Central to the LEVERS project (Learning Ventures for Climate Justice) is the development of Learning Ventures (LV) in the 9 partner countries: Belgium, Cyprus, Greece, Ireland, Portugal, Serbia, Slovenia, Switzerland and UK. These LVs are independent functioning entities that aim to design innovative science education interventions to educate social groups with low climate science literacy.
By fostering innovative educational practices and multi-stakeholder partnerships, LVs ultimate goal is to empower young people to: 1) become active participants in the green transition and climate justice efforts, 2) address environmental challenges and 3) influence sustainable practices and policies implementations.
Integrating Green Skills into Education
Green skills encompass a range of abilities and knowledge necessary for sustainable development, including energy efficiency, waste management, biodiversity conservation, sustainable agriculture etc. The project utilizes systemic design and participatory methodologies to develop learning interventions that are both relevant and practical. This is to ensure that these approaches are adaptable to various educational settings, from urban schools to rural communities and island regions. By embedding green skills into everyday learning, LVs ensure that students are not only aware of environmental issues but also equipped with the tools to address them.
Engaging Youth in Real-World Climate Action
The main driver of the LEVERS initiative is its focus on engaging youth in real-world climate action projects. These projects cover a broad spectrum of topics, including sustainable energy, urban food systems, biodiversity loss, and soil quality. By involving students in hands-on activities, LEVERS bridges the gap between theoretical knowledge and practical application, fostering a deeper commitment to sustainability.
Supporting Educators Through Professional Development
The success of LEVERS in promoting green skills requires the support and development of educators too. By equipping educators with the latest knowledge and pedagogical techniques, LEVERS ensures that the teaching of green skills is both effective and engaging. This bottom-up approach helps to create a community of practice among educators, fostering collaboration and the sharing of best practices across Europe.
Building Multi-Stakeholder Partnerships
LEVERS places a strong emphasis on creating multi-stakeholder partnerships to enhance the delivery and impact of green skills education. These partnerships involve local governments, enterprises, community organizations, and educational institutions working together to design and implement learning interventions. This collaborative approach ensures that the educational content is relevant to local contexts and that students can see the real-world applications of their learning.
Influencing Policymakers
To ensure the long-term impact of this initiative, LEVERS aims to engage directly with policymakers. The project advocates for policy changes that support the integration of green skills into formal education systems. Specifically, it aspires to influence a broader scale of policy recommendations in several participating regions to eventually foster a more supportive environment that prioritizes sustainability and climate justice across Europe. Additionally, LEVERS focuses on sustainability by developing resources and frameworks that can be adapted and used by other regions and institutions. The LEVERS Learning Framework provides comprehensive guidance on implementing and sustaining green skills education, extending the project’s benefits beyond its initial scope.
Conclusion
The LEVERS project represents a comprehensive and innovative approach to equipping European youth with the green skills. By integrating green skills into education, engaging young people in meaningful projects, fostering multi-stakeholder partnerships, and advocating for supportive policies, LVs empower young Europeans to become leaders in the fight for climate justice, building the foundations for a more sustainable future for all.
