GREENCOMP
The European sustainability competence framework

GreenComp identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility, and care for our planet and for public health. The development of GreenComp is one of the policy actions set out in the European Green Deal as a catalyst to promote learning on environmental sustainability in the European Union. GreenComp has been developed by the Joint Research Centre (JRC), the European Commission’s science and knowledge service.

GreenComp comprises four interrelated competence areas: ‘embodying sustainability values’, ‘embracing complexity in sustainability’, ‘envisioning sustainable futures’ and ‘acting for sustainability’. Each area comprises three competences that are interlinked and equally important. GreenComp is designed to be a non-prescriptive reference for learning schemes fostering sustainability as a competence.

This page consists of direct quotes from GreenComp.

Embodying sustainability values

The competence area ‘Embodying sustainability values’ encourages us to reflect on and challenge our own personal values and world-views in terms of unsustainability, and sustainability values and world-views. This area advocates equity and justice for current and future generations, while supporting the view that humans are a part of nature.

To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values.

  • Valuing sustainability aims to foster reflection on values and perspectives in relation to concerns for sustainability. In this context, learners can articulate their values and consider their alignment with sustainability as the common goal.
  • Valuing sustainability could be defined as a metacompetence, since its primary aim is not to teach specific values, but make learners realise that values are constructs and people can choose which values to prioritise in their lives.
  • Valuing sustainability enables learners to reflect on their way of thinking, their plans, and their actions. It asks them whether these cause any harm and are in line with sustainability values and thus contribute to sustainability. It offers learners an opportunity to discuss and reflect on values, their variety and culture-dependence.

Knowledge

Knows the main views on sustainability: anthropocentrism (human-centric), technocentrism (technological solutions to ecological problems) and ecocentrism (nature-centred), and how they influence assumptions and arguments.

Knows the main values and principles underpinning socio-economic models and their relation to sustainability.

Knows that values and principles influence action that can damage, does not harm, restores or regenerates the environment.

Knows that various cultures and generations may attach more or less importance to sustainability depending on their value systems.

Knows that when human demand for resources is driven by greed, indifference and unfettered individualism, this has negative consequences for the environment.

Knows how one’s position in society influences personal values.

Skills

Can critically assess and compare underlying sustainability values and principles in arguments, action, policies and political claims.

Can evaluate issues and action based on sustainability values and principles.

Can bring personal choices and action in line with sustainability values and principles.

Can articulate and negotiate sustainability values, principles and objectives while recognising different viewpoints.

Can identify and include values of communities, including minorities, in problem framing and decision making on sustainability.

Attitudes

Is prone to acting in line with values and principles for sustainability.

Is willing to share and clarify views on sustainability values.

Is open-minded to others and their world-views.

Is ready to critique and value various cultural contexts depending on their impact on sustainability.

To support equity and justice for current and future generations and learn from previous generations for sustainability.

  • Supporting fairness is about promoting equity and justice among present and future generations, while learning from past traditions and actions. Starting from the premise that human health is intrinsically linked to planetary health, this competence can help learners understand that environmental quality is linked to equity and justice. Access to green spaces can reduce health-related socio-economic inequalities. Environmental equity and justice imply, therefore, human equity and justice.
  • Yet supporting fairness is not only about promoting environmental justice and equity to improve human health. In line with the competence ‘promoting nature’, supporting fairness is also about taking into account the interests and capabilities of other species and environmental ecosystems, as well as the importance of preserving nature for future generations and for nature itself. Supporting fairness as a competence can be fostered
    by promoting responsibility in collaborative activities and teamwork, while acknowledging and respecting other view points.

Knowledge

Knows that ethical concepts and justice for current and future generations are related to protecting nature.

Knows about environmental justice, namely considering the interests and capabilities of other species and environmental ecosystems.

Knows the importance of preserving nature for future generations for its own sake.

Knows that individuals and communities differ in how and how much they can promote sustainability.

Skills

Can apply equity and justice for current and future generations as criteria for environmental preservation and the use of natural resources.

Can assess and question personal needs to carefully manage resources in the pursuit of longer-term goals and common interests.

Can respect, understand and appreciate various cultures in relation to sustainability, including minority cultures, local and indigenous traditions and knowledge systems.

Can help build consensus on sustainability in an inclusive manner.

Attitudes

Is committed to decreasing material consumption.

Has a sense of belonging to a common humanity and of solidarity with future generations.

Is committed to respecting the interests of future generations.

To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystems.

  • Promoting nature is about developing empathy towards the planet and showing care for other species. This requires knowledge about the main parts of the natural environment (geosphere, biosphere, hydrosphere, cryosphere and atmosphere) and the close links and interdependence between living organisms and non-living components. Knowledge about naturalmphenomena can spur us on to more closelymconnect with nature, which in turn can motivate further learning for sustainability. Promoting nature fosters a healthy relationship with the natural environment and aims to ignite in people a feeling of connectedness that can help contrast the psychological distress and negative emotions that children and young people worldwide experience because of climate change and can help improve their mood and mental health.
  • The ‘nature deficit disorder’ conveys the human costs of alienation from nature:
    • i) decreased use of
      the senses,
    • ii) attention difficulties,
    • iii) higher ratesof physical and emotional illnesses,
    • iv) a rising rate of myopia,
    • v) increased child and adult obesity, and
    • vi) increased vitamin D deficiency.
  • Research indicates that to overcome the ‘nature deficit disorder’ not only do we need to be in contact with nature, but we also need to feel connected to nature. While the former involves physical interaction with the natural environment mainly at surface level, the latter concerns our feelings and views resulting from meaningful relationships being developed and the internalisation of our experiences in the natural environment, e.g. with animals, plants or places. Such internalisation can, in the long term, promote restoration of nature.

Read more from the GreenComp document that EU have published and where these direct quotes of this GreenComp section are copied.

Knowledge

Knows about the main parts of the natural environment (geosphere, biosphere, hydrosphere, cryosphere and atmosphere) and that living organisms and non-living components are closely linked and depend on each other.

Knows that our wellbeing, health and security depend on the wellbeing of nature.

Knows that people are part of nature and that the divide between human and ecological systems is arbitrary.

Knows that humans shape ecosystems and that human activities can rapidly and irreversibly damage ecosystems.

Knows that damaging and exhausting natural resources can lead to disasters and conflicts (e.g. loss of biodiversity, draughts, mass migration and war).

Knows about the need to decouple production from natural resources and wellbeing from consumption.

Skills

Can assess own impact on nature and consider the protection of nature an essential task for every individual.

Can see and imagine humans living together and respecting other life forms.

Can acknowledge cultural diversity within planetary limits.

Can find opportunities to spend time in nature and helps to restore it.

Can identify processes or action that avoid or reduce the use of natural resources.

Attitudes

Cares about a harmonious relationship existing between nature and humans.

Is critical towards the notion that humans are more important than other life forms.

Shows empathy with all life forms.

Is appreciative of nature’s role in our wellbeing, health and security.

Continuously strives to restore nature.

Embracing complexity in sustainability

The competence area ‘Embracing complexity in sustainability’ is about empowering learners with systemic and critical thinking, and encouraging them to reflect on how to better assess information and challenge unsustainability; scanning systems by identifying interconnections and feedback; and framing challenges as sustainability problems which helps us learn about the scale of a situation while identifying everyone involved.

Read more from the GreenComp document that EU have published and where the direct quotes of this GreenComp section are copied.

To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems

  • Equipping learners with systems thinking is necessary to understand complex sustainability problems and their evolution. Systems thinking allows us to understand reality in relation to other contexts (local, nation, global) and fields (environment, social, economic, cultural). It is critical for advancing sustainability. Thinking in systems enables learners to identify feedback mechanisms, intervention points and interactive trajectories. Systems thinking can be understood as a tool for evaluating options, decision-making and taking action. It is based on the assumption that parts of a system act differently when taken apart from the system. In fact, contrary to this, fragmentary thinking, i.e. analysing parts in isolation, instead of the whole interconnected system, increases short-termism and could led to an oversimplification of sustainability problems which may not correspond to reality.

Knowledge

Knows that every human action has environmental, social, cultural and economic impacts.

Knows that human action influences outcomes across time and space, leading to positive, neutral or negative results.

Knows about life cycle thinking and its relevance for sustainable production and consumption.

Knows the main concepts and aspects of complex systems (synthesis, emergence, interconnectedness, feedback loops and cascade effects) and their implications for sustainability.

Knows the United Nations SDGs and is aware of interconnections and possible tensions between individual goals.

Skills

Can describe sustainability as a holistic concept that includes environmental, economic, social, and cultural issues.

Can assess interactions between environmental, economic, social, and cultural aspects of sustainability action, events and crises (e.g. migration caused by climate change or wars caused by resource scarcity).

Can assess how humans and nature interact across space and time.

Can use life cycle thinking to analyse the risks and benefits of human action.

Can identify in a system those challenges and opportunities that have the greatest potential to trigger change for sustainability.

Attitudes

Acknowledges the root causes of unsustainability for which humans are responsible, such as climate change.

Has a holistic grasp of connections and interactions between natural events and human actions.

Is concerned about the short- and long-term impacts of personal actions on others and the planet.

Cares about systemic consequences of environmental crises for current and future generations and for other species.

Is concerned about unpredictable cascade effects of human action.

To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions.

  • Critical thinking is considered fundamental for learners ‘to cope with uncertainty, complexity, and change’. Critical thinking is a high-level cognitive process, which includes several skills needed for evaluating and understanding information regarding sustainability problems. This enables learners to broaden their views without taking information and information sources for granted. Eventually, learners should be comfortable when acquiring and integrating information from different disciplines. A critical outlook allows learners to challenge, and change, their values, perspectives and understanding of the world.
  • Critical thinking can help empower learners to become more responsible and actively cooperate in creating a sustainable world. More specifically, stepping up critical thinking will help them go beyond just passively understanding sustainability concepts. It will help them develop the ability to reflect and assess theories and assumptions.

Knowledge

Knows that our understanding of sustainability is always evolving.

Knows that various biases can influence the discourse on sustainability, including reasoning, communication and political narratives.

Knows that predominant narratives can shape the formulation of sustainability problems.

Knows sustainability claims without robust evidence are often mere communication strategies, also known as greenwashing.

Knows that tackling unsustainable patterns requires challenging the status quo, at individual and collective level, by organisations and in politics.

Skills

Can apply personal reasoning to address criticism and arguments on sustainability matters.

Can analyse and assess arguments, ideas, actions and scenarios to determine whether they are in line with evidence and values in terms of sustainability.

Can scrutinise information sources and communication channels on sustainability to assess the quality of the information they provide.

Can reflect on the roots and motives of decisions, action and lifestyles to compare individual benefits and costs with societal benefits and costs.

Can look at various sources of evidence and assess their reliability to form opinions about sustainability.

Attitudes

Is curious and inquisitive about the links between the environment, human action and sustainability.

Trusts science even when lacking some of the knowledge required to fully understand scientific claims.

Takes an evidence-based perspective and is ready to revise it when new data emerge.

Is willing to accept and discuss sustainability questions, issues and opportunities.

Is sceptical about information on sustainability before verifying its source and investigating potential vested interests.

To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems.

  • Problem framing is the process of identifying actual or potential sustainability problems. It involves defining and structuring sustainability problems based on their complexity and those mainly involved. Understanding the nature of the actual or potential problems we are trying to define, e.g. from simple to wicked problems, can be a major obstacle.
  • Most fundamentally, problem framing defines what is challenging about a given situation and identifies the best action to address it, which involves systems thinking. In essence, problem framing helps define goals and the direction the problem solving process should take. While sustainability problems are complex and often cannot be solved, appropriate steps can be taken either to anticipate and prevent them, or to mitigate and adapt them to an already
    existing problem.
  • Problem framing can help identify situations and frame them as current or potential problems for sustainability in a given context. This requires a critical understanding of socioecological systems. In turn, problem framing can help contextualise and define a sustainability problem in a given geographical and temporal context.

Knowledge

Knows that sustainability problems are often complex and that some cannot be solved entirely.

Knows that measures and action to address a sustainability problem depend on how the problem is framed (by/with/for whom, where, when, why).

Knows that to identify fair and inclusive actions, it is necessary to look at sustainability problems from different stakeholder perspectives.

Knows that sustainability issues range from relatively simple to complex problems and that establishing their type helps find suitable approaches.

Knows that current or potential sustainability problems can quickly evolve and therefore need to be frequently redefined and reframed.

Skills

Can factor in perspectives of multiple stakeholders, considering all life forms and the environment to frame current and potential sustainability challenges.

Can apply a flexible, systemic, life cycle and adaptive approach when framing current and potential sustainability challenges.

Can establish a transdisciplinary approach to framing current and potential sustainability challenges.

Can continuously explore the problematics of a sustainability issue to broaden the range of alternatives and solutions.

Can identify appropriate approaches to mitigate, adapt and potentially solve sustainability problems.

Attitudes

Is committed to presenting a sustainability problem as a complex one rather than oversimplifying it.

Tries to detach one’s own judgement from the process of framing the problem.

Listens actively and shows empathy when collaborating with others to frame current and potential sustainability challenges.

Shows empathy with all life forms.

Envisioning sustainable futures

The competence area ‘Envisioning sustainability futures’ enables learners to visualise alternative future scenarios and identify actions to achieve a sustainable future. It is essential that learners acquire the competence of ‘adaptability’ while coping with uncertainty about the futures and trade-offs in sustainability. Applying creative and transdisciplinary approaches to our way of thinking can foster a circular society and encourage learners to use their imagination when thinking about the future.

Read more from the GreenComp document that EU have published and where the direct quotes of this GreenComp section are copied.

To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future.

  • Futures literacy empowers learners to create their visions for a sustainable future by providing them with the knowledge, skills and attitudes to understand the futures as a variety of alternatives.  Research commonly differentiates between three approaches in order to understand the futures:
    • expected future, i.e. what we expect to happen based on what it is happening today and what we know, e.g. business as usual;
    • alternative future(s), i.e. what will happen may differ from expectations, e.g. creation of green jobs that currently do not exist;
    • preferred future, i.e. we may envision a sustainable future for us, our community and our planet, and identify the steps and actions needed to achieve that future, e.g. a circular economy.
  • Through futures literacy, learners can anticipate, prepare and invent as changes occur55. Futures literacy encourages learners to i) use their imagination when thinking about the future, ii) tap into their intuitions and creativity, and iii) assess the possible steps needed to achieve their preferred future. By using real-life experiences, learners can be taught in futures methodologies that adopt qualitative and/or quantitative research methods.

Knowledge

Knows the difference between expected, preferred and alternative futures for sustainability scenarios.

Knows the difference between short , medium and long term approaches and their implications for sustainability scenarios.

Knows that scenario development can factor in past events and current signals of change.

Knows that scenarios can inform decision making for a desired sustainable future.

Knows that effects caused by humans play a major role when mapping alternative and preferred future scenarios.

Skills

Can envisage alternative futures for sustainability that are grounded in science, creativity and values for sustainability.

Can analyse and evaluate futures and their opportunities, limitations and risks.

Can identify action and initiatives that lead to a preferred future.

Can anticipate future implications by looking at past trends and present conditions.

Attitudes

Has a long-term perspective when planning, assessing and evaluating sustainability actions.

Is concerned about the impact of one’s own action on the future.

Is aware that the projected consequences on self and community may influence preferences for certain scenarios above others.

Seeks to combine rigorous methods for thinking about the future with creative and participatory approaches.

To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk.

  • Adaptability is about being flexible and able to adapt to new situations and adjust in order to accommodate changes in our complex world. It is essential that learners be able to cope with uncertainty
    about the future and the ambiguity of wicked sustainability problems and how they may evolve. Adaptability should provide learners with the ability to cope with trade-offs in sustainability e.g. environmental impacts and social outcomes as well as economic aspects. Moreover, learners should feel empowered to consider options and make decisions even when facing contradictions and risks in terms of the future.
  • People can learn in order to acquire knowledge, which may result in them changing their opinions and behaviour, and learning to manage their emotions. For cognitive adaptability, this might involve better teaching people about the significance of a changing climate. For behavioural adaptability, this might involve promoting positive and constructive actions among young people that support and sustain the environment, such as saving energy, recycling, harnessing clean energy, controlling water use, and encouraging others at home and at school to do the same things.

Knowledge

Knows that human actions may have unpredictable, uncertain and complex consequences on the environment.

Knows that there is no single solution to complex socioecological problems, but rather different alternatives depending on time and context.

Knows about risks associated with transformations of the natural environment by humans.

Knows which aspects of personal lifestyle have higher impacts on sustainability and require adapting (e.g. air travel, car usage, meat consumption, fast fashion).

Knows the importance of the link between local impacts and global sustainability.

Skills

Can adapt to different approaches when working on sustainability.

Can identify and adapt to different lifestyles and consumption patterns to use fewer natural resources.

Can take into account local circumstances when dealing with sustainability issues and opportunities.

Can navigate the ambiguity and uncertainty around sustainability issues while thinking about alternatives.

Attitudes

Acknowledges the emotional impact of climate change, loss of biodiversity and impoverishment.

Is willing to discontinue unsustainable practices and try alternative solutions.

Is comfortable considering sustainable options, even if competing with personal interests.

Is flexible, resourceful and adaptable in coping with unexpected environmental changes.

Copes with trade-offs in decisions on sustainability within and across domains (environmental, social, economic, cultural, political) and across time and space.

To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods

  • Exploratory thinking aims to foster creativity in order to envision alternative futures. By tapping into different disciplines, traditions and cultures in a transdisciplinary manner, exploratory thinking can help learners create future visions for a circular economy (SDG 12) and society (SDG 11). To move away from linear production and consumption patterns to circular ones, we need a combination of creative thinking and experimentation with new ideas and new approaches.
  • As innovations that help achieve a circular economy will change our society, they will also entail new ways of social interaction and new cultural practices. For example, online platforms for people to swap their clothes and share their cars, and avoid food waste.
  • Exploratory thinking therefore requires cognitive processes and for people to use their intuition. The issues covered and the pedagogical approaches taken in education on sustainability encourage learners to develop abilities in creative thinking, according to assertions emphasising the close links between the two.

Knowledge

Knows that sustainability problems must be tackled by combining different disciplines, knowledge cultures and divergent views to initiate systemic change.

Knows the importance of exploring and experimenting with new avenues and ideas to tackle complex sustainability challenges.

Knows the main concepts of a circular economy and society.

Knows about sustainability and sustainable development concepts, including origins and further developments, main stakeholders, implications for society and the planet, environmental protection, restoration and regeneration.

Skills

Can use evidence and research to better understand, explain, predict and manage change for sustainability.

Can combine knowledge and resources to tackle sustainability challenges.

Can synthesise sustainability-related information and data from different disciplines.

Can creatively apply circular economy concepts, such as valuing quality over quantity and reusing and repairing.

Can accommodate divergent opinions.

Attitudes

Is prone to experiment and not afraid to fail when faced with sustainability challenges.

Embraces thinking both inside and outside of norms in relation to sustainability.

Is committed to considering sustainability challenges and opportunities from different angles.

Dares to make unusual choices.

Acting for sustainability

Acting for sustainability encourages learners to take action at individual and collective level to shape sustainable futures, to the extent possible. It also invites learners to demand action from those responsible to make change happen.

Read more from the GreenComp document that EU have published and where the direct quotes of this GreenComp section are copied.

To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability.

  • Political agency is the capacity to positively influence the collective future, by mobilising those at political level to take action for change. Political agency requires the capacity to analyse the context, spot possible avenues to move the sustainability agenda forward, and identify key stakeholders that can be brought on board to help achieve sustainability.
  • Political agency can be focused towards advocating for a change in norms, rules, regulations, and institutional commitment for sustainability. However, it can also be directed towards the market and can push for green innovation or the promotion of lifestyle and behavioural changes. The green transition is one of the EU’s top strategic priorities, and the role of governments in meeting the associated challenges has become increasingly important. Many Europeans demand action to tackle sustainability problems from those responsible for making and implementing policies, who are ultimately responsible for our future and that of future generations. When asked who is responsible for tackling climate change, Europeans from 17 Member States ranked national governments first, while those from five Member States ranked business and industry first, and those from the other five Member States ranked the EU itself first.
  • Political agency empowers learners to become agents of change and take part in a discussion that affects their futures. Furthermore, it shows learners that small actions can have widespread global repercussions and that by engaging others with ideas and activities that trigger reflection, everyone can contribute to political agency.

Knowledge

Knows how political systems, including their components, should work for sustainability.

Knows the relevant political stakeholders for sustainability in one’s own community.

Knows how to engage with political and economic stakeholders to co-create sustainability policies with community representatives.

Knows policies that assign responsibility for environmental damage (e.g. “polluter pays”).

Skills

Can analyse how power structures and political systems exert influence.

Can engage in democratic decision making and civic activities for sustainable development.

Can identify relevant social, political and economic stakeholders in one’s own community and region to address a sustainability problem.

Can propose alternative pathways for sustainability.

Attitudes

Is committed to becoming an agent of change to achieve sustainability.

Expects governments and public institutions to serve the common good.

Demands political accountability for unsustainable behaviour.

Is committed to questioning the effectiveness of policies for sustainability.

To act for change in collaboration with others

  • Collective action as a competence stems from recognising that the role communities and civil society organisations play in achieving sustainability is fundamental. Collective action calls for coordination, collaboration and cooperation among peers. By acting together and working to achieve the same goal, people can find opportunities and meet challenges to contribute effectively to solving sustainability problems at the local level.
  • Taken together, this will have an impact at the global level. Collective action develops learners’ ‘ability and will to take part in democratic processes concerning man’s use of and dependence on natural resources in a critical way’.

Knowledge

Knows the main sustainability stakeholders in one’s own community and how to contact them.

Knows that working with others to promote nature and support fairness requires respect for democracy.

Knows how to work with diverse participants to create inclusive visions for a more sustainable future.

Knows the importance of empowering individuals and organisations to work collaboratively.

Skills

Can build diverse coalitions to address wicked problems related to sustainability.

Can create transparent, inclusive and community-driven processes.

Can create opportunities for joint action across communities, sectors and regions.

Can work collectively in sustainability change processes.

Can identify stakeholders’ strengths.

Can act in line with shared narratives on sustainable futures.

Attitudes

Is willing to engage with others to challenge the status quo.

Is motivated to collaborate in order to shape inclusive sustainable futures.

Prioritises sustainability values and interests when taking collective action.

Wants to give back to the community and nature.

Is committed to change for a more inclusive and fair future.

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet

  • Individual initiative relies on someone knowing what types of action are possible, having confidence in their own potential to influence change (internal locus of control), and being willing to act.
  • Recognising what types of action are possible and being aware of one’s own potential in terms of sustainability problems are the first steps someone needs to take in order to seize the initiative as an individual. However, individual initiative does not only rely on opportunities for action and someone’s self-awareness and self-efficacy. It also has a strong attitudinal aspect – the willingness to act.
  • Individual initiative nurtures the entrepreneurial mindset of individuals and empowers them take the initiative in their lives. By taking action in their personal sphere, individuals can act as agents of change and role models, inspiring their peers to try to achieve sustainability. This could also help debunk myths on behaviour related to sustainability, e.g. a sustainable lifestyle is more expensive than a non-sustainable one, and of a lower quality.
  • Furthermore, individual initiative encourages people to take preventive action when certain actions or inaction may have damaging consequences for human health and all life forms (precautionary principle). Rather than waiting for evidence in order to act, in case of uncertainty it may be advisable to act because it may be too harmful, or too late, to wait for evidence to emerge.

Knowledge

Knows one’s own potential to bring about positive environmental change.

Knows that preventive action should be taken when certain action or inaction may damage human health and all life forms (precautionary principle).

Knows that individuals have a commitment towards society and the environment.

Knows that maintaining the status quo and inaction are also choices.

Knows that every action has an impact even if not immediate.

Skills

Can apply the following principles: using fewer resources, doing better with fewer resources, and reusing the same resources.

Can take personal initiative and persist in achieving sustainability objectives even in contexts of uncertainty.

Can act promptly, even in the face of uncertainty and unforeseen events, keeping in mind the precautionary principle.

Can mobilise others to adopt more sustainable choices.

Can overcome one’s own resistance to change.

Can identify a network of relevant stakeholders.

Attitudes

Cares proactively for the planet.

Is willing to take action to try to solve complex sustainability problems.

Advocates for individual and collective care for those in need and for the planet.

Is confident about anticipating and influencing sustainable changes.

Recognises that everyday action matters.

Materials related to GreenComp in MAPPA.fi

Materials related to EMBRACING COMPLEXITY IN SUSTAINABILITY