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

involve a wide network of stakeholders, including third-sector organizations with expertise in
sustainable education.
The National Conference for Environmental Education and Sustainable Development has produced a
comprehensive document outlining strategies for implementing the 2030 Agenda. This document
stresses the necessity of continuous professional development for teachers, enabling them to
effectively integrate sustainability into their teaching practices. The training process includes
collaborations with scientific research institutions and practical experiences in innovative production
and management environments. Training initiatives for VET teachers are also supported by a
combination of European Social Fund (ESF) resources and Ministry of Education funding. The Teacher's
Card is a notable tool allowing teachers to enroll in professional development courses from accredited
providers listed on the Ministry’s SOFIA Platform. During the COVID-19 pandemic, the Teacher's Card
was also used to purchase hardware and software for distance teaching, highlighting the flexibility and
responsiveness of the system to emerging needs. The Italian government has further reinforced these
efforts with specific measures under the National Recovery and Resilience Plan (NRRP). Measures
include substantial investments in digital education hubs, training for digital transformation, and
initiatives to foster green skills among educators. The NRRP's comprehensive approach aims to create
a cohesive and forward-looking training system that addresses both the digital and green transitions,
ensuring that educators are well-prepared to meet contemporary educational challenges.

In Greece, the recruitment of VET (Vocational Education and Training) teachers and trainers is well-
structured and centrally managed. The Ministry of Education and the Ministry of Employment oversee
the recruitment process, ensuring that both permanent and provisional substitute teachers are hired
based on stringent criteria. Continuous Professional Development (CPD) is a crucial component of the
VET system in Greece. Teachers undergo induction, pre-service, and in-service training to update their
knowledge in their specialization and modern teaching methods. The Greek educational
system rapidly adapted to the demands of distance learning during the COVID-19 pandemic by
implementing digital tools and providing technical and pedagogical training. This adaptation included
fast training programs to enhance teachers' digital skills for both synchronous and asynchronous
distance education. Additionally, programs like eTwinning offer on going online training in innovative
digital tools and educational methods. Legislative frameworks play a significant role in maintaining the
quality of VET education in Greece. Key legislation includes Law 4763/2020, which provides a
comprehensive framework for VET, covering organizational provisions, qualifications, and certification.
Law 3879/2010 establishes the National Lifelong Learning System, unifying lifelong learning strategies
and defining vocational training. These laws ensure job security for permanent VET teachers and
establish professional criteria for recruitment, focusing on qualifications, professional expertise, and
certification. Despite of the robust development in digital skills initiatives, environmental initiatives
within the VET framework appear to be less emphasized. While digital skills training has seen significant
advancements, particularly with the introduction of fast training programs and the eTwinning
initiative, specific actions or initiatives to promote green skills for sustainability are lacking. Regarding
specific courses on digital and environmental competences for VET teachers in Greece, the landscape
seems to favor digital proficiency over environmental awareness. While digital competence courses,
including those for synchronous and asynchronous distance education, seem to be prominent and
compulsory, environmental competency courses do not seem to be as emphasized or mandated within
the VET teacher training curriculum. To address this disparity, strategic initiatives and plans could be
devised to foster both digital and environmental competences among VET teachers and trainers in
Greece. These initiatives could include integrating modules on environmental sustainability into
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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.