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

None of the 5 Trainers attended the training courses focused on the development of the green
skills during their studies. In all cases at that time there were no such skills included in the path
to become a teacher/trainer.
Anyway, all the 5 trainers attended training during the career. All of these trainings were
specialised courses which delivered necessary competences and knowledge regarding various
issues. One respondent attended ecological workshops for companies about green marketing.
One attended training about building of green organisational culture. Three attended the
general course about ESG regulations explaining very practical issues like what a carbon
footprint is and how and why it counts. All trainers stated that the trainings were very useful.
One of them said that even though it was not needed for his work, it gave him a broad
understanding of current sustainability issues.
Although all 5 managers said that they are for some time already thinking about implementing
of a strategy that would strengthen the green skills of their teachers and students, none of
them has actually implemented or even planned it. The reasons are mostly the lack of time and
still, not enough knowledge about detailed steps to follow. However, it doesn’t mean that there
are no activities that are being implemented in order to develop green skills. There are various
initiatives, like conferences, seminars, workshops, experimentations etc. but they are rather
single events, not the whole strategy.

RESEARCH CONDUCTED IN SPAIN
CONTEXT AND METHODOLOGY
No. of VET teachers/trainers involved 5
No. of Managers of VET organisations 2
involved
Total no. of respondents 7
Profile of the respondents The respondents were VET teachers and managers
with an experience ranging from 15 to 20 years.
The teachers teach subject as tourism, art and
administration. The VET Centres they belong to
are very important institutions in the Province of
Huelva.
Methodology adopted Face-to-face individual interviews conducted;
online questionnaire
MAIN FINDINGS
All professionals involved in the research believe that the role of VET systems and centres in
the green and digital transition is crucial in equipping individuals with the skills needed to thrive
in rapidly evolving industries associated with green technologies and digitalization. The role of
VET teachers is pivotal as well, since they are in charge of concretely delivering training courses
aligned to the current needs, ensuring a steady supply of skilled workers to support the
transition to a greener and more digital economy.
None of the teachers involved in the research (between 45 and 52 years old) had attended
courses focused on green skills, also because at the time it was not foreseen such kind of
education. They stated they have autonomously developed these skills during their career,
attending workshops/short trainings on sustainability-related issues applicable to the subject
they teach.

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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.