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Engagement and buy-in is a key aspect of adapting pedagogical delivery as a green
strategy not only generates interest, motivation, and involvement and responses show
learners are more involved in the organisational process when a green strategy is
implemented. One respondent highlighted that their centre receives acknowledgment
as a green practices’ booster, improving its corporate image and the environment as
well as the relationship with local environmental-focused stakeholders.

In terms of adopting a sustainable mindset, the implementation of a green strategy
fosters the acquisition of tools and approaches of thought and action as learners
become both bearers and promoters of cultural change. In addition, VET staff and
learners tend to become aware of the importance of integrating green practices into
their daily lives, at a professional and social level, which leads to behavioural changes
such as adapting behaviour and consumerism and developing and increasing their
own awareness of environmental issues.

Thematic areas of ways VET practitioners can
support green strategy integration

Stakeholder
Engagement
and Buy-In
13%
Policy and Sustainable
Professional Governance Behaviour
Development 13% 4%
4%
Accurate
Accessible
Information
Promotion and 9%
Awareness
18% Education and
Training
39%

Expectedly, the key theme of VET practitioners supporting green strategy integration
to Education and Training. The general message from this section is that VET
practitioners play a key role in the successful implementation of a green strategy.

VET practitioners support green strategy integration by ensuring learners receive
training activities, academic or extracurricular, related to a development model based
on more sustainable practices. This includes adapting existing training programs,
preparing new training materials, and delivering vocational training from sustainable
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.
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