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Hållbar skolvardag - Gröna stigen och Gröna färden

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Författarna
Gröna stigen, Gröna färden
Utgivningsår
2024
Kort beskrivning
På Gröna stigens och Gröna färdens hemsida finns en handbok för hur din kommun kan skapa sin egen lokala lärstig för hållbar utveckling som stöder klimat- och hållbarhetsfostran - allt från åk 1 i grundskolan till åk 3 i gymnasiet.
Beskrivning

För att stöjda detta lärstigsarbete innehåller handboken 12 st GreenComp-kort som man kan ladda ner för att bekanta sig med de 12 hållbarhetskompetenserna (GreenComp). Handboken innehåller även en regional standardlärstig som man kan ladda ner (en för grundskolan, en för gymnasiet) där alla 12 hållbarhetskompetenserna har kopplats ihop med de nationella läroplanerna samt förslag på uppgifter och lektionsupplägg.

Hemsidan innehåller även länkar till annat material som skapats inom projekten: bl.a. en materialbank, klimatlaboratorier, samt en nätbaserad kurs som är öppen för alla gymnasiestuderande.

Ämnesord
färdplan
greencomp
hållbar framtid
Hållbar utveckling
hållbar verksamhetskultur
kestävä kehitys
kestävä toimintatapa
kestävyyden tiekartta
lärstig
Utgivningsformat
Språk
Tillämplighet på ämnen
GrönComp
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.A4 Is committed to questioning the effectiveness of policies for sustainability.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.A1 Is committed to becoming an agent of change to achieve sustainability.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.A2 Expects governments and public institutions to serve the common good.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.A3 Demands political accountability for unsustainable behaviour.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.K1 Knows how political systems, including their components, should work for sustainability.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.K2 Knows the relevant political stakeholders for sustainability in one’s own community.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.K3 Knows how to engage with political and economic stakeholders to co-create sustainability policies with community representatives.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.K4 Knows policies that assign responsibility for environmental damage (e.g. "polluter pays").
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.S1 Can analyse how power structures and political systems exert influence.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.S2 Can engage in democratic decision making and civic activities for sustainable development.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.S3 Can identify relevant social, political and economic stakeholders in one’s own community and region to address a sustainability problem.
  • 4. Acting for sustainability, 4.1 Political agency, 4.1.S4 Can propose alternative pathways for sustainability.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.K1 Knows one’s own potential to bring about positive environmental change.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.A1 Cares proactively for the planet.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.A2 Is willing to take action to try to solve complex sustainability problems.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.A3 Advocates for individual and collective care for those in need and for the planet.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.A4 Is confident about anticipating and influencing sustainable changes.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.A5 Recognises that everyday action matters.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.K2 Knows that preventive action should be taken when certain action or inaction may damage human health and all life forms (precautionary principle).
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.K3 Knows that individuals have a commitment towards society and the environment.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.K4 Knows that maintaining the status quo and inaction are also choices.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.K5 Knows that every action has an impact even if not immediate.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S1 Can apply the following principles: using fewer resources, doing better with fewer resources, and reusing the same resources.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S2 Can take personal initiative and persist in achieving sustainability objectives even in contexts of uncertainty.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S3 Can act promptly, even in the face of uncertainty and unforeseen events, keeping in mind the precautionary principle.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S4 Can mobilise others to adopt more sustainable choices.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S5 Can overcome one’s own resistance to change.
  • 4. Acting for sustainability, 4.3 Individual initiative, 4.3.S6 Can identify a network of relevant stakeholders.
  • 4. Acting for sustainability, 4.2 Collective action, Knows how to work with diverse participants to create inclusive visions for a more sustainable future.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.A1 Is willing to engage with others to challenge the status quo.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.A2 Is motivated to collaborate in order to shape inclusive sustainable futures.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.A3 Prioritises sustainability values and interests when taking collective action.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.A4 Wants to give back to the community and nature.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.A5 Is committed to change for a more inclusive and fair future.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.K1 Knows the main sustainability stakeholders in one’s own community and how to contact them.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.K2 Knows that working with others to promote nature and support fairness requires respect for democracy.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.K4 Knows the importance of empowering individuals and organisations to work collaboratively.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S1 Can build diverse coalitions to address wicked problems related to sustainability.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S2 Can create transparent, inclusive and community-driven processes.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S3 Can create opportunities for joint action across communities, sectors and regions.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S4 Can work collectively in sustainability change processes.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S5 Can identify stakeholders’ strengths.
  • 4. Acting for sustainability, 4.2 Collective action, 4.2.S6 Can act in line with shared narratives on sustainable futures.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.A1 Acknowledges the emotional impact of climate change, loss of biodiversity and impoverishment.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.A2 Is willing to discontinue unsustainable practices and try alternative solutions.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.A3 Is comfortable considering sustainable options, even if competing with personal interests.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.A4 Is flexible, resourceful and adaptable in coping with unexpected environmental changes.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.A5 Copes with trade-offs in decisions on sustainability within and across domains (environmental, social, economic, cultural, political) and across time and space.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.K1 Knows that human actions may have unpredictable, uncertain and complex consequences on the environment.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.K2 Knows that there is no single solution to complex socioecological problems, but rather different alternatives depending on time and context.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.K3 Knows about risks associated with transformations of the natural environment by humans.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.K4 Knows which aspects of personal lifestyle have higher impacts on sustainability and require adapting (e.g. air travel, car usage, meat consumption, fast fashion).
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.K5 Knows the importance of the link between local impacts and global sustainability.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.S1 Can adapt to different approaches when working on sustainability.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.S2 Can identify and adapt to different lifestyles and consumption patterns to use fewer natural resources.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.S3 Can take into account local circumstances when dealing with sustainability issues and opportunities.
  • 3. Envisioning sustainable futures, 3.2 Adaptability, 3.2.S4 Can navigate the ambiguity and uncertainty around sustainability issues while thinking about alternatives.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.A1 Has a long-term perspective when planning, assessing and evaluating sustainability actions.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.A2 Is concerned about the impact of one’s own action on the future.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.A3 Is aware that the projected consequences on self and community may influence preferences for certain scenarios above others.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.A4 Seeks to combine rigorous methods for thinking about the future with creative and participatory approaches.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.K1 Knows the difference between expected, preferred and alternative futures for sustainability scenarios.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.K2 Knows the difference between short , medium and long term approaches and their implications for sustainability scenarios.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.K3 Knows that scenario development can factor in past events and current signals of change.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.K4 Knows that scenarios can inform decision making for a desired sustainable future.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.K5 Knows that effects caused by humans play a major role when mapping alternative and preferred future scenarios.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.S1 Can analyse and evaluate futures and their opportunities, limitations and risks.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.S2 Can envisage alternative futures for sustainability that are grounded in science, creativity and values for sustainability.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.S3 Can identify action and initiatives that lead to a preferred future.
  • 3. Envisioning sustainable futures, 3.1 Futures literacy, 3.1.S4 Can anticipate future implications by looking at past trends and present conditions.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, Is prone to experiment and not afraid to fail when faced with sustainability challenges.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.A2 Embraces thinking both inside and outside of norms in relation to sustainability.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.A3 Is committed to considering sustainability challenges and opportunities from different angles.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.A4 Dares to make unusual choices.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.K1 Knows that sustainability problems must be tackled by combining different disciplines, knowledge cultures and divergent views to initiate systemic change.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.K2 Knows the importance of exploring and experimenting with new avenues and ideas to tackle complex sustainability challenges.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.K3 Knows the main concepts of a circular economy and society.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.K4 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.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.S1 Can use evidence and research to better understand, explain, predict and manage change for sustainability.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.S2 Can combine knowledge and resources to tackle sustainability challenges.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.S3 Can synthesise sustainability-related information and data from different disciplines.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.S4 Can creatively apply circular economy concepts, such as valuing quality over quantity and reusing and repairing.
  • 3. Envisioning sustainable futures, 3.3 Exploratory thinking, 3.3.S5 Can accommodate divergent opinions.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.A1 Acknowledges the root causes of unsustainability for which humans are responsible, such as climate change.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.A2 Has a holistic grasp of connections and interactions between natural events and human actions.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.A3 Is concerned about the short- and long-term impacts of personal actions on others and the planet.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.A4 Cares about systemic consequences of environmental crises for current and future generations and for other species.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.A5 Is concerned about unpredictable cascade effects of human action.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.K1 Knows that every human action has environmental, social, cultural and economic impacts.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.K2 Knows that human action influences outcomes across time and space, leading to positive, neutral or negative results.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.K3 Knows about life cycle thinking and its relevance for sustainable production and consumption.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.K4 Knows the main concepts and aspects of complex systems (synthesis, emergence, interconnectedness, feedback loops and cascade effects) and their implications for sustainability.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.K5 Knows the United Nations SDGs and is aware of interconnections and possible tensions between individual goals.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.S1 Can describe sustainability as a holistic concept that includes environmental, economic, social, and cultural issues.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.S2 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).
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.S3 Can assess how humans and nature interact across space and time.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.S4 Can use life cycle thinking to analyse the risks and benefits of human action.
  • 2. Embracing complexity in sustainability, 2.1 Systems thinking, 2.1.S5 Can identify in a system those challenges and opportunities that have the greatest potential to trigger change for sustainability.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.A1 Is curious and inquisitive about the links between the environment, human action and sustainability.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.A2 Trusts science even when lacking some of the knowledge required to fully understand scientific claims.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.A3 Takes an evidence-based perspective and is ready to revise it when new data emerge.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.A4 Is willing to accept and discuss sustainability questions, issues and opportunities.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.A5 Is sceptical about information on sustainability before verifying its source and investigating potential vested interests.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.K1 Knows that our understanding of sustainability is always evolving.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.K2 Knows that various biases can influence the discourse on sustainability, including reasoning, communication and political narratives.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.K3 Knows that predominant narratives can shape the formulation of sustainability problems.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.K4 Knows sustainability claims without robust evidence are often mere communication strategies, also known as greenwashing.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.K5 Knows that tackling unsustainable patterns requires challenging the status quo, at individual and collective level, by organisations and in politics.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.S1 Can apply personal reasoning to address criticism and arguments on sustainability matters.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.S2 Can analyse and assess arguments, ideas, actions and scenarios to determine whether they are in line with evidence and values in terms of sustainability.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.S3 Can scrutinise information sources and communication channels on sustainability to assess the quality of the information they provide.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.S4 Can reflect on the roots and motives of decisions, action and lifestyles to compare individual benefits and costs with societal benefits and costs.
  • 2. Embracing complexity in sustainability, 2.2 Critical thinking, 2.2.S5 Can look at various sources of evidence and assess their reliability to form opinions about sustainability.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.A1 Is committed to presenting a sustainability problem as a complex one rather than oversimplifying it.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.A2 Tries to detach one’s own judgement from the process of framing the problem.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.A3 Listens actively and shows empathy when collaborating with others to frame current and potential sustainability challenges.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.K1 Knows that sustainability problems are often complex and that some cannot be solved entirely.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.K2 Knows that measures and action to address a sustainability problem depend on how the problem is framed (by/with/for whom, where, when, why).
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.K3 Knows that to identify fair and inclusive actions, it is necessary to look at sustainability problems from different stakeholder perspectives.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.K4 Knows that sustainability issues range from relatively simple to complex problems and that establishing their type helps find suitable approaches.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.S1 Can factor in perspectives of multiple stakeholders, considering all life forms and the environment to frame current and potential sustainability challenges.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.S2 Can apply a flexible, systemic, life cycle and adaptive approach when framing current and potential sustainability challenges.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.S3 Can establish a transdisciplinary approach to framing current and potential sustainability challenges.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.S4 Knows that current or potential sustainability problems can quickly evolve and therefore need to be frequently redefined and reframed.
  • 2. Embracing complexity in sustainability, 2.3 Problem framing, 2.3.S5 Can identify appropriate approaches to mitigate, adapt and potentially solve sustainability problems.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.A1 Cares about a harmonious relationship existing between nature and humans.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.A2 Is critical towards the notion that humans are more important than other life forms.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.A4 Is appreciative of nature’s role in our wellbeing, health and security.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.A5 Continuously strives to restore nature.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K1 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.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K2 Knows that our wellbeing, health and security depend on the wellbeing of nature.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K3 Knows that people are part of nature and that the divide between human and ecological systems is arbitrary.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K4 Knows that humans shape ecosystems and that human activities can rapidly and irreversibly damage ecosystems.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K5 Knows that damaging and exhausting natural resources can lead to disasters and conflicts (e.g. loss of biodiversity, draughts, mass migration and war).
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.K6 Knows about the need to decouple production from natural resources and wellbeing from consumption.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.S1 Can assess own impact on nature and consider the protection of nature an essential task for every individual.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.S2 Can see and imagine humans living together and respecting other life forms.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.S3 Can acknowledge cultural diversity within planetary limits.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.S4 Can find opportunities to spend time in nature and helps to restore it.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 1.3.S5 Can identify processes or action that avoid or reduce the use of natural resources.
  • 1. Embodying sustainability values, 1.3 Promoting nature, 2.3.A4 Shows empathy with all life forms.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.A1 Is prone to acting in line with values and principles for sustainability.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.A2 Is willing to share and clarify views on sustainability values.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.A3 Is open-minded to others and their world-views.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.A4 Is ready to critique and value various cultural contexts depending on their impact on sustainability.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K1 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.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K2 Knows the main values and principles underpinning socio-economic models and their relation to sustainability.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K3 Knows that values and principles influence action that can damage, does not harm, restores or regenerates the environment.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K4 Knows that various cultures and generations may attach more or less importance to sustainability depending on their value systems.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K5 Knows that when human demand for resources is driven by greed, indifference and unfettered individualism, this has negative consequences for the environment.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.K6 Knows how one's position in society influences personal values.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.S1 Can critically assess and compare underlying sustainability values and principles in arguments, action, policies and political claims.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.S2 Can evaluate issues and action based on sustainability values and principles.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.S3 Can bring personal choices and action in line with sustainability values and principles.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.S4 Can articulate and negotiate sustainability values, principles and objectives while recognising different viewpoints.
  • 1. Embodying sustainability values, 1.1 Valuing sustainability, 1.1.S5 Can identify and include values of communities, including minorities, in problem framing and decision making on sustainability.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.A1 Is committed to decreasing material consumption.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.A2 Has a sense of belonging to a common humanity and of solidarity with future generations.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.A3 Is committed to respecting the interests of future generations.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.K1 Knows that ethical concepts and justice for current and future generations are related to protecting nature.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.K2 Knows about environmental justice, namely considering the interests and capabilities of other species and environmental ecosystems.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.K3 Knows the importance of preserving nature for future generations for its own sake.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.K4 Knows that individuals and communities differ in how and how much they can promote sustainability.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.S1 Can apply equity and justice for current and future generations as criteria for environmental preservation and the use of natural resources.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.S2 Can assess and question personal needs to carefully manage resources in the pursuit of longer-term goals and common interests.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.S3 Can respect, understand and appreciate various cultures in relation to sustainability, including minority cultures, local and indigenous traditions and knowledge systems.
  • 1. Embodying sustainability values, 1.2 Supporting fairness, 1.2.S4 Can help build consensus on sustainability in an inclusive manner.
  • 2. Kestävyyden monitahoisuuden hallinta, 2.3 Ongelman rajaaminen, 2.3.S4 Osaa tutkia pitkäjänteisesti kestävyysongelmaan liittyviä haasteita uusien vaihtoehtojen ja ratkaisujen kehittämiseksi.

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