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

MAIN FINDINGS
All respondents believe that VET systems and VET centres have a relevant role in contributing
to both the green and digital transitions. These institutions are viewed as essential drivers of
workforce development, equipped to provide individuals with the necessary skills and
knowledge for success in a rapidly evolving economy. The responses given by all respondents
uniformly highlighted the critical role of teachers and trainers in the green and digital transition
within VET centres. All the 4 trainers have responded that they have not attended any training
course focused on the development of green skills as part of their path to become teachers
because at the time these skills were not foreseen as part of their preparation. The same
negative result was given about the attendance to update training during the career, because
it was not a training activity foreseen for their professional profile. However, the respondents
declared that they would have participated in such training upskilling, but that it has never been
an option within their professional development opportunities.
The VET Managers stated that they have implemented a strategy to foster green skills and it
was a combination of both independent initiative with the VET centre, but also followed
government guidelines on implementation. The strategy targeted both educators and learners
through various activities and training programs, including courses, seminars, conferences,
hands-on workshops, and project-based learning initiatives. Key topics covered include
sustainability principles, energy efficiency, waste management, green technologies, and
environmental policy and legislation, with the primary objectives of increasing awareness,
equipping participants with practical skills, and fostering a culture of environmental
responsibility and innovation. . The duration of the programs has varied, with courses lasting
40 hours over 8 weeks, seminars lasting 8 hours, conferences spanning 16 hours over two days,
and workshops totalling 20 hours over five sessions. The training employed blended learning
methods, interactive online platforms like Moodle and Zoom, hands-on workshops, and real-
world projects. Since implementing the strategy, they had observed significant improvements,
including increased engagement from teachers and students, enhanced practical skills in
sustainability, and positive environmental impacts from student projects. Feedback has been
overwhelmingly positive, with teachers appreciating the comprehensive training and students
expressing enthusiasm for hands-on learning experiences. The strategy has fostered a culture
of sustainability within the VET centre, leading to ongoing commitment to green practices and
continuous improvement, ensuring that educators and learners are prepared for future
environmental challenges

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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.