Development of Educational Models for Sustainable Lifestyles

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Introduction to the project

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NVL coordinates a pilot project ”Development of Educational Models for Sustainable Lifestyles” within the Nordic Council of Ministers programme for sustainable lifestyles. The current project period is 2022 – 2024.

The objective is to explore and develop an educational model (education and learning process) that educational organizations already use within their organization and that supports the development towards the normalization of more sustainable lifestyles.

The overall purpose of the project is to deliver an educational contribution to the social change of lifestyles and cultures from the individual to the systemic level. Especially concerning consumption and production, climate change, and the biodiversity crisis.

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The goal of the project has been twofold

1. to develop educational models for supporting the development towards the normalization of more sustainable lifestyles, and (from a Whole Institution Approach)
2. to contribute to creating a holistic and sustainable organization that involves all stakeholders: leaders, teachers, and students/participants.

In the pilot project, before this second part of the project, researchers and educational institutions were to look into, compare and develop piloted methodologies and praxis and to identify important elements of the partners’ experiences. The pilot project resulted in some valuable learnings for the three involved partners, on both a pedagogical and institutional level, including 10 recommendations for both teachers and leaders.

Link for the 10 recommendations

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Analyses

The organisations and researchers within the project have investigated practices in their own organisations seeking answers to the following questions:

• How do we create learning opportunities for sustainable transformation?
• What are the challenges, resistances, and dilemmas and how are they best met?
• What are we already doing which is directly or indirectly supporting sustainable formation?
• How are different types of structures or social and organizational frames supporting or hindering the creation of learning opportunities for sustainability?

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Participating organisations

Finland
Ari Laitala, SYKLI – Enviromental College
www.sykli.fi

Sverige
Emmy Pater, Relearn – NGO
Relearn

Danmark
Birgitte Woge Nielsen, VIA University College
Birgitte Helbæk Marcussen, VIA Univeristy College
www.via.dk

Färöarna
Annika Maisonsdóttir Mellemgaard, Glasir – Torshavn College
www.glasir.fo

NVL’s pilot project is part of the Education for Sustainable Development project, which is coordinated by the Icelandic Centre for Research (Rannis). The goal the project is that sustainable development becomes an integral part of all education, for every age, from preschool to adult learning.
Rannis website

The education project is one of the six projects within the cross-sectoral programme Nordic Sustainable Living, which strives to make sustainable choices the new norm in the Nordic Region. More about the programme and the six projects here on Nordregio website.
Nordic Sustainable Living website

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Key take-aways from the project researchers

In this video, the researchers behind the project point out important success factors that can help organisations towards a sustainable transformation.

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Speakers:
Ann-Christin Furu, Associate Professor, Docent in Sustainability Education
Maria Holt Richter, Reseacher, writer and project maker

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Reflections from the project participants

In the videos, the project participants and the researchers share their experiences and reflections from the project and how they look at their roles as teachers and facilitators when it comes to enhancing the awareness of sustainable lifestyles and living in education. [/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” gutter_width=”2″ make_equal=”on” _builder_version=”4.27.4″ _module_preset=”12856468-38ba-40ad-a5bd-8623b0c02bc7″ width_phone=”90%” custom_margin=”10px||||false|false” custom_padding=”0px||||false|false” border_radii=”on|5px|5px|5px|5px” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” background_color=”#266d51″ custom_padding=”||5px||false|false” border_radii=”on|5px|5px|5px|5px” box_shadow_style=”preset1″ box_shadow_blur=”10px” box_shadow_color=”rgba(99,99,99,0.2)” global_colors_info=”{}”][et_pb_video src=”https://youtu.be/Lyqk2U7Ddn8″ _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||10px||false|false” locked=”off” global_colors_info=”{}”][/et_pb_video][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” header_3_font=”|700|||||||” header_3_text_color=”#e2fae1″ header_3_font_size=”20px” header_3_line_height=”1.3em” custom_margin=”||0px||false|false” custom_padding=”|10px|0px|10px|false|true” global_colors_info=”{}”]

Birgitte Woge Nielsen, project manager and facilitator

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Annika M. Mellemgaard, study and vocational guidance

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Emmy Pater, interdisciplinary Project Coordinator

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Ari Laitala, specialist

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