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MET-VET – Metacognition for
Environmental Thinking in VET
Project number:
2021-2-PL01-KA220-VET-000050783

• Sustainability Courses: These courses are designed to incorporate principles of
environmental sustainability into the curriculum and everyday teaching practices.
• Technical Courses: Focused on the latest industry-specific technologies and practices, these
courses ensure teachers are up-to-date with current advancements.
• Pedagogical Courses: These cover innovative teaching methodologies, classroom
management techniques, and strategies for engaging students effectively.
• Transversal Competence Courses: These include training in areas such as communication,
problem-solving, flexibility, and adaptability, essential for modern educators.

The involvement of the business sector and social partners is particularly significant in CPD, as it
facilitates placements in companies, keeping educators updated with the latest industrial practices
and technological developments. The legislative framework in Spain, especially under the LOMLOE
Act, underscores the importance of teachers in maintaining education quality. This act aims to
reform both initial and ongoing teacher training, improve working conditions, and enhance the
societal appreciation of teachers. The legislation also seeks to integrate VET technical teachers with
university degrees into the secondary education teachers' body and proposes new roles, such as
‘teachers specializing in specific sectors of VET’ to better address industry-specific educational needs.
Digital skills and sustainability are pivotal areas of focus for VET teachers in Spain. The COVID-19
pandemic underscored the necessity for robust digital skills among educators. Consequently,
extensive training was provided to support teachers in utilizing online platforms and developing
effective virtual teaching methods. Additionally, there is a strong emphasis on upskilling and
reskilling teachers in technical aspects relevant to sustainability and technological advancements.
This commitment is reflected in the strategic incorporation of these elements into CPD programs,
ensuring that educators are well-equipped to impart knowledge in these critical areas.Several
strategic plans and initiatives have been implemented to support VET teachers and trainers in Spain.
The National Plan for Teacher Training focuses on improving teachers' professional skills, with
particular emphasis on digital competencies and innovative teaching methodologies. This plan
includes a variety of courses and training modules, such as workshops on digital tools for education,
seminars on sustainable practices, and collaborative projects with industry partners. The Digital
Education Action Plan launched by the European Commission, that aims to enhance digital literacy
among educators, thas been adopted in Spain through initiatives like the SELFIE (Self-reflection on
Effective Learning by Fostering Innovation through Educational Technologies) tool. This tool helps
teachers self-assess and improve their digital competencies. During the pilot phase in 2017/18, Spain
saw significant participation, indicating a strong commitment to digital education. The School 4.0
Plan under the National Recovery and Resilience Plan (NRRP) aims to foster the digital transition of
schools through the development of innovative and digitalized teaching models, aligned with
European frameworks like DigComp 2.1 and DigCompEdu. This plan includes substantial investments
in digital education hubs and training for digital transformation, ensuring that teachers are well-
prepared for contemporary educational challenges. On the sustainability front, Spain has committed
to integrating environmental education into the curriculum, guided by the 2030 Agenda for
Sustainable Development. Training programs are designed to develop self-assessment skills and
involve a wide network of stakeholders, including third-sector organizations with expertise in
sustainable education.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not
necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither
the European Union nor EACEA can be held responsible for them.