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

offered as an optional activity, while another one expressed that he/she has not yet looked up
training offers on the topic of sustainability.
As for the managers, both of them planned a strategy to strengthen employees' and learners’
green skills. One of the managers explained their strategies involve further training of
employees, investment in “green” energy, electric cars and integration into the QM system,
following the project idea of the German Adult Education Association (DVV). The other manager
emphasises that the activities are still in progress as part of the implementation of the holistic
institutional approach. The strategy, for example, plans to involve employees in making
improvements related to sustainability. In addition, the participant adds that the institution is
also a part of the working group for digitalisation led by the Bavarian Adult Education
Association (BVV).

RESEARCH CONDUCTED IN ITALY
CONTEXT AND METHODOLOGY
No. of VET teachers/trainers 8
involved
No. of Managers of VET 2
organisations involved
Total no. of respondents 10
Profile of the respondents All respondents are from the Campania region and they
work in 5 different VET schools located in the provinces of
Salerno and Naples. The teachers have from 10 to 20 years
of experience and teach different subjects, such as:
administration, economics, English language, electronics.
The VET managers are Headmasters of VET schools from 15
years.
Methodology adopted Face-to-face individual interviews; online questionnaire
MAIN FINDINGS
All the 10 interviewed stated that the role of VET systems and VET organisation is vital to
achieving green and digital transitions: in their opinion education is fundamental in preparing
learners to interact and work in a changing world, especially in the context of sustainability and
digitalization. Likewise, the participants consider VET teachers and trainers key actors in raising
awareness on digital and environmental issues and in equipping learners with the necessary
skills to operate adequately not only in the work context, but also in their daily life as European
citizen conscious of the challenges of the world they are living in.
From the research it emerges that none of the respondents had attended courses focused on
green skills during their studies to become teachers: at that time, these skills were not included
in their compulsory educational path.
Throughout their careers, five of them had the chance to improve their green skills: one
participated in a workshop (5 hours) with a local environmental association financed with
national funds; two took part in a Erasmus+ KA2 project focused on environmental
sustainability; three have attended courses on green skills (20 hours) available on the Ministry
of Education’s platform ‘SOFIA’ and financed through the “Teacher’s Card”. In all the cases, all
were optional activities.

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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.