Accurate and accessible information

3.1 General background

While many companies have recognised that sustainability views and practices offer them competitive advantages in the medium and long term – in terms of cost savings, customer satisfaction, easier recruitment and better personnel retention –, a similar awareness of sustainable action as an advantage seems to be less widespread among public institutions, such as education and training institutions. As a proof for this, the internal RetroVET project survey (p. 10) identified several areas that stakeholders consider as challenges to the implementation of sustainable actions in VET. Among those are: lack of human and financial resources, time-consuming preparation of rules and regulations and the additional workload of activities.

However, sustainable action does offer advantages for education and training institutions. Here are a few examples, partly taken from the guidelines Klimaschule Bayern (2022), published by the Bavarian State Ministry for Education and Cultural Affairs and the Bavarian State Ministry for the Environment and Consumer Protection:

• Cost savings, e.g. by using less paper thanks to the use of modern technologies, installation of light-saving bulbs, use of deposit systems for break drinks etc.;
• Reducing own carbon footprint;
• Reputation as a "green VET-Institution". This, as a consequence, increases public attention, attracts more interest on the part of pupils and parents, more registrations, etc;
• Contributing to the education of young people who can work sustainably in their professions;
• Enhancing soft skills like teamwork and communication when implementing sustainable actions and projects in VET-Institutions;
• Meeting employee demands for skilled workers with knowledge of sustainability.

Despite the fact that in their communication with stakeholders (colleagues, students and other institutions) many VET-Institutions continue to focus primarily on the importance of didactic and content concepts, the internal RetroVET project survey revealed that there are VET-Institutions that do seek to adapt a new focus. However, one of the main challenges those institutions identified is the one of "accurate and accessible information" where they see a particular potential for improvement. Many institutions could benefit from the improvement of their internal and external communication strategy for sustainability among pupils and parents, teachers, colleagues, and cooperating education and training institutions. What are the advantages one could think of?

• Increased participation by pupils and teachers;
• Better commitment to the VET-Institution on the part of students and teachers;
• More new enrolments due to the positive public perception of the school;
• Higher satisfaction among teachers and students through knowledge of sustainable projects

Considering the advantages, we have compiled some tips that can help you to understand what accessible (chapter 3.2), accurate (chapter 3.3) and understandable (chapter 3.4) information is. In addition, we address the most common challenges encountered when communicating information on sustainable action (chapter 3.5).

3.2 Information on sustainability must be accessible

Accessibility means that information reaches, is available to and can be used by all interested persons without restriction. Accessibility is often understood to mean "barrier-free accessibility" and, with reference to information provision, implies that technical, technological and other material preconditions are created so that people with disabilities have equal opportunities to participate in the flow of information (see WHO 2017: 4).

Perhaps the following list of questions will help you to create accessible information yourself:

• Which information channels (e.g. intranet, social media, messenger services) are preferred by your students, teachers, staff, colleagues and friendly institutions? Think about your different target groups and distinguish between students of different grades, educational fields, colleagues and other education and training institutions.
• Are there different information channels at your VET-Institution that can serve different purposes (factual information, call for interaction, reporting, etc.)?
• Which information channels are best suited for which purpose (information on facts, call for interaction, reporting, etc.)?
• Can all the interested parties receive the message? Consider technical premises and accessibility. For example, set up options for people with visual impairments.

https://pixabay.com/de/illustrations/smartphone-app-nachrichten-web-1184883/

3.3 Information on sustainable action must be accurate

Accurate information increases stakeholders' trust in the institution. Therefore, it is helpful to research accurate information and substantiate it with sources before disseminating it through any communication channel. In this respect, communicating reliable data and facts is more trust-building than presenting a personal opinion. Facts and figures help you and your stakeholders to deepen your knowledge on sustainability and to represent it credibly to others (WHO 2017: 18).

The following list of questions may help you to provide accurate information:

• Is the information provided up to date?
• Has the information been proofread for content as well as linguistic and formal correctness before publication?
• Does the information include sources and references to the material used?
• Does the technology reliably take over the information input and reproduce it (online) without errors?
• Do the readers of the information have the opportunity to give feedback on the content or technique?

3.4 Information on sustainability should also be understandable

Ideally, information on sustainability should reach as many people as possible. Many people of different ages, levels of knowledge, social backgrounds and interests are present in a VET-Institution. In order for all of them to receive and internalise the information on sustainable action, the content and form of the information should be designed in such a way that it reaches all the different target groups as much as possible (see Dupar/McNamara/Pacha 2019: 9; WHO 2017: 35).

Perhaps the following list of questions will help you to produce understandable information (see relevant sections in WHO 2017):

• Is the language used understandable for the various target groups? For example, think about the different age groups!
• Should texts (also) be written in easy language for the sake of inclusion?
• How much specific vocabulary was used? Think about the different courses at your school, with different knowledge on and understanding of the topic!
• Is the level of difficulty of the vocabulary adapted to the target groups? Think about the different ages and specifics of your target groups!
• Is the amount of information presented adapted to the target groups? Think about younger students who are less able to process long texts!
• Does the language match the way the information is presented (newsletter, homepage, intranet, etc.)?
• Is it possible to prepare the same information, linguistically and formally, in such a way that it is easier to understand for people of different ages, different levels of knowledge, different abilities?
• How do you make sure that the format chosen is reader-friendly/user-friendly?
• Are there enough visual elements (tables, overviews, lists, infographics) so that the information can be absorbed more easily by the users?

https://pixabay.com/de/illustrations/ungeordnete-chaos-3192273/

3.5 What other reasons might there exist for information not reaching the stakeholders?

Although it is widely known how important it is to act sustainably, it can still be a challenge for information to actually reach students, teachers and colleagues. Here is a brief overview of possible reasons that can be addressed:

• Resistance to change: change in general means to make an effort, it means giving up familiar routines (Internal RetroVET project survey, p. 11);
• Skeptical attitude: the successes of sustainability are not immediately visible;
• Lack of awareness: it is often not known which behaviours (leaving lights on in the classroom, taking long showers after sports, drinking drinks from disposable bottles, etc.) are not in the spirit of a green strategy Internal RetroVET project survey p. 11);
• Compatibility with curricula: teachers may lack support in integrating content on sustainability in the classroom (Internal RetroVET project survey, p. 11);
• Doubts about professional competence: teachers may lack training in the didactic implementation of content on sustainability (Internal RetroVET project survey, p. 11);
• Actual or deemed cost: for example, substituting existing light bulbs with low-energy ones could seem too high a cost, however, it would pay out in the long run (Internal RetroVET project survey, p. 11);
• Bias towards the subject: bias is a result of how the human brain functions so that we are able to make decisions quickly (Shaules 2015: 115). This in itself helpful way of functioning has disadvantages, because it can lead to unconscious, hasty and unquestioned conclusions. If new information is not taken in, there can be confirmation bias, which leads to perceiving only the information that corresponds to one's own opinion. In other cases, individuals cannot be persuaded to change their behaviour because they obey group pressures (conformity bias);
• Cultural differences: the idea of what "nature" means and how nature awareness shapes self-understanding can be culturally different and shape the form of sustainable action (Gebhard, Ulrich 2020). The understanding of the meaning of individual vs. group is also culturally different, which can influence participation and interaction in sustainable activities.

https://pixabay.com/de/illustrations/kippe-kann-selbst-motivation-4505837/

Very likely there are other challenges that have not been mentioned here. In any case, it is important that resistance toward receiving the transmitted information is addressed when it is noticed. Clarity in communication helps to increase the awareness and participation of students, teachers and colleagues.