Classroom for Life – Education for Sustainable Development

The following contributions are included:

1. Modern Guidelines for Sustainable Development Education (Tomaž Grušovnik): investigates the theoretical foundations of education for sustainability. Grušovnik emphasises the importance of fostering critical consciousness and moral reasoning to resolve conflicts between environmental values and anthropocentric lifestyles, highlighting the European GreenComp framework as a reference for competency development.

2. The Classroom for Life Project (Maja Vrčon): contextualises the project’s origins, rooted in pilot teacher training programs funded by EIT Climate-KIC (RIS EduEx – Education Experiments). Vrčon identifies systemic barriers to teaching ecological literacy – time constraints, lack of resources, insufficient teacher training, and limited institutional support. The article underscores the project’s alignment with the European Council’s recommendations on education for the green transition and its emphasis on participatory, experiential, and interdisciplinary pedagogies.

3. Games for Climate Change Adaptation Education (Liliana Vižintin): examines the pedagogical potential of game-based learning in addressing climate change adaptation. The article evaluates ecosystem-based adaptation strategies and their representation in educational games, emphasising their capacity to bridge the gap between environmental awareness and behavioural change. Vižintin provides an analysis of specific games, detailing their cognitive, socio-emotional, and behavioral learning outcomes.

4. The Impact of Experiential Learning on First-Grade Students’ Knowledge and Attitudes Toward Earthworms and Composting (Janja Plazar and Anja Cijan): employs an empirical framework to assess the effectiveness of experiential learning in shaping young learners’ environmental attitudes. The study demonstrates the potential of direct engagement with natural processes to foster ecological awareness and positive behavioural intentions in early childhood education.

5. Analysis of Educators’ Perspectives on Outdoor Learning with Emphasis on Safety (Petra Furlan and Nina Krmac): explores the pedagogical and logistical challenges of implementing outdoor education. Through qualitative analysis, the authors highlight educators’ concerns about safety while recognising the profound benefits of nature-based learning environments in enhancing student engagement and environmental literacy.

6. Outdoor Learning Through the Lens of Early Childhood Education Students  (Nataša Dolenc and Nastja Cotič): investigates the perceptions of pre-service preschool teachers regarding outdoor learning. The findings reveal the transformative potential of outdoor environments in fostering holistic child development and ecological sensibilities.

7. Interdisciplinary Education for Proactive Individuals: Promoting Complexity and Understanding in Natural Sciences (Darja Rizmal): underscores the importance of institutional collaboration in advancing interdisciplinary scientific education. The article advocates for integrative approaches that connect natural sciences with broader ecological, societal, and economic systems.

8. Integrating English Language Learning and Environmental Education through CLIL (Lara Kodrič and Silva Bratož): presents a case study on using the Content and Language Integrated Learning (CLIL) approach to teach environmental topics in English. The study highlights the dual benefits of language acquisition and ecological awareness, particularly in early primary education.

9. Interdisciplinary Integration of Mathematics and Science in Fifth-Grade Education (Marina Volk and Mara Cotič): explores the use of problem-based learning to develop sustainability competencies. The study demonstrates how mathematical modeling and scientific inquiry can be effectively combined to address real-world environmental challenges.

10. Mathematical Literacy, Modeling, and Realistic Problem Solving for Sustainability (Darjo Felda, Mara Cotič, and Daniel Doz): explores the role of mathematical literacy and realistic problem-solving in fostering sustainability-oriented thinking. The authors argue for the integration of complex mathematical problems to develop critical thinking skills in addressing ecological issues.

11. Validation of the Slovenian Questionnaire on Sustainable Behavior for Higher Education Students (Tina Štemberger and Jurka Lepičnik Vodopivec): evaluates a psychometric instrument designed to measure sustainability-related behaviours among university students. The study provides insights into the behavioural dimensions of sustainability education and the potential for targeted interventions in higher education.

This publication integrates theoretical background with practical applications, offering a multifaceted exploration of sustainability education. Its academic contributions provide a foundation for educators, policymakers, and researchers to innovate pedagogical approaches for fostering a generation of environmentally literate, critically engaged, and proactive global citizens.

Read the monography here.