Adult education organisations can provide a space for innovative and co-creative green curricula and support sustainability in a learning community. By engaging learners sufficiently, learners can understand this process of learning. They are able to take ownership of it and act in relation to environmental challenges.
What you see below are five sub-areas related to ‘Engagement of Learners’. Have a look at them briefly – does your institution have policies or practices in these sub-areas? If you’re interested in finding out how your organisation performs in this overall area of sustainability, you can take the self-assessment test that corresponds to the entire matrix.
Incorporating pedagogical approaches that value co-creation, experience and practices where both learners and teachers collaborate to question the social, economical and cultural systems that are at the source of the environmental crisis.
Motivating and enabling learners in being the decision makers when acquiring green skills. The trainer gives learners responsibility and supports them to restructure their knowledge through analysis, research methods, reflection and assessment criteria.
Designing a variety of learning offers that improve the acquisition of green skills with the aim to facilitate the transition to a more sustainable, fair and democratic society. The following could be included under this:
Ensure that leaders and managers develop their capacity as role models and ambassadors of sustainability.
Invite the staff to participate in building sustainability strategies and use their potential.
Develop a trusting and sharing environment for staff tonurture sustainability practices.
Make sure that all organisation levels and staff are made aware of the sustainability mission and work of the institution.
Communicate the institutions’ green strategy among shareholders, partners and stakeholders.
Promote the institution locally, nationally and internationally for its work regarding environmental sustainability and the green transformation.
Incorporating pedagogical approaches that value co-creation, experience and practices where both learners and teachers collaborate to question the social, economical and cultural systems that are at the source of the environmental crisis. The following can be included under this:
Hold space for playfulness, testing and learning.
Challenge and/or examine experiences, values, habits and fears.
Build the capacity to overcome adversity.
Cultivate empathy towards oneself, others and the environment by giving space for emotions.
Examine in depth how social, economic and cultural systems influence the environmental crisis.
Include an existential component that challenges one’s sense of self and one’s way of living and being.
Create inclusion and participation for all.
Motivating and enabling learners in being the decision makers when acquiring green skills. The trainer gives learners responsibility and supports them to restructure their knowledge through analysis, research methods, reflection and assessment criteria. The following can be included under this:
Define environmental standards for products and opt for the most environmentally sustainable purchase.
Assess the use of energy to reduce consumption.
Reduce, reuse, upcycle and recycle waste.
Analyse water usage, and reduce the consumption and the use of polluting products.
Avoid excessive use of paper in offices and classrooms.
OFFICE SUPPLIES AND FURNITURE:
Use environmentally sustainable materials, furniture and tools.
Provide environmentally sustainable food in canteens, kiosks and food dispensers.
Developing methodologies that focus on combining theory with practice, aimed at fostering transformative capacities. The following is included under this:
Explore and test new ways of working with learning for sustainability.
Implement a variety of methods.
Collaborate between different disciplines, combining science with aesthetics.
THEORY AND PRACTICE COMBINATION:
Use methods that integrate relevant theory with hands-on activities.
Make learning a part of new or ongoing community projects for sustainability and a green transition.
Designing learning environments that inspire and enable learning for sustainability through innovative and regenerative use of resources and space. The following can be included under this:
CLASSROOMS AND VENUES:
Design them to support learning for sustainability as well as creativity.
Develop outdoor learning spaces that facilitate learning for sustainability.
Create online learning spaces that support learning for sustainability.
CULTURE AND EMOTIONS:
Enable a learning culture with room for emotions and self-expression.