# ECF4CLIM

> Empowering the educational community to address climate change and promote sustainable development


## Posts

- [ECF4CLIM: What We Planted Will Grow](https://ecf4clim.eu/ecf4clim-what-we-planted-will-grow/): ECF4CLIM: An Ending That Marks a New Beginning December 2025 marked the official end of the ECF4CLIM project. After several years of collaboration, experimentation and shared learning, the project reached its conclusion—but not its end. The journey closed with the Final Conference held in Madrid, hosted by CIEMAT from 10 to 12 December 2025. More than a space for presenting results, the conference became a moment of reflection on what ECF4CLIM truly achieved. This was powerfully illustrated during the visit to the Mozart School in Alcalá de Henares, where the project’s ideas were visible in everyday practice. During this visit,
- [Sustainability in Everyday Life: What Students Should Learn to Take Action](https://ecf4clim.eu/sustainability-in-everyday-life-what-students-should-learn-to-take-action/): Extreme weather events are becoming more visible in our daily lives. Heavy rains can flood cities because drainage systems can’t handle the volume of water. At the same time, local authorities sometimes blame the weather instead of maintaining infrastructure, like clearing blocked drains. This shows an important lesson: we can’t control natural events, but we can take concrete steps to reduce their impact and make our communities more resilient. Schools play a key role in teaching students these skills. What students should learn: Understanding environmental impact – How human activities and local decisions affect the environment and our quality of
- [ECF4CLIM Final Conference, Madrid, 10–12 December 2025](https://ecf4clim.eu/ecf4clim-final-conference-madrid-10-12-december-2025/): The Final Conference of the ECF4CLIM Project will be hosted by CIEMAT in collaboration with the Madrid demonstration site. Over three days, researchers, educators, policymakers, students, and community partners from across Europe will come together to review the project’s achievements and explore future pathways for strengthening sustainability competences through education. Day 1 focuses on a visit to the associated demonstration site in Madrid and a Creative Exchange between schools. The conference will open at CIEMAT, followed by a guided visit to CEIP Mozart, one of the project’s primary school demonstration sites. The programme includes classroom visits, presentations of school-level sustainability
- [From Results to Real Impact: How ECF4CLIM is Powering Change in Sustainability Education](https://ecf4clim.eu/from-results-to-real-impact-how-ecf4clim-is-powering-change-in-sustainability-education/): As the ECF4CLIM project moves into its final phase, one message has become clear: our work doesn’t end when the research is complete — it begins when the results start to live in schools, universities, and communities. Over the past three years, ECF4CLIM has developed and tested a wide range of methods, tools, knowledge resources, and data to strengthen sustainability competences across education. These outputs — from the Crowdsourcing Method and Environmental Audits, to the ECF Roadmap and IoT Monitoring Ecosystem — were not meant to stay on paper. They were designed to be used, adapted, and shared. Exploitation Starts
- [Schools as Living Labs: What We Learned from ECF4CLIM Interventions](https://ecf4clim.eu/schools-as-living-labs-what-we-learned-from-ecf4clim-interventions/): How do you turn a school into a driver of sustainability? Over the past two years, ECF4CLIM Demonstration Sites (DSs) across Europe have been testing exactly that—through small but powerful interventions designed and led by their own educational communities. From solar panels and biodiversity corners to second-hand markets and waste reduction schemes, more than 100 interventions were carried out in schools and universities in Finland, Portugal, Romania, and Spain. What made them special was not just the actions themselves, but the way they were created: students, teachers, administrators, and even parents worked together in Sustainability Competence Teams (SCTs) and Committees.
- [AI in Education for Sustainability: Friend, Coach, or Trap?](https://ecf4clim.eu/ai-in-education-for-sustainability-friend-coach-or-trap/): We’re living in a world where technology changes faster than the latest social media trend. And right there, riding the tech wave, is Artificial Intelligence (AI) — a tool that’s showing up more and more in schools. One of the coolest things AI can do? Help you write! Whether you’re working on a school essay, a blog post, or even a fancy report, AI can whip up something fast, clear, and in the style you need. But here’s the deal: like any super-powerful tool, it can help you a lot… or trip you up if you’re not careful. AI as
- [Meta-Skills and Education for Sustainability: Building Future-Ready Citizens](https://ecf4clim.eu/meta-skills-and-education-for-sustainability-building-future-ready-citizens/): In the face of climate change, biodiversity loss, and rising social inequalities, education for sustainability is not just an academic goal—it’s a moral and practical imperative. However, fostering sustainable thinking goes far beyond memorizing environmental facts or promoting green habits. It requires cultivating meta-skills: deep, transferable capacities that empower learners to adapt, lead, and design change in a rapidly evolving world. At the core of sustainability education lies systems thinking—a meta-skill that allows learners to perceive the connections between ecological, economic, and social systems. It helps students grasp how climate, consumption, and justice are intertwined, enabling them to move beyond
- [Meta-Competences in a Changing World](https://ecf4clim.eu/meta-competences-in-a-changing-world/): We’re living in a time of rapid change—fueled by artificial intelligence, climate challenges, and new ways of working. As students and teachers, it’s natural to wonder: What should we really be learning and teaching today to prepare for the world of tomorrow? The answer goes beyond memorizing facts or learning specific technologies. What we need most are meta-skills—the deeper skills that help us learn, adapt, and grow no matter what the future brings. Think of meta-competences as the “competences behind the competences”. They’re not tied to a single subject or career—they help you navigate life, learn faster, work better with
- [ECF4CLIM 5th General Assembly: A Week of Collaboration, Innovation, and Impact in Tampere](https://ecf4clim.eu/ecf4clim-5th-general-assembly-a-week-of-collaboration-innovation-and-impact-in-tampere/): The fifth General Assembly of the ECF4CLIM project was successfully held in Finland, organized by the University of Jyväskylä at Aito toimintakeskus, in  with insightful visits to demonstration sites in Tampere. This pivotal event brought together partners, stakeholders, and experts for a dynamic and collaborative week focused on evaluating progress, exchanging ideas, and shaping the future of climate change education across Europe. The meeting kicked off with field visits to two ECF4CLIM demonstration schools that are implementing groundbreaking educational interventions: Juhannuskylä School: Participants were introduced to the school’s multidisciplinary week, highlighting hands-on interventions and engaging classroom activities focused on climate
- [Best Intervention Award, Tampere, 2025 May 21](https://ecf4clim.eu/best-intervention-award-tampere-2025-may-21/): The ceremony was organized to celebrate creativity, collaboration, and the power of positive change in our schools and universities. Over the past two years, students and teachers from different institutions have worked side by side to design and implement interventions aimed at improving school life, infrastructure, and education for sustainability. A jury has reviewed the interventions and their videos, and produced separate scores for the following criteria: Implementation and Impact (C1): How well the intervention was carried out and what tangible effects it achieved, Participation Level (C2): The extent to which students, teachers, and other community members were actively involved,
- [Seeing Through Different Eyes at CEIP MOZART: how Diverse Perspectives Transform Sustainable Education](https://ecf4clim.eu/seeing-through-different-eyes-at-ceip-mozart-how-diverse-perspectives-transform-sustainable-education/): As part of our ongoing Sustainability Competence Teams and Sustainability Competence Committee (SCT/SCC5) initiatives, we have been using role-play exercises to deepen our understanding of how environmental measures fit into everyday contexts. This approach has proven remarkably successful in engaging the entire educational community, students, teachers, families, staff and external partners, to work together to develop more effective sustainability actions. Broader perspective and empathy: Slipping into the role of another person promotes a deeper understanding of the various motivations, responsibilities and limitations. This empathy in turn strengthens collaboration and paves the way for more inclusive environmental strategies. Critical and creative
- [Technology and Sustainability: How Can We Learn Digitally Without Harming the Planet?](https://ecf4clim.eu/technology-and-sustainability-how-can-we-learn-digitally-without-harming-the-planet/): Nowadays, digital technology plays a major role in education. We use e-textbooks, online platforms, and learning apps every day, often without thinking about the environmental impact. While digital learning might seem like a sustainable solution, it also brings hidden costs—high energy consumption, electronic waste, and a growing carbon footprint. So, how can we take advantage of technology in school while also protecting the planet? Is Digital Always Greener? Switching from paper to screens may feel like a step forward, but things are not that simple. Here are a few facts worth knowing: Producing electronic devices requires rare materials like lithium
- [SCT5, Advancing Sustainability: Evaluating Our School and University Interventions](https://ecf4clim.eu/sct5-advancing-sustainability-evaluating-our-school-and-university-interventions/): Our interventions in schools and universities across Finland, Portugal, Romania, and Spain are nearing the completion of the implementation phase. With this milestone, we are now transitioning into the crucial stage of evaluating the results. As part of this process, the fifth meetings of the Sustainable Competence Teams—comprising students, teachers, and administrative staff—delved into a comprehensive exploration of outcomes from multiple perspectives. Participants assumed various roles, such as Teacher, Principal, Administrator, Student, Technical Staff, Cleaner, NGO Representative, Municipality Official, Parent, etc. Each role provided a unique lens through which to assess the successes and challenges of the interventions. This interactive
- [Partnering with Eduquem+B to Evaluate Sustainability Skills Among Young People](https://ecf4clim.eu/partnering-with-eduquemb-to-evaluate-sustainability-skills-among-young-people/): Eduquem+B is a a Barcelona+B (https://www.barcelonamasb.org) innovative public-private collaboration initiative dedicated to integrating sustainability into the education system. By fostering alliances between secondary schools, vocational training institutions, universities, and businesses, the project aims to equip students with the knowledge, skills, and mindset necessary to thrive in a competitive job market while driving positive change in society. Through strategic partnerships with educational institutions and sustainability-conscious companies and organizations, Eduquem+B raises awareness among students and educators about the critical role of sustainability in education and the workforce. As part of its commitment to fostering sustainability skills, Eduquem+B has developed ‘Be Ready For
- [Enhancing Sustainability in Schools and Universities: Impacts of our Interventions](https://ecf4clim.eu/enhancing-sustainability-in-schools-and-universities-impacts-of-our-interventions/): In recent years, sustainability has become a critical focus for educational institutions worldwide. In this context, our interventions in Finland, Portugal, Romania, and Spain aim to demonstrate the effectivity of some actions engaging the educational communities. Assessment serves as the foundation of sustainability efforts within educational institutions. By evaluating existing sustainability practices, we identify key strengths and areas for improvement. This process involves solar energy generation as prosumers, energy consumption analysis, waste management, water savings, carbon footprint management, sustainable curricula integration, and student engagement in eco-friendly practices. Periodic assessments ensure that sustainability strategies remain relevant and effective. By consistently monitoring
- [Climate Change and the Catastrophes Affecting Us: A Call for Collective Responsibility](https://ecf4clim.eu/climate-change-and-the-catastrophes-affecting-us-a-call-for-collective-responsibility/): In recent years, the world has witnessed extreme events that have marked the lives of millions of people. From devastating wildfires to catastrophic floods and powerful hurricanes, climate change seems to be an increasingly present factor in explaining these phenomena. In 2024, for example, Europe and the Middle East were hit by extreme heatwaves that surpassed historical thresholds, while the United States and Canada experienced massive wildfires that destroyed hundreds of thousands of hectares of forest. Similarly, countries in Asia and South America were affected by severe flooding and tropical storms more intense than ever before. All these events are
- [How IoT is Making Schools More Sustainable and Eco-Friendly](https://ecf4clim.eu/how-iot-is-making-schools-more-sustainable-and-eco-friendly/): Ever thought about how your school could help save the planet? Well, some schools in the EU are taking big steps to become more eco-friendly, and it’s all thanks to a cool project called ECF4CLIM. It’s not just about turning off lights or recycling paper-this project is using cutting-edge tech like the Internet of Things (IoT) to make schools smarter and greener. Let’s break it down! What’s the Deal with ECF4CLIM? The ECF4CLIM project is all about teaching schools how to live sustainably. It looks at how the way we act-like keeping windows open when the heater is on-affects energy
- [Fostering Adaptability in Schools: Preparing Students for a Challenged Future](https://ecf4clim.eu/fostering-adaptability-in-schools-preparing-students-for-a-challenged-future/): The climate crisis has become impossible to ignore, with extreme weather events like hurricanes, floods, wildfires, and droughts happening more frequently and impacting communities worldwide. In recent years, many students have seen or experienced firsthand the effects of these events, from closed schools due to hurricanes in the United States to droughts impacting crops in parts of Africa, disrupting daily life and long-term plans. These occurrences are urgent reminders of the need to prepare younger generations for a world facing unprecedented environmental challenges. As such, fostering adaptability to climate challenges is an essential skill to nurture in schools, alongside traditional
- [Environmental Protection or Humanity Protection? Which One Is It?](https://ecf4clim.eu/environmental-protection-or-humanity-protection-which-one-is-it-4/): Let’s start with a question: When does something or someone need protection? The answer is simple—when it’s weaker or more vulnerable than something else. Now, think about the relationship between the environment and humanity. Who’s the weaker one here? Is it the environment or us? The answer might surprise you—it’s not the environment. Here’s why: Earth and the environment existed long before humans came around, and it will probably still be here if humanity disappears. However, our survival depends on the health of the environment. The Earth doesn’t need us to survive, but we absolutely need it. The environment naturally
- [Changing Habits by Changing Things: the ECF4CLIM reuse T-shirt Flea Market](https://ecf4clim.eu/changing-habits-by-changing-things-the-ecf4clim-reuse-t-shirt-flea-market/): At CEIP Mozart, a primary school in Madrid, we are championing sustainability through an innovative initiative: a T-shirt reuse flea market. This project aims to raise awareness about the environmental impact of clothing consumption within our school community. A Successful Start The first edition of our flea market took place on May 16, 2023, attracting around 30 participants. During this event, 56 T-shirts were exchanged, resulting in significant environmental savings—22 cubic meters of water (equivalent to a 4x5x1 meter pool) and 11 kilograms of CO2 (the amount a tree sequesters in one year). Building on this success, the second edition
- [Sustainability Competences for Agroecology](https://ecf4clim.eu/sustainability-competences-for-agroecology/): Summer is a good moment to take some distance from our rutinary lives, and the projects we are already involved in. It can be a good moment to take some perspective from our objectives, and to reflect upon the meaning and relevance of our projects. I am using this summertime to learn about “syntropic agriculture/agroforestry” in Galicia, Spain. As we mentioned in a previous entry, as part of UAB research on «sustainable competencies» we started a collaboration with an agroecological farm close to our campus. Apart from producing food, this farm is also working on environmental education, which has a
- [By train from Finland to a project meeting in Romania](https://ecf4clim.eu/by-train-from-finland-to-a-project-meeting-in-romania/): International projects expand our thinking. Working with people from other contexts helps us to find new ideas for our work and opens our eyes to the good things in our own country. Learning is most effective when you can talk with others, ask clarifying questions, and come back with your thoughts to somebody after pondering things a bit by yourself. This way we can elaborate sustainability education further and facilitate situations, where students learn to minimize their carbon dioxide emissions. Traveling to meet the project partners creates a dilemma, though. Flying warms the climate effectively. We had a project meeting
- [First International Conference on Sustainable Energy Education (SEED) ](https://ecf4clim.eu/first-international-conference-on-sustainable-energy-education-seed/): The SEED conference will be held on July 3-5, 2024, at the Faculty of Business Administration and Management of the Universitat Politècnica de València (UPV). It is planned as international forum to establish the global learning community about Energy Education to exchange knowledge, provide opportunities and ultimately develop a shared vision.
- [Climate Change Adaptation through Sustainability Education. Drought challenge.](https://ecf4clim.eu/climate-change-adaptation-through-sustainability-education-drought-challenge/): Waterm scarcity is a vital challenge for human beam in the coming decades. Climate Change advancement leads to longer and more frequent drought periods, especially in subtropical regions. Although many efforts have been directed to decelerate climate change, it is necessary to push adaptation policies. Looking to on the European region, drought affects especially the Iberian Peninsula. Here, drought season started in 2015 and has been a threat that has affected both agriculture and water supply for domestic purposes, among other important socio-economic aspects. Reservoirs are drying up, crops are withering, and underground reserves are rapidly depleting. Water scarcity has
- [UAB activities conceptualizing the Eco-social Crisis](https://ecf4clim.eu/uab-activities-conceptualizing-the-eco-social-crisis/): A series of courses and workshop developed at Universitat Autonoma de Barcelona were implemented as ECF4CLIM a sustainable intervention  A set of activities, grouped as Eco-social Crisis Course, were developed at UAB () as part of the ECF4CLIM participatory process. The course approached different topics related to the climate crisis and its consequences. Professors form UAB, researchers and activists working outside university offices were involved in the preparing the activities, dealing with complexity requires juxtaposition of perspectives and methodologies, and challenges of a transversal course. From February to May, more than forty students attended one or more conferences and workshops. The
- [Enhancing Empowerment in Educational Communities and Society Through Demonstrative Interventions](https://ecf4clim.eu/enhancing-empowerment-in-educational-communities-and-society-through-demonstrative-interventions/): Throughout the third year of the EFC4CLIM project, a series of demonstrative interventions were successfully implemented across 13 schools and universities in Finland, Portugal, Romania, and Spain. These interventions encompassed a blend of structural enhancements aimed at improving sustainability performance, alongside purely educational initiatives. In Spain and Portugal, the interventions primarily focused on enhancing comfort within learning environments through initiatives such as space revegetation and improved insulation. Romania’s interventions centered on the installation of PV panels to reduce energy consumption and installing water sensors to eliminate water wasting. In Finland, the emphasis was placed on facility upgrades to promote recycling
- [22nd edition of Science Fair,  Seville, May 2024](https://ecf4clim.eu/22nd-edition-of-science-fair-seville-may-2024/): SCIENCE, EDUCATION AND SUSTAINABILITY: ECF4CLIM promoted the implementation of sustainable interventions in schools, fostering changes towards sustainability for students, teachers, staff and citizens During this fair, students, teachers and researchers met to share projects, through the exhibition in information stands. The University of Seville has taken advantage of this event of general interest to present the project ECF4CLIM to all citizens. Science fair brings together a multitude of people from different educational centres, universities, and other entities to disseminate and bring science closer to all citizens. For this edition, more than 140 entities (companies, educational centres, research centres, universities, etc.)
- [Bucharest, 2024 May 9-10, ECF4CLIM General Assembly and Steering Group](https://ecf4clim.eu/bucharest-2024-may-9-10-ecf4clim-general-assembly-and-steering-group/): ECF4CLIM General Assembly & Steering Committee 6th Meeting in Bucharest, 9-10 May 2024, with a focus on the demonstrative interventions in schools and universities. With participation of researchers from the partners, teachers and professors from the associated partners, schools and universities from Finland, Portugal, Spain, and Romania. With a real exchange of perspectives, experiences, and good practices among the teams working for planning, implementing, and monitoring the results. And an excellent opportunity to train the participants in using the tools created by the project in support of sustainability assessment and improve knowledge and understanding.
- [Empowering Future Guardians: Proposing and Implementing an Eco-Social Course at UAB to Equip Students for Nature Conservation](https://ecf4clim.eu/empowering-future-guardians-proposing-and-implementing-an-eco-social-course-at-uab-to-equip-students-for-nature-conservation/): When we talk about «acting for sustainability», what does this mean? What kind of «action»? In which direction? Under which social and environmental paradigm? This kind of, I would say, political question regarding this Action competence is important to be made. As researchers, do we consider studying sustainability as an «action» by itself? Or we do expect change to happen far from our academic task? How do we gather information about social protest and social change and bring it to the institution? This might be an interesting question to be made, now that it connects with what’s more MEANINGFUL to
- [The ECF4CLIM participatory approach: sharing experiences with teachers](https://ecf4clim.eu/the-ecf4clim-participatory-approach-sharing-experiences-with-teachers/): The aim of the ECF4CLIm project is to develop and validate a European Competence Framework (ECF) for transformative change that empowers the educational community to combat climate change and promote sustainable development. To that end, the project employs an innovative hybrid participatory approach grounded in participatory action research and citizen science, that is being applied in various selected schools and universities to co-design the ECF. Our hybrid participatory approach allows the educational community to jointly identify, understand, assess, and evaluate their own sustainability-related competences and obstacles to improvement. The communities engage in joint deliberation on how to promote sustainable individual
- [Fostering Sustainability in Education: A Multidisciplinary Approach](https://ecf4clim.eu/fostering-sustainability-in-education-a-multidisciplinary-approach/): In the context of the current environmental challenges, the role of education in fostering sustainable practices becomes crucial. The synergy between academic institutions, community engagement, and innovative projects plays a key role in shaping a future where environmental consciousness is ingrained in the fabric of society. Empowering Sustainability Education Through Community Engagement In order to teach sustainability effectively, it’s crucial to involve everyone in the school community – students, teachers, parents, and staff. When we all work together, both inside and outside the classroom, it makes a big impact. By getting everyone on board with green projects, we not only
- [Co-working on the structural and educational interventions with our intervention sites](https://ecf4clim.eu/co-working-on-the-structural-and-educational-interventions-with-our-intervention-sites/): Some identified interventions as valuable for the improvement of the sustainability performances and of the education for sustainability were already implemented in our demonstration sites, schools and universities from Finland, Portugal, Romania, and Spain. Other interventions are in-progress, and some in preparation to be ready for starting at the beginning of the next academic year. The third meeting of Sustainable Competence Teams (SCT3) was structured in three main parts devoted to a reflexive process on the on-going interventions: (1) First impressions and experiences, (2) Barriers and enables, (3) Further improvements. SCT3 meetings were organized in all the countries in February
- [Contemplating the Skills Needed for Future Societal Demands](https://ecf4clim.eu/contemplating-the-skills-needed-for-future-societal-demands/): Predicting the future, especially in a rapidly changing world with disruptive technologies and environmental challenges, is extremely difficult. In this dynamic context, education grapples with numerous challenges, particularly in discerning the competencies imperative for individuals to navigate the forthcoming societal landscape. Nonetheless, drawing from our present comprehension, certain pivotal competencies emerge as essential facets that education must cultivate. These competencies are paramount in empowering individuals to not only adapt but thrive in an environment characterized by uncertainty and rapid transformations in the job market. adaptability and flexibility: The ability to adapt to new situations, learn new skills quickly, and pivot
- [Working day with students, stimulating the sustainability competences building through research activities ](https://ecf4clim.eu/working-day-with-students-stimulating-the-sustainability-competences-building-through-research-activities/): On 2024 January 12, at the Escuela Técnica Superior de Ingeniería, a working day with secondary school students was organized to stimulate the interest in developing critical thinking, systemic thinking, and forward-thinking through the development of research projects. Two different project lines have been proposed to support the development of competencies for sustainability: ECF4CLIM: Sustainable air conditioning systems, impact on the carbon footprint of educational centers. ECF4CLIM: Re-naturalization of educational centers, evaluation of the potential on the environmental impact. Both are linked with the measures identified by the SCTs (Sustainability Competencies Teams) and SCCs (Sustainability Competencies Committees) in the ECF4CLIM
- [Sustainability Competences through Agroecology: A practical ECF4CLIM collaboration in Barcelona](https://ecf4clim.eu/sustainability-competences-through-agroecology-a-practical-ecf4clim-collaboration-in-barcelona/): Sometimes, sustainability is not an objective, but an inherent value in a concrete practice or activity. There, sustainability is not something that we look for, but the reason why a new project emerges. That’s right for L’Ortiga, a cooperative devoted to zero kilometer agriculture in the mountains of Collserola (Barcelona, Catalonia). We’re writing about L’Ortiga thanks to a support collaboration that a partner of ECF4LCIM project – UAB (Universitat Autònoma de Barcelona) started doing in October 2023. The initiative had the aim to connect a UAB external organization to our research in sustainability competences. While the collaboration is ongoing, it
- [Is net-zero emissions the final solution?](https://ecf4clim.eu/is-net-zero-emissions-the-final-solution/): Net-zero emissions refer to the state in which the amount of greenhouse gases emitted into the atmosphere is balanced by the amount removed or offset, resulting in no additional net contribution to the accumulation of these gases. Greenhouse gases, such as carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O), contribute to the warming of the Earth’s atmosphere and are largely responsible for climate change. In other words, the emissions into the environment will be equal to the intake of greenhouse gases and their storage or consumption. The concept of achieving net-zero emissions has gained prominence as a crucial strategy
- [Citizen Science and Co-design Tools for Cities (9-12 October 2023)](https://ecf4clim.eu/citizen-science-and-co-design-tools-for-cities-9-12-october-2023/): Climate and environment Cohesion Youth and citizens engagement Tue 10/10/2023, 09:30 – 11:00 CET Hall 100, SQUARE Brussels Meeting Centre #EURegionsWeek Team
- [From Mountains to Metropolis: Jane's Nature Classroom](https://ecf4clim.eu/from-mountains-to-metropolis-janes-nature-classroom/): Jane Popesco had been a dedicated teacher for many years in a small rural school nestled in the picturesque Carpathian Mountains of Romania. She was passionate about fostering a deep connection between her students and nature, believing that it was crucial for their holistic development. However, an unexpected change in her life led her to a bustling city, and she soon discovered a significant contrast in the relationship students had with the natural world. In the mountains, Jane’s classroom was open to the outdoors. Large windows brought the forest, rivers, and meadows inside. Her students, a close-knit community, were accustomed
- [ECF4CLIM, Navigating Complexity Through Co-Design](https://ecf4clim.eu/ecf4clim-navigating-complexity-through-co-design/): Implementing sustainability within education is a multifaceted challenge that stems from factors such as fragmented curriculum integration, the inherently interdisciplinary nature of sustainability, the need for comprehensive teacher training, resource constraints, and resistance to transformative change. These complexities are further compounded by variations in culture, context, limited time, institutional barriers, and inadequate teaching support materials. However, a holistic and collaborative approach involving educators, administrators, policymakers, students, parents, and the wider community is vital to overcome these challenges. A Collaborative Co-Design Approach: The ECF4CLIM project has recognized the potential of co-design as a catalyst for meaningful progress in sustainability education. By
- [Skills for an unpredictable future](https://ecf4clim.eu/skills-for-an-unpredictable-future/): Throughout history, the world has changed continuously, sometimes faster, sometimes slower. Today we are in the midst of deep changes and with extremely fast dynamics. Climate changes increasingly affect the environment in which we live, the ecosystems and the relationships between them. Recent crises, such as the COVID 19 pandemic, the energy crisis, the war in Ukraine, migration introduce great uncertainties into the near future. On the other hand, the development of disruptive technologies such as artificial intelligence, biotechnologies, additive manufacturing, big data, IoT, robotics, energy storage have a high potential to produce rapid changes in terms of future occupations
- [Summer holidays and our adventurous trips](https://ecf4clim.eu/summer-holidays-and-our-adventurous-trips/): In this hot summer we should probably reflect more deeply and rethink the notion of travel. Today it has lost its exceptional, adventurous character. It has become a commonplace. We are moving to the mass travels, repeated more and more frequently, and closer to the weekend fun than to the ideal of an initiatory trip, to the idea of enriching knowledge, personal understanding, and to generate meaningful ideas and connections. Or maybe we perceive the congestion on the roads, the traffic jams, plane flight delays as the wonderful adventures of our days? Adventures that become trivial day by day, along
- [ECF4CLIM project at 36th International Conference on Efficiency, Cost, Optimization, Simulation and Environmental Impact of Energy Systems (Gran Canaria, Spain, June 2023)](https://ecf4clim.eu/ecf4clim-project-at-36th-international-conference-on-efficiency-cost-optimization-simulation-and-environmental-impact-of-energy-systems-gran-canaria-spain-june-2023/): University of Seville presented the paper “Use of methodology for the development of competencies in sustainability and carbon footprint reduction in schools” approaching the work with the demonstration sites and the developed tools to improve the sustainability performances. Attendees agreed the developed user-friendly interface is a key step to support the use of the tools in the schools encouraging to move towards better performances.
- [Early summer thoughts on harvesting wheat](https://ecf4clim.eu/early-summer-thoughts-on-harvesting-wheat/): In June, the harvest begins, first with the straw grains. We expect large harvests, enough to feed ourselves and the animals we raise for our consumption. The grains we grow have a short life cycle. Carbon captured during growth is quickly released after harvest, but in the case of agriculture, carbon plays a rather secondary role, with the nitrogen cycle being the main concern for climate change. Nitrogen is a fundamental element in plant growth, and modern agricultural crops are crucially dependent on adding nitrogen to the soil through chemical fertilizers. Naturally, nitrogen is produced by a group of microorganisms
- [EU Green Week Conference, 2023, June, 6-7](https://ecf4clim.eu/eu-green-week-conference-2023-june-6-7/): The objectives and current progress of ECF4CLIM project was presented in the Section “Citizen science- Empowering and skilling citizens to become drivers towards a climate neutral and sustainable Europe through citizen science”. The section reflected also the clustering activity of projects: AURORA, I-CHANGE, PSLifestyle, SOCIO-BEE, COMPAIR, GreenSCENT and ECF4CLIM. Link to the recording of the section.
- [EUSEW 2023, European Sustainable Energy Week, 2023, June, 20-22](https://ecf4clim.eu/eusew-2023-european-sustainable-energy-week-2023-june-20-22/): The biggest conference dedicated to renewables and efficient energy use in Europe organised the 17th edition (20-22 June 2023) in a hybrid format in Brussels and online under the theme ‘Accelerating the clean energy transition – towards lower bills and greater skills’. A special event of the conference, the fourth European Youth Energy Day, brought together 18-34-year-olds to share their ideas on how to transform Europe into the first climate-neutral continent. Link to the recording of the section.
- [From pragmatism to sustainability](https://ecf4clim.eu/from-pragmatism-to-sustainability/): Often in a very pragmatic modern society we are facing a very difficult question. What is the cost of implementing sustainability at the national, or global level? Estimates are affected by huge uncertainties, but, on the other hand, do such estimates make sense? During a crisis, do we do our calculations first and then intervene? What would it mean in case of fires, floods, or earthquakes to make such estimates and decide how to intervene or waiting for the optimal moment? Climate changes are today, at least through the lens of extreme weather phenomena, the melting of glaciers and global
- [EU Green Week 2023](https://ecf4clim.eu/eu-green-week-2023/): The main topics of the Conference: Delivering a Net-Zero World – Opening debate, Rebuilding Ukrainian cities – Panel discussion, Biodiversity: Can societies and ecosystems live in a healthy relationship? , Circular Economy: Squaring the Circle: Can we afford to buy circular products? Can we afford not to?, Fireside chat with Katherine Richardson, Zero Pollution: Can we achieve a Net Zero World without it?. The main topics of Expert Workshop: Environmental fairness – how do we “fairness proof” EU climate and nature policies? Human dimension of the Green Deal: skills and mind-set needed for the sustainability transition, Strengthening environmental rule of
- [Science Fair 2023, Seville, May 11. The 21st edition featured a talk on the ECF4CLIM project, promoting sustainability and the development of scientific competencies in schools](https://ecf4clim.eu/science-fair-2023-seville-may-11-the-21st-edition-featured-a-talk-on-the-ecf4clim-project-promoting-sustainability-and-the-development-of-scientific-competencies-in-schools/): The 21st edition of the Seville Science Fair has successfully promoted scientific dissemination and innovation. With a strong focus on sustainability and the development of scientific competencies for young people. During this fair, students, teachers, and researchers came together to share projects, conferences, and talks, allowing the attendees to explore various scientific topics. The talk given by researchers from the University of Seville on the 11th of May was a point of interest, introducing and awakening interest in the ECF4CLIM project, which focused on the implementation of sustainable competencies in schools.
- [CF4CLIM 4th Project Meeting, Our creative day on sustainability, Portugal, Sintra, May 12, Working with schools and universities](https://ecf4clim.eu/cf4clim-4th-project-meeting-our-creative-day-on-sustainability-portugal-sintra-may-12-working-with-schools-and-universities/): May 12, an excellent day for an intense exchange of experiences and perspectives, involving the partners of the ECF4CLIM project and the teachers representing the associated schools and universities. Climbing the mountain as a symbol of the efforts we invest in creating higher performances in education for sustainability. Discussing and following creative exercises in pairs or small groups related to the roadmap, interventions, and research. Documenting by photos, recordings and writing notes. Our work focused on: (1) Engagement: Reflection on various values and aspects to sustainability, (2) Connections: Systems understanding of the context and various stakeholders’ perspectives, (3) Visions: A
- [ECF4CLIM 4th Project Meeting, World Café with demonstration sites](https://ecf4clim.eu/ecf4clim-4th-project-meeting-world-cafe-with-demonstration-sites/): On May 11, during the ECF4CLIM 4th Project Meeting (Lisbon 2023), a World Café exercise was dedicated to the “Roadmap for promoting sustainability competences in education“ developed by crowdsourcing with the demonstration sites (schools and universities form Finland, Portugal, Romania, and Spain). The event brought together the entire project team (partners, associated partners, Advisory Board members) and it was an excellent opportunity to highlight various perspectives on education for sustainability. The World Café was structured in the topics: (1) development of a European Competence Framework, (2) collective competences for sustainability, (3) individual competences for sustainability, (4) environmental performance of the
- [ECF4CLIM in “Youth with Researchers” Congress, April 2023, Faculty of Geography and History. University of Seville](https://ecf4clim.eu/ecf4clim-in-youth-with-researchers-congress-april-2023-faculty-of-geography-and-history-university-of-seville/): On April 19, the 8th edition of the Youth and Researchers congress brought together more than 100 students from different schools from Andalusia, teachers and researchers, in an interactive work, making the research more visible and closer to the schools. The event was concluded around three months of teamwork, creating skills, competencies, and new knowledge. ECF4CLIM project was involved by collaboration with 6 schools (approaching 4 projects and involving 25 students) for the development of sustainability measures in their schools. Youth with Researchers congress was an opportunity for students to gain competencies in the sustainability by introducing them the methodology
- [Could we be proud of our smart cities?](https://ecf4clim.eu/could-we-be-proud-of-our-smart-cities/): Nowadays we are talking more and more about smart cities and we are proud for the solutions we created to transform our cities of today into the smart cities of tomorrow. We are very determined to reduce the carbon footprint, to create more environmentally friendly approaches and technologies to support the health and comfort of the citizens. Looking more closely at the development of older or newer cities, we can see that the way they were growing was very far from the principles of sustainability. In the last centuries, the humanity has created the pattern of an overcrowded, based on
- [Home, the place we always return to](https://ecf4clim.eu/home-the-place-we-always-return-to/): Almost for each of us there is a home, a place to which we return every day or after certain periods of time. In the complicated world of recent years, home has a much more sensitive meaning. It is also about the home of migrants, of those uprooted due to conflicts, natural tragedies, famines, earthquakes, floods, persecutions, or drastic economic disparities. More and more often we talk about planet Earth as home, as a place we can leave to return to. Planetary limits are more and more evident today. Resources are finite, even if, amazingly, we discover others. Our home
- [A year of war that trampled sustainability and climate change](https://ecf4clim.eu/a-year-of-war-that-trampled-sustainability-and-climate-change/): A year of war in Eastern Europe. I will not discuss the horrors. They were intensively discussed in the entire media. From the attacks on the civilian population, to the destruction of the utility supply infrastructure, to collective graves. Hundreds of thousands of soldiers killed, millions of citizens who lost all their possessions, more than 8 million of refugees. Children left without parents, old people whose children died on the front. A tragedy as we did not imagine that we can still live in a century of unprecedented technological development. A ravaged, destroyed territory, a continuous polygon to test the
- [A story told by an abandoned suitcase](https://ecf4clim.eu/a-story-told-by-an-abandoned-suitcase/): I am sitting here on the bank of the river, under the open sky, wide open and full of water from the rains of the last week. Until last month, I traveled around the world. By bus, by train, by ferry, by plane and even in a carriage pulled by 4 beautiful white horses. I traveled Europe far and wide, I went to faraway Patagonia, to Korea and Japan, I passed through the frozen forests of Siberia during the winter, I enjoyed the waves of the Mediterranean on a long cruise. I lived in luxury hotels and modest guesthouses. I
- [Second Session of the Sustainable Competence Teams (SCT2)](https://ecf4clim.eu/second-session-of-the-sustainable-competence-teams-sct2/): First session of Sustainable Competence Teams (SCT1) was organized in 12 demonstration sites (primary schools, secondary schools, and universities) from Finland, Portugal, Romania, and Spain. The second session (SCT2) was started in January and will be finalized at the end of March 2023. Both sessions are based on a hybrid participatory approach to evaluate the collective and individual competences for sustainability and to assess the impact of the behaviours and attitudes on the education for sustainability. If the SCT1 was dedicated mainly to the identification of drivers and barriers in the education for sustainability, the SCT2 is focused on the
- [Sustainability in the time of inflation](https://ecf4clim.eu/sustainability-in-the-time-of-inflation/): Europe has gone through an extremely difficult year. It started with the energy market crisis, continued with the conflict in Ukraine, and then with an increase in inflation exceeding 10% in many countries. All these, have created great concerns for the general public and produced a climate of instability. The economy and investors were shocked by developments difficult to be anticipated. In this context, discussions about the urgent need for measures to stop global warming continued, but in a somewhat shyer tone, the public’s attention, at least in the spring, being captured by the war and electricity crisis. Only the
- [ECF Seminar: Roadmap towards Sustainable Education](https://ecf4clim.eu/ecf-seminar-roadmap-towards-sustainable-education/): On December 14 (14:00-16:00, CET) the dissemination event of the Roadmap is organized in on-line format. We invite all the interested parties to come and discuss how to use the roadmap towards sustainable education in the schools and universities. Agenda: Introduction to the roadmap Small group discussion on applying the roadmap in educational settings Next steps and farewell To participate please register for the event at: https://link.webropol.com/s/ecf4clim-roadmap
- [ECF4CLIM 2nd webinar on trans- and inter- disciplinary approaches ](https://ecf4clim.eu/ecf4clim-2nd-webinar-on-trans-and-inter-disciplinary-approaches/): On December 2nd a new webinar dedicated to the trans- and interdisciplinary approach in the sustainable development and education for sustainability was organized. While the previous one (November 3rd) brought together education experts, the participants in the second webinar were practitioners from the education sector, representing schools, high-schools and universities. The collected input is a starting point to draw the Transdisciplinary Dialogue Strategy, one of the key outcomes of ECF4CLIM project. The participants discussed on: (1) misunderstandings and contrasting interpretations of the notion of sustainable development encountered in collaboration with experts, practitioners, and students, (2) challenges, obstacles, benefits, and opportunities
- [First Sessions of the Sustainable Competence Committees (SCCs)](https://ecf4clim.eu/first-sessions-of-the-sustainable-competence-committees-sccs/): ECF4CLIM project has developed a hybrid participatory approach to evaluate the collective and individual competences and to assess the impact of the behaviours and attitudes in the educational performance, through participatory observation, interviews, questionnaires, audits, Internet of Things (IoT) solutions, citizen engagement, and citizen science. After the first meeting of the each of the three Sustainable Competence Teams (students, teachers, administrative staff) organized in the twelve demonstration sites (schools, high schools, and universities), Sustainable Competence Committees (SCCs) were set-up. Depending on the context SCCs were organized at national level or for each demonstration site. The SCC consists of representatives from
- [ECF4CLIM Project meeting, 22-23 November 2022](https://ecf4clim.eu/ecf4clim-project-meeting-22-23-november-2022/): The 3rd project meeting was organized on-line on 22-23 November and was structured in: General Assembly meeting, with the participation of partners and associated partners (demonstration sites) Advisory Board meeting, Steering Committee meeting. The progress of the project was analyzed following the main activities in accordance with the existing planning: the development of the initial Educational Competence Framework (ECF), the approaches for testing the ECF, the environmental baseline assessment , the individual and collective competences baseline assessment, the development of the Digital Platform (including methods, instrument and tools, such as the Carbon Footprint Calculator, Retrofitting Tool Kit, Sustainability Intervention Evaluation
- [ECF4CLIM Clustering Activities. GD-SO-Knowledge & Citizens Working Group , 18 November 2022](https://ecf4clim.eu/ecf4clim-clustering-activities-gd-so-knowledge-citizens-working-group-18-november-2022/): The Knowledge and Citizens Working Group focuses on the role of citizens in the implementation of the European Green Deal. The objectives of the WG are connected to: strengthening citizens’ awareness of their own role as actors of change, promoting inclusive and participatory approaches to decision and policymaking at the local and national levels to address climate change challenges, proposing transdisciplinary approaches to behavioral change. The participating projects address issues including civil inclusion, public engagement, gender equality, social ecology, and behavioral change. The Action Plan of the Knowledge & Citizens WG, composed of a set of Focus Areas was discussed,
- [The lights of the nights in late autumn](https://ecf4clim.eu/the-lights-of-the-nights-in-late-autumn/): November. Late at night I was flying home crossing the European Union from its western border to the eastern one. In the plane, the lights were reduced progressively to the minimum. Most of the passengers are sleeping. I imagine that in their cabin the pilots are almost asleep, and the plane is going on using the automatic mode. I sit at the window and look into the depth of the night. There is not much to see, but as someone said everywhere you may observe something that may be interesting. Even in the I desert there is a diversity, a
- [ECF4CLIM webinar dedicated to trans- and inter- disciplinary approaches ](https://ecf4clim.eu/ecf4clim-webinar-dedicated-to-trans-and-inter-disciplinary-approaches/): On November 3 a seminar dedicated to the trans- and interdisciplinary approach in the sustainable development, with a focus on the education for sustainability, was organized in webinar format. The synergies between a range of disciplines and fields of expertise including natural sciences, economics and social sciences through a holistic and innovative approaches was in the focus of the debate. The collected input is a starting point to draw the Transdisciplinary Dialogue Strategy, one of the key outcomes of ECF4CLIM project. A second webinar will continue the discussions in January.
- [In October the effective implementation of the ECF4CLIM hybrid participatory approach has started](https://ecf4clim.eu/in-october-the-effective-implementation-of-the-ecf4clim-hybrid-participatory-approach-has-started/): In the last year an innovative hybrid participatory approach was developed by the ECF4CLIM project with the aim to co-design appropriate measures to strengthen environmental awareness, to engage the school community, and to strengthen knowledge, skills and attitudes on climate change and sustainable development. The effective implementation was started, in October 2022, in all the demonstration sites of the project (some schools and universities from Spain, Portugal, Romania, and Finland). Two to three Sustainability Competence Teams (SCT) working in reconvened focus-groups were set up at the level of each school and university. The first one is composed by students, the
- [Why do we rush to get to school by car instead of walking](https://ecf4clim.eu/why-do-we-rush-to-get-to-school-by-car-instead-of-walking/): Today, society’s functioning is strongly dependent on the performance of the transport system. Our daily well-being cannot be thought otherwise. We move as fast as we can from home to work or school, on weekends to the places of entertainment, on vacations to the most desirable destinations. Sometimes it seems that the main purpose of our life is to travel. Every time and everywhere. According to statistics, Americans spend an average of 72 minutes a day driving their cars, twice times compared with the duration a father spends with his children. The total resulted annual amount is equivalent with 54
- [Green Deal Arena, an event for co-creating fair & sustainable future pathways](https://ecf4clim.eu/green-deal-arena-an-event-for-co-creating-fair-sustainable-future-pathways/): On 4th October, Shared Green Deal (Social sciences & Humanities for Achieving a Responsible, Equitable and Desirable GREEN DEAL) project will organize the Green Deal Arena, which is an opportunity to explore how your work can connect with others’ to contribute to much-needed change across Europe via the Green Deal. Shared Green Deal is one of the 73 Green Deal H2020 projects that kicked off in February 2022, and will run for 5 years. ECF4CLIM and Share Green Deal are working together in clustering activities.
- [13th Global Clean Energy Action Forum and the 7th Mission Innovation](https://ecf4clim.eu/13th-global-clean-energy-action-forum-and-the-7th-mission-innovation/): The 13th Global Clean Energy Action Forum (GCEAF), a major international clean energy event of the year, was organized from 21 to 23 September in Pittsburgh, US together with the 7th Mission Innovation ministerial. The events brought together top decision-makers and broad representation of the energy community (companies, investors, civil society, youth, labor, innovators, and academics).
- [Back to school](https://ecf4clim.eu/back-to-school/): September. Back to school, after the wonderful holiday, fully of travel and gain of new experiences… All of us are hoping the school will not be disrupted by events like the pandemic in the last two school years. We are wanting to go in the classrooms, having group activities and many trips. Looking at the two previous years, the online courses have reduced the operating costs of many schools, relaxing budgetary constraints. Now energy consumption will return to the pre-pandemic level, but the energy crisis has largely increased the operating costs of schools, putting enormous pressure on the regularly budgets.
- [Summer holydays](https://ecf4clim.eu/summer-holydays/): We wait every summer for the wonderful vacations. For the travels, discoveries and relaxation period. Sometimes we are looking day by day in the calendar waiting and planning… In Europe, in the recent decades we have been traveling more and more. Our Earth has become a global village. We move quickly from one geographic point to another. An afternoon in Venice. The next day in Verona. After that Florence, Pisa, Rome, Naples. We move quickly to Sardinia. Then in Corsica. We take a tour through Barcelona, then to Paris. After that going rapidly to Brussels and Amsterdam. And quickly to
- [This summer as a simple warning](https://ecf4clim.eu/this-summer-as-a-simple-warning/): This summer has brought us more than ever a succession of heat waves. It seems to be the prelude of the entrance in the hell. From the eastern to the western extremity, the northern hemisphere suffers from heat. Almost day by day. Energy consumption has increased drastically due to the amazing need for cooling. The streets of the big cities have become more inhospitable. Pollution, lack of green spaces and heat show us we are moving further and further away from the habitat of a normal life. Are we prepared to live like in a furnace? The news tells us
- [ECF4CLIM Clustering Activities. Participation in the First Board of Coordinators meeting, 22 June 2022, organised by GD-SO](https://ecf4clim.eu/environmental-protection-or-humanity-protection-which-one-is-it-3/): On June 22, the coordinators of more than 70 projects funded under the Green Deal Call participated in the first Board meeting. The activity was supported by Green Deal Projects Support Office (GD-SO) aiming the maximization of the synergies and a better dissemination of the valuable results. GD-SO is structured around five Working Groups (WGs). A WG is an operational platform for projects to identify synergies and challenges. All WGs have met for the first time and now they are developing the Action Plans. WGs will meet again around October/November 2022 to discuss the actions to be implemented. Board meeting is planned
- [Simple thoughts from a town without inhabitants](https://ecf4clim.eu/simple-thoughts-from-a-town-without-inhabitants/): In the second week of June, in the beginning of a hot summer, the ECF4CLIM project team met in Umbralejo, an uninhabited town in the province of Guadalajara (Spain), on the eastern slope of the Sierra de Ayllón mountain. Since 1984 Umbralejo is a part of PRUEPA (Program for the Recovery and Educational Use of Abandoned Towns) supported by the Ministries of Agriculture and Fisheries, Food and Environment, Education, Culture and Sports. Today it is acting as an Educational Center, where groups of young people are learning about the past, the environment and sustainability. These activities are contributing to the
- [General Assembly and Steering Committee meeting of ECF4CLIM project, Umbralejo (Spain), June 8-9](https://ecf4clim.eu/environmental-protection-or-humanity-protection-which-one-is-it-2/): The General Assembly has included representatives from the demonstration sites (schools and universities from Spain, Portugal, Finland, and Romania, acting as associated partners of the ECF4CLIM project) and the members of the Advisory Board. The meeting in Umbralejo, an abandoned town in Spain, two hours away from Madrid, has created a very inspiring atmosphere stimulating the reflection on education , sustainability, and climate actions. In Umbralejo a very successful sustainability educational program is being carried out: the Program for the Recovery and Educational Use of Abandoned Towns (PRUEPA). The analysis of the activities performed in the first eight months of the project shows
- [Unity in response to energy security and climate crises, IEA Ministerial Meeting](https://ecf4clim.eu/unity-in-response-to-energy-security-and-climate-crises-iea-ministerial-meeting/): The IEA Ministerial Meeting (March, 23-24) with the participation of energy and climate ministers representing more than 40 governments discussed the severe energy market turmoil appeared due to the conflict in the Eastern Europe, and the measures to be urgently introduced in support of the energy security. The IEA efforts are clearly oriented to ensure the energy security and the clean energy transition. As an immediate measure the IEA Member Countries agree on the new emergency oil stock release. On the other hand, the key role of energy savings to reduce oil and gas dependency and costs for consumers was
- [Crowdsourcing workshops organised in Finland, Spain, Portugal and Romania](https://ecf4clim.eu/environmental-protection-or-humanity-protection-which-one-is-it/): From March to mid-May 2022 a set of crowdsourcing workshops are conducted in Finland, Spain, Portugal and Romania, as well as internationally following the planned research activities in WP3, Task 3.1.  Together with Task 3.2, crowdsourcing will form a basis for the development of the first draft of the operationalized European Competence Framework. It is a very important step in the project as a collective will-formation and meaning-making process that works as the basis to design the measures, interventions, and hybrid participatory action research processes in the demonstration sites. The crowdsourcing process is structured into parts: (1) national online or face-to-face
- [In May the splendor of nature cries out about biodiversity](https://ecf4clim.eu/in-may-the-splendor-of-nature-cries-out-about-biodiversity/): In May almost every corner of Europe turns green. Nature shows its strength and biodiversity. It is a time of reflection, to think more about our impact, as human beings, on the environment and on the ecosystems. Maybe in these moments, the amazing explosion of the vegetation will help us to be able to understand how much we have squeezed the nature in more and more confined spaces. It is a good time to understand that we have replaced biodiversity with monocultures of cereals and plants useful to us. That we drove wild plants from our lands using various means,
- [The Little Things That Make Sustainability Attractive](https://ecf4clim.eu/the-little-things-that-make-sustainability-attractive/): Nowadays, the climate change is one of humanity’s crucial concerns. The individual actions to prevent the climate changes and to mitigate their effects are multiple and mainly related to changes of the behaviors. A shift from inaction to the involvement, from consumerism to the moderation, from impulsivity to the wisdom. Collective actions are also very diverse. In this case they are strongly dependent on the coagulation around a well-structured narrative, on a set of values agreed at the social group level. The school can provide knowledge and valuable examples of action supporting the sustainability. From an early age, children can
- [Is the war affecting climate actions?](https://ecf4clim.eu/is-the-war-affecting-climate-actions/): For more than 30 years, we lived in a world where defense budgets were reasonably small, at least in EU countries. Suddenly, the war in Ukraine shows us an increased risk of insecurity and an immediate need to invest in defense. Certainly, the national budgets will change very soon their structure by reserving a greater share of military spending and possible cuts in allocations for health, education and climate change. Until yesterday, the geopolitical analysis shows a drastic reduction in the number and amplitude of the military conflicts, generated mainly by the proven inefficiency of the war. It is more
- [Everyone’s contribution is valuable](https://ecf4clim.eu/everyones-contribution-is-valuable/): Every day people move from one place to another. To school, to work, to a holiday destination, to the big chains of stores. Goods and resources are transported to be used. Transport is a key sector in the climate policies, both as a share, representing almost a quarter of Europe’s greenhouse gas emissions, but also as a huge potential to introduce effective measures. In the urban area the transport is the main source for the air pollution. National policies are focused on the introduction of new standards for the vehicle’ performances to reduce the consumption and the emissions. The stimulation
- [Proposal for a Council Recommendation on learning for environmental sustainability](https://ecf4clim.eu/proposal-for-a-council-recommendation-on-learning-for-environmental-sustainability/): The European Education Area Communication, the European Green Deal and other key initiatives recognize the crucial role of education and training for the green transition. Learners of all ages need to be able to develop the knowledge, skills and attitudes to live more sustainably, change patterns of consumption and production, embrace healthier lifestyles and contribute – both individually and collectively – to the transformation of our societies. In many countries, policies and strategies are in place related to environmental and sustainability education. Despite decades of effort and initiatives, learning for environmental sustainability is not yet a systemic feature of policy
- [Our winter energy crisis](https://ecf4clim.eu/our-winter-energy-crisis/): The predictions of the last year, on an imminent energy crisis, are now facts. The increase of the energy needs due to heating and lighting in the winter of 2022 introduces important difficulties. In addition, tensions in the East have brought changes in the European gas import. But the roots of the crisis are much deeper. Rather, they come from the insufficient preparation of the energy systems for major changes. In the context of the urgency of the measures to prevent climate change, it is absolutely necessary to reduce carbon emissions to zero. Electricity is extremely important in the decarbonization
- [Education on Climate Change and the Environment, a report launched for the public debate by Romanian Presidential Administration](https://ecf4clim.eu/education-on-climate-change-and-the-environment-a-report-launched-for-the-public-debate-by-romanian-presidential-administration/): On January 10 the report “Education on Climate Change and the Environment in Sustainable Schools” becomes available for public debate. It was prepared by the Working Group on Education on Climate Change and the Environment set up at the level of the Romanian Presidential Administration in 2021, and bringing together representatives of the Presidential Administration, the Ministry of Education, the Ministry of Environment, Water and Forests, educational institutions, students and teachers. and parents, as well as relevant NGOs.
- [December thoughts](https://ecf4clim.eu/december-thoughts/): December. The last month of the year. The month of celebrations. Traditions, history, friends and family, achievements and hopes… We celebrate, we celebrate… We receive and give gifts. Symbolic or valuable. Small or large. We try to be much more attentive to others, more generous, more plenty of gratitude for our good results. December is also the period when our bins are fully of waste. Too much packages and a lot of wasted resources. Unwanted or unacceptable gifts. Food and beverage… Decorations. And packages, many packages. Our gifts are produced far away, over seas and lands. Packaged, transported, unpackaged, selected
- [Are we enough open to the change our daily behaviors?](https://ecf4clim.eu/are-we-enough-open-to-the-change-our-daily-behaviors/): Climate change is at the heart of the concerns of a growing category of the public. The debates have convinced policymakers to introduce various measures to reduce carbon emissions. Their effectiveness is limited by a multitude of factors such as the determination in implementation, planned resources, effective promotion of measures, understanding of them by the public, but also by the resistance to the changes. The urgency of the measures is so great that, often, there is no enough time for a gradual implementation. The world is changing rapidly, old technologies are replacing by new ones, the way of communication is
- [Climate changes-phobia vs a stepwise approach?](https://ecf4clim.eu/climate-changes-phobia-vs-a-stepwise-approach/): Nowadays, the climate change is a reality recognized by the most part of the global society, together with its potential to dramatically affect the future of the Earth. Most of the people are aware on the climate changes. For some, such concerns can cause psychological impacts known as eco-anxiety. It may be characterized as fear for a future affected by global warming, extreme weather (heat waves and fires, cyclones and typhoons, earthquakes and tidal waves, etc.), increase of the pollution, accumulation of wastes including in the oceans, drastically reduction of the biodiversity, rising of the sea levels, exhausting of some
- [Glasgow Climate Change Conference, COP26, October-November 2021 ](https://ecf4clim.eu/glasgow-climate-change-conference-cop26-october-november-2021/): Climate Change Conference (COP26, Glasgow, 2021) reaches consensus on key actions to address climate change: adaptation, mitigation and finance are all strengthened in a complex and delicate balance supported by all Parties. after six years of strenuous negotiations, pending items that prevented the full implementation of the Paris Agreement on carbon markets and transparency have finally been approved.
- [The annual SET Plan Conference, 2021, November 25-26](https://ecf4clim.eu/the-annual-set-plan-conference-2021-november-25-26/): The annual SET Plan Conference (Slovenia 2021, hybrid format) has contributed to the debates on climate and energy policies, as well as the recovery and resilience investments plans and reforms for addressing the economic and social impact, approaching the green and digital transitions towards more sustainable and resilient economy. In 2020, the restriction of economic activities caused by sanitary measures led to a decrease in carbon emissions. The pandemic continued in 2021, but emissions tend to return to pre-pandemic values. https://www.bbc.com/news/science-environment-59148520

## Pages

- [Best Intervention Award](https://ecf4clim.eu/stay-connected-2/): Best Intervention Award The Best Intervention Award competition was organized to recognize creativity, collaboration, and impactful action in advancing sustainability across schools and universities. Its main objective was to highlight and reward interventions designed and implemented by students and teachers to improve school life, infrastructure, and sustainability education. Ten Demonstration Sites from Finland, Spain, and Romania participated, submitting their projects and short videos that showcased their initiatives. Interventions were evaluated by a jury according to four criteria: Implementation and Impact, Participation Level, Ambition, and Contribution to the ECF4CLIM Roadmap. Awards were granted in four categories — primary, lower secondary, upper secondary,
- [Illustrative Interventions](https://ecf4clim.eu/materials-from-demonstration-sites-2/): Illustrative interventions Showcasing Change: Illustrative Interventions of the ECF4CLIM Project To inspire and guide replication across other educational institutions, 22 exemplary interventions have been carefully selected by our demonstration sites in close collaboration with the research team. These interventions serve as practical models, demonstrating how educational communities can drive climate-related transformation. Each was chosen based on its: Impact on the educational community, Potential for replication in diverse contexts, Comprehensive coverage of the four dimensions outlined in the ECF4CLIM Roadmap: Engagement, Connections, Change, and Action, Representation across the three spheres of the ECF4CLIM Analytical Framework: individual, collective, and technical-material competences. Explore these interventions
- [Hybrid Participatory Method](https://ecf4clim.eu/project-highlights/): Hybrid Participatory Method The ECF4CLIM Hybrid Participatory Approach, rooted in participatory action research and partly based on the STAVE tool (Systematic Tool for Behavioural Assumption, Validation and Exploration) encourages students, teachers, staff and external stakeholders to work together to assess sustainability competences and reflect on the impact of actions. It facilitates new ways of collaboration between public, private and third-sector bodies as well as innovative organisational models of engagement and action for sustainability: Sustainability Competence Teams (SCTs) and Sustainability Competence Committees (SCCs). This novel approach fosters a culture of co-learning with an equal voice for all educational stakeholders, providing a
- [Materials from Demonstration Sites](https://ecf4clim.eu/materials-from-demonstration-sites/): Materials from Demonstration Sites Our demonstration sites also developed their own materials to promote sustainability competencies among students. As a result, significant interventions like the ones listed below were produced. Dragasani school – Solar energy Mioveni school – Water saving University of Pitesti – Sustainability and technological development CEIP Mozart, Madrid – CO2 Simplified Calculator
- [Games](https://ecf4clim.eu/digital-platform/games/): Games 3 categories of digital games for different ages Games, whether digital or traditional, have proven to be powerful tools in engaging learners and fostering a deep understanding of complex concepts. When it comes to sustainability education, this dynamic medium offers unique advantages in promoting awareness, critical thinking, and active participation. The ECF4CLIM project brings you an engaging learning game inspired by its Roadmap. With vibrant graphics, the game caters to different age groups with three unique themes and settings: Ages 6-9:Join Crocco’s Quest! Explore a cozy home and garden to find the lost friend. Ages 10-15:Enter the Forest’s Mystery!
- [Materials for Teachers](https://ecf4clim.eu/digital-platform/materials-for-teachers/): Materials for Teachers Let’s inspire and educate the next generation of environmental stewards together! We have gathered a variety of valuable resources to support your teaching on climate change and sustainable development. These resources encompass lesson plans, interactive activities, and serious games, all carefully chosen and designed to enhance your educational efforts. You’ll find these resources conveniently organized according to the ECF4CLIM roadmap areas, resource type, and age group categories (6-9, 10-15, and 16-25). Our aim is to empower you to engage your students in a cognitive and enjoyable manner, fostering a commitment to sustainable change. Resources for Teachers
- [Materials for Students](https://ecf4clim.eu/digital-platform/materials-for-students/): Materials for Students Welcome to a world of knowledge and discovery! Here, you’ll discover fifteen interactive flipbooks that will help you delve deeper into the fascinating realms of climate change and sustainable development. These flipbooks are thoughtfully categorized according to the ECF4CLIM roadmap areas, including an introductory module. They are also tailored to different age groups (6-9, 10-15, and 16-25). Begin by exploring the flipbooks designed for your age group, and once you’ve absorbed the insights, put your knowledge to the test in the ECF4CLIM Serious Game. Are you up for the challenge? Do you have what it takes to
- [Blog](https://ecf4clim.eu/blog/): Blog
- [Stay connected!](https://ecf4clim.eu/stay-connected/): Stay connected! Follow us! Instagram Facebook-f X-twitter Linkedin-in Youtube Subscribe! Join our newsletter if you want to be informed about our latest updates.
- [Events](https://ecf4clim.eu/events/): Events
- [News](https://ecf4clim.eu/news/): News
- [Scientific publications](https://ecf4clim.eu/scientific-publications/): Scientific publications Scientific Journals 2025 Vaño, C., Prades, A.,Espluga, J., Lehtonen, M. (2025) Transdisciplinarity from principles to practice: insights from EU Horizon research projects on sustainability. Sustainable Development. https://doi.org/10.1002/sd.70411 2024 Mykrä, N. & Lehtonen, A. (2024). International Collaboration Helps to Broaden Sustainability Visions. Internationalisation of Higher Education – Policy and Practice. Franz Steiner Academic Publishers. Nokkala, T., Lehtonen, M., Lehtonen, A., Espluga Trenc, J., Mykrä, N., Heikkinen, H., & Prades López, A. (2024). Collective sustainability competences of universities as a nested institutional space. Higher Education Quarterly. https://doi.org/10.1111/hequ.12552 Díaz, J. A., Soutullo, S., Giancola, E., Sánchez, M. N., Gamarra, A. R., Lago, C.,
- [Dissemination Materials](https://ecf4clim.eu/dissemination-materials/): Project highlights Video presentation Factsheet Infographics Project presentation Policy-brief https://www.youtube.com/watch?v=tft6lyNrdkkRoadmap for Sustainable Education, Video (English version)https://www.youtube.com/watch?v=UNPYIx90EAw Roadmap for Sustainable Education, Video (English version with subtitles) https://www.youtube.com/watch?v=1oEdjdK2waMRoadmap for Sustainable Education, Video (Finnish version)https://www.youtube.com/watch?v=9n_mc2W0P_kRoadmap for Sustainable Education, Video (Portuguese version) https://www.youtube.com/watch?v=mQw84KjwakQ Roadmap for Sustainable Education, Video (Spanish version) https://www.youtube.com/watch?v=11YhZ7xvZME&t=18s Roadmap for Sustainable Education, Video (Romanian version) https://www.youtube.com/watch?v=T5ogzXSZ9tQ How to use the Roadmap? (webinar) Newsletter nº1 Newsletter nº2 Newsletter nº3 Newsletter nº4
- [Project reports](https://ecf4clim.eu/project-reports/): Project reports D2.2 Data Management Plan. Updated version D2.3 Terms of Reference of the ECF4CLIM Advisory Board D3.1 Participatory Will-Formation by Crowdsourcing D3.2 Analysis of Literature and Existing Policy Frameworks D3.3 The development of an initial ECF D3.4 Expert Analysis of the Initial ECF D3.5 Roadmap for Sustainability Competences D4.1 Collective Competences for Sustainability D4.2 Baseline Assessment of Individual Competences D4.3 Baseline Assessment of the Environmental Performance D4.4 Compilation of measures co designed by the educational communities and presented at school and university events D5.1 Definition of interventions and actions to be implemented D5.2 Report of execution and monitoring of
- [Contact Form](https://ecf4clim.eu/contact-form/): Your personal data will only be used by the Fundación Privada Instituto de Salud Global Barcelona (ISGlobal); CIF: G65341695; Postal address: C/ Rosselló, number 132, 7th floor, 08036 Barcelona; Email: lopd@isglobal.org We collect and process your personal data for the sole purpose of responding to your inquiry. We can only process your personal data with your consent, and it will be retained only as long as you do not withdraw consent. You can exercise all your rights under current data protection regulations, including the right to access, correction, objection, erasure, portability and restriction, by writing to the Data Protection Officer
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- [Privacy Policy](https://ecf4clim.eu/privacy-policy-2/): In accordance with the current data protection regulations, ISGlobal informs you of the following: When you are requested to provide personal data for the provision of services, you will be informed of what data you must provide. If you do not provide this required data, we will not be able to provide you with the services. The personal data you provide or that ISGlobal obtains as a result of your browsing, queries or requests via our webpage at www.menamigranthealth.org (the “website”) will be included in a file owned by ISGlobal for managing, storing and tracking your requests for information and/or
- [Legal notice](https://ecf4clim.eu/legal-notice/): Legal Notice Owner of the website and the application: Fundación Privada Instituto de Salud Global Barcelona (ISGlobal) CIF: G65341695 Postal address: C/ Rosselló, 132, 7ª – 08036 Barcelona Registered in the Foundations Registry of the Directorate General of Law and Legal Entities of the Government of Catalonia under number 2,634 Email: lopd@isglobal.org The website is the property of ISGlobal. Use of the website is subject to the following conditions of use. Please read them carefully. Accessing the website and using its content implies that you have read and accepted, without reservation, these conditions. Conditions of use The website contains content
- [Meet the ERCs](https://ecf4clim.eu/meet-the-ercs/): Meet the ERCs Doctoral candidates Vaccination and Covid 19Dr Oumnia BouaddiUniversité Mohammed VI des Sciences et de la Santé de Casablanca, Morocco NCDs/Mental healthMoudrick AbdellatifiUniversité Mohammed VI des Sciences et de la Santé de Casablanca, Morocco Maternal and neonatal health Dr Anissa OuachiUniversité de Sousse, Tunisia Maternal and neonatal healthDr Taha MaatougUniversité de Sousse, Tunisia HIV/Viral hepatitisHassan EdriesUniversity of Gezira, Sudan Malaria/NTDsEman elafefUniversity of Gezira, Sudan Postdocs Dr Stella EvangeliudouUniversity of Barcelona/ISGlobal, Spain Dr Farah SeedatSt George’s University of London, UK
- [Methodology](https://ecf4clim.eu/methodology/): Methodology ECF4CLIM has developed an innovative hybrid conceptual and methodological participatory approach combining the following elements: Participatory action research An innovative hybrid participatory approach is designed in the demonstration sites (DS) to jointly co-design, co-implement and co-evaluate a set of intervention measures to promote sustainability competences in every school or university. It integrates elements of research and elements of engagement, in particular reconvened group-based techniques, and it partly draws upon the STAVE tool. To engage students, teachers, and administrative staff, Sustainability Competence Teams (SCT) are organised at the demonstration sites. In addition, Sustainability Competence Committees (SCC) are set-up to engage
- [The Roadmap](https://ecf4clim.eu/the-ecf-roadmap/): The ECF4CLIM Roadmap Our ECF is structured as a Roadmap, designed to provide practical tools for different stakeholders to map, strengthen, and foster the enablers of sustainability, as well as to identify and address existing constraints across diverse educational contexts. Following an extensive process of co-design, testing, and validation, the validated version of the ECF Roadmap has now been released. This version builds on the results of the ECF4CLIM crowdsourcing activities, document analysis, and literature review, and reflects feedback gathered through real-world application in educational settings. The ECF Roadmap is a practical and evidence-based document that describes the essential individual
- [News and resources](https://ecf4clim.eu/news-and-resources/): NEWS AND RESOUCES Latest news New Project Will Study How to Improve Health of Migrant Populations in North Africa and Middle East Through Data Collection and Better Access to Health Services The initiative was awarded €1.5 million through the Mobility – Global Medicine programme Health Inequities Among Transiting Migrant Populations in North Africa and Yemen ISGlobal has created an international consortium spanning five countries with the aim of exploring datasets on mortality and morbidity from vaccine-preventable diseases and other key infectious diseases such as HIV/AIDS and tuberculosis An Electronic Registry System to Improve the Health of the Migrant Population A
- [Digital Platform](https://ecf4clim.eu/digital-platform/): Designing a safe space for interaction among ECF4CLIM actors Why a Digital Platform? The Digital Platform is developed to strengthen environmental awareness and to stimulate the participation of the educational communities towards behavioural changes contributing to higher levels of sustainability. It is aimed to act as a safe space for interaction among the various ECF4CLIM actors. The concept for the digital platform was defined through dialogues with stakeholders and by desk research. Loren ipsum… The 4 Areas of the Digital Platform Crowdsourcing processes Through online discussions we collect data from different types of communities to have their voice heard in
- [Work packages](https://ecf4clim.eu/work-packages/): Work Packages WP1, Ethics Requirements Ensure compliance with the “ethics requirements” Collect and safeguard the personal data Provide the anonymization techniques Provide the procedures and criteria to identify/recruit research participants Provide the informed consent and/or consent of legal representatives procedures and templates WP2, Management and Coordination Coordination of the Project, operation of the Steering Committee, progress monitoring, internal communication, communications with the Project Officer and the EC Project CA monitoring and maintenance Management and mitigation of project risks Implementation of quality and control measures WP3, Development of ECF for Climate Change and Sustainability Develop and validate a European Competence Framework
- [Consortium et réseau](https://ecf4clim.eu/consortium-et-reseau/): CONSORTIUM ET RÉSEAU Notre consortium est composé d’une équipe multidisciplinaire et transnationale avec des formations et des expertises scientifiques différentes. Il compte des experts de premier plan dans les domaines de la santé des migrants, du renforcement des systèmes de santé, de l’innovation numérique, de la santé maternelle, des maladies transmissibles, des maladies non transmissibles, de la santé mentale et de la vaccination mondiale. Le consortium supervise le développement du projet à tout moment, bien qu’à différents stades du projet, l’un des membres soit responsable d’initiatives spécifiques. ESPAGNE ISGlobal – Institut de Santé Globale Barcelone Dr Ana Requena: Coordinatrice du
- [Consortium and Network](https://ecf4clim.eu/consortium/): Consortium and Network Our Consortium is made up of a multidisciplinary and transnational team composed of Partners, Demonstration sites and Institutions that act as an Advisory Board. Partners Demonstration sites Advisory board Partners SPAIN CIEMAT CIEMAT, the project coordinator, is an Organism of the Spanish Ministry of Economy, Industry and Competitiveness. It is the Public Research Agency for excellence in energy and environment, as well as in many vanguard technologies and in various areas of fundamental research. The CIEMAT team in ECF4CLIM involves 3 distinct research groups: CIEMAT-ASE, the Energy System Analysis Unit, includes natural scientists, economists and engineers with
- [Projet](https://ecf4clim.eu/projet/): Les migrants de la région MENA peuvent être affectés de manière disproportionnée par les maladies infectieuses. South Sudan refugees in Ethiopia (2017) UE, Lars Oberhaus Nous visons l’amélioration la santé des migrants dans la région MENA La région du Moyen-Orient et de l’Afrique du Nord (MENA) est un grand carrefourdemigration internationale. Cependant, les migrants vivent souvent dans des conditions précaires, avec un accès limité aux soins de santé et des taux de mortalité élevés. Pourtant, il existe unmanque de données épidémiologiques sur les principaux problèmes de santé affectant ces populations, ce qui rend difficile la promotion de politiques de santé.
- [About the project](https://ecf4clim.eu/about-the-project/): The ECF4CLIM project empowers the educational community to address climate change and promote sustainable development Through a transdisciplinary approach, ECF4CLIM fosters participatory processes in schools and universities to enable sustainable education. Innovative organisational models (sustainability competence teams and committees) are used to design interventions that can be adapted and applied to wider educational communities. See Video ECF4CLIM looks at educational organizations’ capabilities through three lenses: See factsheet Through a transdisciplinary approach, ECF4CLIM fosters participatory processes in schools and universities to enable sustainable education. Young people, teachers and administrators engage in joint deliberation on how to promote sustainable individual and collective
- [Home ECF4CLIM](https://ecf4clim.eu/): The ECF4CLIM project aims to collaboratively develop and validate a European Competence Framework for sustainability in education. Its purpose is to empower both citizens and the school community to take action against climate change. More about the project Video presentation Policy Brief Discover the ECF4CLIM methodology The ECF4CLIM roadmap comprises 4 interconnected steps to identify strategies for integrating sustainability into educational institutions. More about the Roadmap 10 research partners and 13 educational institutions acting as demonstration sites, and ranging from primary schools to universities, in 4 countries codesigning and implementing sustainability solutions through education. More about the consortium and network


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