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Environmental Education as a Tool for a Sustainable Future

 Environmental Education as a Tool for a Sustainable Future


     By: Joana Capaz Coelho

 

 




The fight for the sustainability of the planet is undoubtedly one of the biggest environmental challenges we face. The responsibility to ensure that future generations have a habitable planet lies with each and every one of us. According to the 1987 Brundtland Report “Our Common Future” of the World Commission on Environment and Development, the concept of sustainable development can be defined as: “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”[1]

This definition emphasizes the importance of finding a balance between the current needs of society and the preservation of natural resources, in order to ensure that future generations can also meet their own needs. Sustainable development seeks to reconcile economic progress, social equity, and environmental protection, recognizing that these three pillars are interlinked and equally important.

In this sense, in order to adopt a sustainable development approach, it is essential to consider the impacts of our actions on the environment, communities, and the economy, which implies implementing practices and policies that promote the efficient use of natural resources, the reduction of greenhouse gas emissions, the conservation of biodiversity, the proper management of waste and the promotion of social justice.

The initiative “MOVE Lisboa - Strategic Vision for Mobility 2030” which aims to promote sustainable mobility, such as encouraging the use of public transport and promoting electric vehicles[2], is an example of policies and practices aligned with the principles of sustainable development. 

While measures like these are important, they are not enough on their own. We need to instill in citizens, starting with the youngest, responsibility for the future of the planet.

It is in this context that the Citizenship and Development curricular unit gains relevance, since, as the Directorate-General for Education explains, this curricular unit aims to “prepare students for life, to be democratic, participatory and humanistic citizens, in an era of growing social and cultural diversity, in order to promote tolerance and non-discrimination, as well as to suppress violent radicalisms”.

According to the National Strategy for Citizenship Education (ENEC), the curricular unit of Citizenship and Development, which is mandatory for the 2nd and 3rd cycle and transversal in secondary education, is structured in three distinct thematic groups.[3]

The first group includes the themes of “human rights (civil and political, economic, social, cultural and solidarity)”; “gender equality”; “interculturality (cultural and religious diversity)”; “sustainable development”, “environmental education” and, finally, “health (health promotion, public health, nutrition, physical exercise)”.

The second group includes the topics of “sexuality (diversity, rights, sexual and reproductive health)”; “media”; “institutions and democratic participation”; “financial literacy and consumer education” and “road safety and risk”.

And finally, in the third group are the themes of “entrepreneurship”; the “world of work”; “security, defense and peace”; “animal welfare”; “and volunteering”. To these themes can be added others (according to the needs of citizenship education diagnosed by the school and that fit the concept of CE proposed by the Group).”

In the case we are examining, it is important to highlight the topic of “environmental education”, which, as we have seen, is included in group 1 of that curricular unit.

“Environmental education” plays a key role in raising public awareness of the impacts of our actions on the environment and in promoting practices aimed at sustainable development. As stated in the Core Competencies for Environmental Education for Sustainability, it aims, for example, to “encourage pupils to know what the concept of sustainability implies associated with an intergenerational responsibility” or to promote reflection “on causes of climate change, protection of biodiversity and protection of territory and landscape”.[4].

In this context, and in order to highlight an example of how this Curricular Unit can be fundamental to training future generations to promote environmental sustainability, we highlight the project "The Best of Us - Theater as a Vehicle for Citizenship".[5].

This project, coordinated by teachers Anabela Pais and José Delgado and represented by students from the Linda-a-Velha and Queijas School Group, based at the Professor José Augusto Lucas Secondary School, uses the power of theater to convey impactful environmental messages, addressing issues related to the sustainability of the planet, the environment, pollution, among others.

The actors/students, through dialogues and songs, reflect on the impacts of air, water, and soil pollution, as well as noise and visual pollution, and call on all of us to save the planet. In this way, through the performance, the actors invite the audience to think about their own role in protecting the environment and to look for ways to reduce pollution in their daily lives.

This impactful play is just one of the many ways in which the Citizenship and Development Curriculum Unit, and specifically the theme of “environmental education”, can indeed play a key role in building a more sustainable future. Through educational initiatives such as this one, it is possible to reach the entire school community - students, teachers, non-teaching staff, parents, friends and other family members - and disseminate knowledge about the sustainability of the planet and, consequently, increase the sense of responsibility in the youngest.

In fact, schools play an absolutely decisive role in the process of training children to become responsible, caring, critical-thinking citizens and, consequently, able to participate actively in the public life of their country. And initiatives like this are an excellent “vehicle” for training and learning.

However, schools are only the starting point. Responsibility for the planet lies with all of us!

In this environment, governments also have a key role in promoting environmental education. In fact, it follows from the United Nations Declaration on Human Rights Education and Training[6]  that States and government authorities are primarily responsible for promoting and ensuring human rights education and training (Article 7). Thus, governments should, inter alia, “formulate or promote the formulation, at the appropriate level, of strategies and policies and, as appropriate, programs and plans of action, for the implementation of human rights education and training, for example, by integrating them into school curricula and training programs” (Article 8).

Similarly, non-governmental organizations also play an important role in promoting environmental education. For example, by developing awareness campaigns, organizing community events, offering courses and workshops, and providing educational materials on pollution and its consequences, they increase citizens' responsibility for these issues.  The partnership between these organizations and educational institutions is essential to reach a wider audience and promote concrete actions to encourage practices that promote the sustainability of the planet!

The active participation of all sectors of society is key to achieving a more sustainable future and protecting our environment for future generations. In this sense, it is essential that environmental education initiatives provide not only theoretical knowledge but also encourage practical action.

However, we can all take some measures in our daily lives to promote a more sustainable future:

  •  Reduce energy consumption: choose energy-efficient light bulbs, turn off electronic appliances when not in use, and use renewable energy whenever possible;
  •  Promote recycling: correctly separate recyclable waste and dispose of it in the appropriate places. It is also essential to encourage the reuse of items and reduce the consumption of disposable products;
  •  Save water: use water consciously, avoid waste, and repair leaks. It is also recommended to use water-efficient technologies, such as water-saving taps and showerheads;
  •  Support sustainable mobility: opt for more sustainable modes of transport such as walking, cycling, carpooling, or public transport. If possible, consider purchasing electric vehicles;
  •   Conscious consumption: give preference to sustainable products and services, considering the environmental impact of their production, packaging, and transportation. Value companies that adopt responsible practices;
  • Community involvement: participate in local environmental education initiatives, such as green area revitalization projects, beach clean-ups, or awareness-raising campaigns.

Every individual action counts, and it is important that everyone takes responsibility for acting in an environmentally conscious way.

As the actors/students sing, in a hopeful way:

“A new dawn,

We all do have to believe in a new dawn.

In the place that is both womb and sisterly home.

It´s our shelter and protection.

Do believe,

So we can see a great new dawn." 

In fact, responsibility for the planet lies with everyone - governments, NGOs, businesses, educational institutions at different levels, local communities, and civil society in general.

Together we can build a sustainable future!

Suggested citation: J.C. Coelho, "Environmental Education as a Tool for a Sustainable Future", 19th June, 19 July 2023.


[1] See, https://eur-lex.europa.eu/EN/legal-content/glossary/sustainable-development.html  (accessed 11/07/2023).

[2] See, https://www.lisboa.pt/fileadmin/cidade_temas/mobilidade/documentos/BrochuraMOVE_2030.pdf (accessed 11/07/2023).

[3]See, Annex VIII of Ordinance No. 223-A/2018, of August 3, 2018, https://dre.pt/dre/detalhe/portaria/223-a-2018-115886163 (accessed on 11/07/2023).

[4]See,https://www.dge.mec.pt/sites/default/files/ECidadania/Educacao_Ambiental/documentos/referencial_ambiente.pdf (accessed 11/07/2023).

[5] Facebook  page: https://www.facebook.com/OTeatrocomoVeiculodeCidadania and Instagram page: https://www.instagram.com/teatroecidadania2022/ (accessed on 11/07/2023).

[6] See, https://www.ohchr.org/en/resources/educators/human-rights-education-training/united-nations-declaration-human-rights-education-and-training (accessed on 11/07/2023).


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