"Being Part Of Something big”: teachers' views on sustainability-oriented educational practices in FEM training courses

Abstract

In order to integrate sustainability education into school curricula, the New European Framework for Sustainability Competences, GreenComp (2022), provides guidance for teachers and common ground for students by defining sustainability as a competence. This study presents findings from qualitative research conducted within the three-year PON Green project (2022-2025) titled “The Ecological Challenge: Innovative Educational Practices”. Specifically, it examines the opinions of teachers participating in innovative training curricula delivered by FEM (Future Education Modena), an international centre for educational innovation, as part of the School Regeneration Plan. The research investigates teachers' views on Green competence areas and their potential integration into curricular paths. In particular, this contribution will highlight some results of the three focus groups conducted, focusing on teachers' representations of sustainability education in the classroom.