or skills do you believe are essential to develop, individually and collectively, in order to get us significantly closer to fulfilling the UN SDGs?

• In the following text boxex, please write 3-7 abilities, qualities or skills and add, if you want, a brief comment on why you feel these abilities, qualities or skills are essential.

-The design and the description of participants, with methods, analysis of the responses and general outcomes of the surveys are outlined in the report, mainly carried out by T. Jordan and M. Booth (Ibidem, pag.8)-

So, what was important for the final elaboration of the PD Model of the Greenwave Vet project was to encompass these findings in it; the most important trait and focus of the all project was the identification of the main categories of qualities and skills that are related to what we call Inner Development intended as the pre-condition of Sustainability: different skills and qualities included in the IDG framework are often overlapping and interdependent, some are more fundamental and prerequisites for others, but a part of this what is relevant is the intention of leaving the framework on one side defined but on the other side also open; the focus is that the IDG framework could be seen as a useful pedagogical framework (Ibidem, pag. 12). A full and analytic deepening of all the 23 skills and qualities are in the report.

Table- Overview of the Inner Development Goals framework

BEING Relationship to self	THINKING Cognitive skills	RELATING Caring            for others and the world	COLLABORATING Social skills	ACTING Driving change
Inner compass	Critical thinking	Appreciation	Communication skills	Courage
Integrity         and authenticity	Complexity awareness	Connectedness	Co-creation skills	Creativity
Openness       and Learning mindset	Perspective skills	Humility	Inclusive mindset and intercultural competence	Optimism
Self-awareness	Sense-making	Empathy         and compassion	Trust	Perseverance
Presence	Long-term orientation             and visioning		Mobilization skills

This is what we did about the IDG framework: a pedagogical tool that led us to the elaboration of our pedagogical-didactic model for Greenwave Vet project, in particularly the elaboration of the grid helped us to identify the leading questions for teachers that they had to ask as a guide for the elaboration of the lessons –as shown in the graph of PDM-.

6. Evaluation

To assess effectively, it is crucial to consider how integrated, coherent and contextualized student knowledge is. Formative assessment is fundamental, allowing teachers to monitor learning in real time.

Formative assessment, through constant feedback, becomes an essential guide for assessment in the twenty-first century. This methodology is effective for clarifying learning objectives, ensuring continuous monitoring, providing feedback, responding to student progress, encouraging adaptation and improvement of learning outcomes, and engaging students in a process of self- and peerassessment.

Formative assessments are crucial for identifying and correcting learning gaps, avoiding profound misunderstandings or misapplications of skills. Tools like rubrics become essential in 21st century classrooms, offering teachers and students clear guidelines for defining acceptable performance levels.

It is also important to teach students to evaluate their own learning, helping them to master content and improve their metacognitive skills. This includes learning how to learn and reflecting on your own learning process. This approach helps students become more aware and autonomous in their educational journey (Scott, 2015).

The final two tasks of the project –which are still ongoing- are Task 5 and 6: “Task 5 Plan and conduct an evaluation with VET students, who have been “the target” for the new materials/methods. Task 6: Make a second and final version of the model, based on the sayings from the students, the teachers and the managers”. (Project result details 2, Greenwave in Vet Project 2022).

For the final evaluation also in order to accomplish the final tasks of the project the following tools were used:

-partners’ questionnaire

-teachers’ questionnaire

-students’ interviews

Questions for Greenwavers’partners as follows in the next Second Part of this Report to gather and evaluate the impact of the educational intervention on the whole project also aimed at developing and strengthening skills for sustainability in European Vet contexts.

7. Conclusions

The whole Greenwave Vet Erasmus project has shown the potentialities hidden in the teaching sustainability for both teachers and students: by insisting on and encompassing all the different key competences shown in the various EU Reports named in subjects curriculum with also the underlining of the Inner Development Goals, it is clear to what extend is possible to strengthen the skills required for the change we are aiming for the sustainability and the life on our planet.

This project has given a strong reinforcement to the idea that also the Teacher Education requires a deep thinking about pedagogy and didactics around sustainability: by conducting an initial survey to both teachers and students across the European countries involved in the project aimed at identifying the educational needs around sustainability and subsequently building the Pedagogical-didactic model with which constructing the lessons it has been clear that:

1. There is a need to fill the gap across the subjects and the teaching sustainability
2. It is possible to create a link between all disciplines and the core of sustainability
3. The Teacher Education of all EU countries involved in the project needs and welcomes a common Pedagogical-didactic Model to share in order to help teachers to plan their lessons about sustainability
4. There is a pre-condition that helps thinking, strengthening and acting for the sustainability which regard the Inner development skills of all human beings

To conclude with, a greater emphasis should be given to the Teacher Education across the EU countries by training teachers especially to the link between sustainability issues, curricular subjects and Inner Development Goals. 

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