According to UNESCO, 78 percent of the world is teaching their children the main sustainability principles to raise awareness for climate change. Doctoral students at KTU notice that it is important to implement sustainability into education not only because the youngest generation will be the one to face the real consequences of unsustainable behaviour, but also because they can change the attitude of their parents, grandparents and siblings.
“Our youngest citizens are the best advocates for change. They can be easily educated about sustainability because they do not think stereotypically or perceive everything a certain way because “that’s how it should be”. The holistic education in primary school plays an important role because it is built on the idea that all people, animals, and plants share one planet and therefore are interconnected,” – says the junior assistant and a doctoral student at the Kaunas University of Technology, Faculty of Social Sciences, Arts and Humanities (KTU FSSAH) Brigita Miseliūnaitė.
Holistic education emphasises people’s connection with nature and indicates that every action has its reaction – a consequence. It is important to make conscious decisions in order toavoid these consequences.
“Sustainable education starts at home. When we discipline children for breaking the rules or agreements, we address the connection between action and reaction. Also, we need to bring children outside and show how beautiful nature is, and how fun it is to spend time there. When children will fall in love with nature, they won’t destroy it,” – says Miseliūnaitė.
No matter the level of education, sustainability can be easily implemented into the school programmes as a moral ground, which addresses the need to respect the Earth and all its inhabitants.
The junior assistant and a doctoral student at KTU FSSAH Greta Matusevičiūtė says that sustainability can be implemented into the education system in “external” and “internal” approaches. “The external approach is related to implementing sustainability-oriented knowledge, skills, and competencies in education. For example, by engaging with the students, we enhance our ecological literacy skills and master a long-term systemic mindset. An internal approach is related to taking responsibility and setting goals that are oriented not only towards personal but also to public well-being,” – says Matusevičiūtė.
It has to be emphasised, that education must encompass knowledge of ecological literacy that affects everyone, including understanding the basics of recycling, the impact of fast fashion on the planet and humanity, and what is our role in the outcome of these issues – are we helping to solve them or are we adding to them.
“It is essential to enable every student to find ways to contribute to solving problems. For example, encouraging their participation in sustainability-oriented projects or community events,” – adds Matusevičiūtė.
The whole school community should encourage sustainability principles, not only teachers. According to Matusevičiūtė, children are already learning about sustainability in the new curriculum. However, ensuring and developing deeper insights into sustainable ideas depends on the cooperation among parents, teachers, and students.
“Interdisciplinary integration and comprehensive approach to phenomena is essential in the context of sustainability. The whole school community should understand the importance of sustainability integration and develop various initiatives, such as gardening, reducing food and other waste,” – highlights Matusevičiūtė.
Even though the public sector focuses on intellectual education, thinking skills, and education results (grades or exam scores), such education does not solve today’s problems. They require creativity and fellowship.
„All knowledge areas are equally important in nurturing a happy, successful, and balanced person. Firstly, education should not be oriented only towards academic achievements, and secondly, it is important to run an integrated interdisciplinary education which teaches children to see the relation between subjects, different areas, and the world’s dominating systems,” – says Miseliūnaitė.
It is also important to pay attention to moral nurturing and deep self-reflection, so the students could think about what they can do with knowledge gained, where could they apply it, and how this knowledge changes them as people.
“Sometimes it seems that sustainability is just a trend. However, sustainable education mustn’t become an advertising or political slogan. Sustainable education is not just about sorting waste, reusable cuttlery or collecting batteries. Sustainable development is a new way of thinking and a moral system that leads to responsible decisions,” – stresses Miseliūnaitė.
