GreenComp and the challenges VET systems face in adopting it

Written by Sofia Marasca, Sineglossa

Moving towards a more sustainable economy demands a workforce with strong ecological and ecosystemic skills. In this landscape, the European GreenComp framework—which outlines the essential competencies for fostering sustainability and which the EDUS project partners used as a key reference for their own EDUS Framework—still runs into significant barriers when it comes to being fully integrated into vocational education and training (VET) systems.

Making Learning Engaging

One of the most promising ways to boost sustainability learning is by adding a playful dimension. This can make training more engaging, effective, and meaningful. Games like Climate for All or The GreenComp Game: Sustainability Conversations give students a direct and hands-on way to grasp GreenComp principles. They move beyond rote memorization, encouraging a deeper understanding through experience.

As the 2024 edition of the Compendium on Vocational education and training and the green transition inspiring practices¹ points out, it’s crucial to embrace «new ways of learning» that cultivate vital transversal skills for the green transition, such as critical thinking and problem-solving. Here, the playful approach fits perfectly with experiential teaching methods like project-based learning and peer learning.

Another critical element is fostering creativity. The EDUS framework already highlights creativity as a vital enabler for a sustainable transition. When we talk about creativity, we mean imagination, critical thinking, problem-solving, and courage—all of which fuel the ability to generate fresh, innovative ideas. You can find resources that turn GreenComp’s theoretical principles into practical, engaging activities within the GreenComp Community, including a library of teaching scenarios and best practices.

The Challenges of Implementation

Despite the obvious benefits, getting GreenComp integrated into VET systems comes with many difficulties. A primary challenge is translating abstract concepts into practical, impactful activities that truly enrich training programs. On top of that, the GreenComp framework needs to be adapted to diverse educational settings, which vary not just from country to country, but also across regions and even institutions. Effective implementation, therefore, requires a significant investment of time, resources, and deep understanding of local conditions.

The 2024 compendium also notes that GreenComp is seen as a complex tool, demanding a substantial time and skill commitment from educators. There’s sometimes a degree of skepticism towards new methods, a natural resistance to change that can slow down the adoption of innovative approaches. That’s why it’s essential to invest in training VET teachers, so they can gain not only the knowledge but also the confidence needed to implement new sustainability-focused practices.

Finding Promising Solutions

Even with these hurdles, several practical solutions are already showing promising results. The document GreenComp in practice: case studies on the use of the European competence framework² features concrete teaching materials. These include micro-lessons and learning scenarios developed by projects like GOOD DEED or NBS EduWORLD, which enable teachers to integrate GreenComp into their activities simply and effectively. Furthermore, operational guides, manuals, toolkits, and training programs—like those outlined in the EDUS framework—are invaluable tools for supporting educators through this process.

1. European Commission: Directorate-General for Employment, Social Affairs and Inclusion, Vocational education and training and the green transition – A compendium of inspiring practices – 2024 edition, Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2767/2340109 ↩︎
2.  European Commission: Directorate-General for Education, Youth, Sport and Culture, 3S, Technopolis Group, Javorka, Z., Nieth, L. et al., GreenComp in practice – Case studies on the use of the European competence framework – Analytical report, Javorka, Z.(editor), Nieth, L.(editor), Marinelli, E.(editor), Sutinen, L.(editor) and Auzinger, M.(editor), Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2766/053738
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