Education for sustainable development<\/strong> (ESD) is UNESCO\u2019s concept of education that addresses interconnected global challenges<\/strong> including climate change, loss of biodiversity, unsustainable use of resources, and inequality. It intends to empower learners to make informed decisions and take individual and collective action to change society and care for the planet. Education for sustainable development doesn\u00b4t target school children and students only. It is a lifelong learning process<\/strong> and counts with learners of all ages and backgrounds. Education for sustainable development strives for equipping people with knowledge and skills enabling them to find solutions to the urgent challenges the planet and societies face. On the other hand, it targets transversal competencies by enhancing the cognitive, socio-emotional and behavioural dimensions of learning<\/strong> and encompassing learning content and outcomes, pedagogy and the learning environment itself. The objective of this approach is to allow every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. (UNESCO, 2023)<\/p>\n\n\n\n The 21<\/strong><\/a>st<\/sup><\/strong><\/a> Century European Teachers<\/strong><\/a> project<\/a> targets the need for integrating sustainability in education and adopts Education for Sustainable learning as one of its four thematic pillars for the 21st Century European Teachers transformational framework.<\/p>\n\n\n\n From the 20th<\/sup> to 22nd<\/sup> March 2024<\/strong>, more than 40 in-service and pre-service teachers from Denmark, Finland, Romania, Spain, and Italy met in Aarhus, Denmark<\/strong> for a three-day joint learning module<\/strong> dedicated to sustainability in education where CESIE took part together with the I<\/em>stituto Comprensivo Giovanni XXIII \u2013 Piazzi.<\/em> The programme prepared by the project coordinator VIA University College included discussions, workshops and observation of educational practices in a local school followed by analysis of empirical data and evaluation.<\/p>\n\n\n\n The participants obtained unique insights into the possible strategies of participatory and playful teaching and learning <\/strong>that address environmental, social and economic issues in a holistic way. They discussed and experimented methodologies to cultivate pupils\u00b4 competencies such as critical thinking, problem solving and collaboration on decision-making, while empowering them to take action for sustainable development.<\/p>\n\n\n\n The mobility opportunity served not only to advance education and teaching in schools and to cultivate the competencies of participating pre- and in-service teachers, but also to exchange know-how, share experience and to lay a solid foundation for a network of the 21st<\/sup> Century European Teachers<\/strong>.<\/p>\n\n\n\n If you are interested in receiving more information regarding the implementation of XXI-EU-TEACH<\/a> read more about the project<\/a> e visit the web site https:\/\/21centuryeuteachers.eun.org\/<\/em><\/a> <\/em>or contact <\/em>cecilie.lamonica@cesie.org<\/a>.<\/p>\n\n\n\n XXI-EU-TEACH \u2013 21st Century European Teachers<\/a> is a three-years-long project financed by EACEA under Erasmus+ Teacher Academies Partnership for Excellence. It promotes cross-campus collaboration to gain insight into how European teachers can approach and develop teaching in emerging 4 subject areas: Technological empowerment, Sustainable learning, Entrepreneurship, Playful learning.<\/p>\n\n\n\n Read more about XXI-EU-TEACH<\/a> and visit the website https:\/\/21centuryeuteachers.eun.org\/<\/a><\/em>.<\/p>\n\n\n\n![\"\"](\"https:\/\/cesie.org\/media\/xxieuteach-articolo2-1080x810.jpeg\")
<\/figure>\n\n\n\nAbout the project<\/h2>\n\n\n\n
Partners<\/h2>\n\n\n\n
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For further information<\/h2>\n\n\n\n