Incorporating sustainability into teaching methods is not just a response to climate challenges; it could also become a lever to reduce educational inequalities. So says a report analysing the educational benefits of “Learning for Sustainability” (LfS) that the European Commission’s Directorate-General for Education and Culture published on Monday, 24 March.
By examining 71 academic studies, 55 of which were effect studies, researchers from NESET (‘Network of Experts working on the Social dimension of Education and Training’)—which was commissioned by the European Commission—have demonstrated that this approach both fosters the development of basic skills and promotes psychological well-being and civic engagement, notably among students from less privileged backgrounds.
Several studies mentioned in the report show that the LfS approach, especially when it is based on outdoor learning or interdisciplinary projects, is particularly beneficial to the most vulnerable students.
For example, a study conducted in three primary schools in the United States, including one in a disadvantaged area, showed that 120 students aged 10 to 11 made similar—or even better—progress in mathematics and science in the state school compared to the two public schools.
Moreover, one of the report’s key findings is on the impact of LfS on motivation and self-esteem.
Indeed, it is a matter of connecting knowledge with concrete issues through collaborative work and methods that encourage decision-making so as to strengthen student involvement. These factors impact not only students’ attention and behaviour but also their perseverance, especially those students who feel they are more on the margins of the school system.
Nevertheless, the authors also indicate that there are obstacles to the generalised implementation of LfS: a lack of teacher training, few accessible green spaces near schools, and projects that are often one-offs due to a lack of structural resources. They advocate a systemic, school-wide approach and institutional recognition of these practices.
The report recommends that “LfS should be recognised as a crucial aspect of quality education, as it appears to offer potential benefits beyond its direct impact in terms of the achievement of sustainability competences” and reiterates “the need for stronger support and investment in LfS to ensure its long-term success”.
The report: https://aeur.eu/f/g5q (Original version in French by Nithya Paquiry)