Sustainability Competences in Environmental Education: Research On Guidebooks For Teachers at Finnish Primary Schools

Cogent Education
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Sustainability competences in environmental

education: Research on guidebooks for teachers at
Finnish primary schools
Marjo Vesterinen
To cite this article: Marjo Vesterinen (2024) Sustainability competences in environmental

education: Research on guidebooks for teachers at Finnish primary schools, Cogent Education,
11:1, 2286120, DOI: 10.1080/2331186X.2023.2286120
To link to this article: https://doi.org/10.1080/2331186X.2023.2286120
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Vesterinen, Cogent Education (2024), 11: 2286120
https://doi.org/10.1080/2331186X.2023.2286120
CURRICULUM & TEACHING STUDIES | RESEARCH ARTICLE

Sustainability competences in environmental
education: Research on guidebooks for teachers
at Finnish primary schools
Received: 05 July 2023 Marjo Vesterinen1*
Accepted: 12 November 2023
Abstract: The aim of this study was to obtain knowledge on sustainability compe
*Corresponding author: Marjo
Vesterinen, Faculty of Education, tences in the context of guidebooks for primary school teachers of environmental
University of Lapland, Rovaniemi, education. A two-step content analysis of Finnish primary-level teachers’ guide
Finland
E-mail: mvesteri@ulapland.fi books in environmental studies was conducted: First, guidebooks were scanned for
Reviewing editor: content related to sustainability. Second, the teaching practices associated with
Serafina Pastore, Education, sustainability competences (futures thinking competence, values thinking compe
Psychology, Communication,
Università degli Studi di Bari Aldo tence, systems thinking competence, action-oriented competence, collaboration
Moro, Italy
competence) were evaluated. The findings showed that guidebooks do support
Additional information is available at implementation of education for sustainable development and sustainability com
the end of the article
petences. However, some suggestions for improvement and further research ideas
are presented.
Subjects: Primary/Elementary Education; Primary Education - Teaching Practice;

Sustainability
Keywords: sustainability competences; education for sustainable development;

environmental education; primary school
1. Introduction
Sustainability competences—that is, the skills, attitudes and knowledge required to support sus
tainability—should be developed from early childhood to adulthood (Bianchi et al., 2022). All
educational institutions must promote the development of these sustainability competences
ABOUT THE AUTHOR

Marjo Vesterinen is a Doctoral Candidate at the Faculty of Education at the University of Lapland,
Rovaniemi, Finland. This article is a second article for her dissertation about teaching and learning of
sustainability competences in a primary school level. The first article, Sustainability competences in
primary school education – a systematic literature review, was published on January 2023 in the
journal Environmental Education Research and written with her supervisor, Professor Ilkka Ratinen,
the Faculty of Education at the University of Lapland, Rovaniemi, Finland. The third article for the
dissertation is now in progress. It’s a case study about teaching sustainability competences to primary
school students. Marjo Vesterinen is working in a school as a sustainability teacher at the moment and
collecting data for her third and last article of the dissertation.
Marjo Vesterinen
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution
License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribu
tion, and reproduction in any medium, provided the original work is properly cited. The terms on
which this article has been published allow the posting of the Accepted Manuscript in
a repository by the author(s) or with their consent.
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(UNESCO, 2017). Things learned in childhood are carried forward to adulthood (Chawla, 1998,
2007; Chawla & Gould, 2020), so it is important to study sustainability competences at the primary
school level. Education for sustainable development can make lifelong changes to beliefs and
attitudes, and this transfer of knowledge can be passed from children to families (Boyd, 2019).
Several authors have addressed and discussed the definition and use of sustainability compe
tences in recent years. Wiek et al. (2011, 2016) and GreenComp’s (Bianchi et al., 2022) definitions
of sustainability competences were utilized in the present study. Wiek et al. (2011, 2016) identified
five key competences required to develop curricula for sustainability education: futures thinking
competence, values thinking competence, systems thinking competence, action-oriented compe
tence and collaboration competence. Research has shown that this definition is widely used
(Redman & Wiek, 2021). GreenComp is a European sustainability competence framework
(Bianchi et al., 2022) based on Wiek et al. (2011, 2016) research, and it is relevant to all ages, so
it is applicable for primary school use. GreenComp identifies four competence areas: envisioning
sustainable futures, embodying sustainability values, embracing complexity in sustainability and
acting for sustainability (Bianchi et al., 2022 p. 2).
First, futures thinking competence is the “ability to collectively analyse, evaluate, and craft rich
pictures of the future related to sustainability issues” (Wiek et al., 2011, pp. 208–209). In
GreenComp, competences futures literacy, adaptability and exploratory thinking construct an
area called envisioning sustainable futures (Bianchi et al., 2022 p. 2). According to the results of
Wiek et al. (2011) systematic review, methodologies such as scenario methodology, backcasting
and envisioning methods are applied in higher education to develop students’ futures thinking
competence. Second, values thinking competence is the “ability to collectively map, specify, apply,
reconcile, and negotiate sustainability values, principles, goals, and targets” (Wiek et al., 2011,
p. 209). GreenComp proposes that an area called embodying sustainability values includes com
petences valuing sustainability, supporting fairness and promoting nature (Bianchi et al., 2022,
p. 2). In higher education, the development of values thinking competence involves methodologies
such as sustainability efficiency analysis, multicriteria assessment methods and participatory
normative methods (Wiek et al., 2011). Third, systems thinking competence is the ability to
collectively analyse complex systems across different scales (local to global) and domains (society,
economy, environment, etc.) and thereby solve sustainability problems and build transition stra
tegies toward sustainability (Wiek et al., 2011, 2016). In GreenComp an area called embracing
complexity in sustainability includes the competences systems thinking, critical thinking and
problem framing (Bianchi et al., 2022, p. 2). In higher education, methods such as qualitative
and quantitative modelling, systems multimethodologies, participatory systems approaches and
institutional, decision, governance and social systems analyses are used to develop systems
thinking competence (Wiek et al., 2011). Fourth, Wiek et al. (2011, p. 210) defined action-
oriented competence as the “ability to collectively design and implement interventions, transitions,
and transformative governance strategies toward sustainability.” According to GreenComp, an
area called acting for sustainability includes competences called collective action, political agency
and individual initiative (Bianchi et al., 2022, p. 2). Wiek et al. (2011) state that planning and
decision-support methodologies and methods to support behavioural change are used in higher
education to develop students’ action-oriented competence. Fifth, collaboration competence is the
“ability to motivate, enable, and facilitate collaborative and participatory sustainability research
and problem solving” (Wiek et al., 2011, p. 211). Teamwork and participatory methods, including
negotiation, mediation, deliberation and constructive conflict methodologies, are methods used in
higher education to develop collaboration competence (Wiek et al., 2011).
GreenComp (Bianchi et al., 2022) can work as the basis of developing sustainability competences
for specific education levels, like primary school, but subfields are not addressed directly in the
framework. GreenComp can be used to design learning opportunities, key question being which
pedagogies to use. The context and learners’ needs and backgrounds must be taken into account.
Vesterinen and Ratinen’s (2023) review study indicated that learning sustainability competences in
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primary school level “is based on children’s dialogue and collaboration with other pupils and
teachers using their imaginations to achieve common environmental goals in their daily lives”.
GreenComp encourages learners to reflect on and challenge personal values to support sustain
ability; and learning for environmental sustainability should encourage learners to take action to
transform society and shape sustainable futures. “Examples of pedagogical practices that can be
effective in developing the competences set out in GreenComp include: active learning; student-
centred, design-based, project-based, transformative (situated) learning contexts; gamification;
role plays, experimental games and simulations; analysis of real-world case studies taken from the
local context; blended and online learning; project-based learning; outdoor approaches; and
collaborative approaches (cooperation with external partners)” (Bianchi et al., 2022, p. 30).
The 2030 Agenda for Sustainable Development (UN General Assembly, 2015) was established to
ensure that all learners achieve the skills and knowledge needed to promote sustainable devel
opment and sustainable lifestyles by the year 2030. The 17 Sustainable Development Goals
balance the three dimensions of sustainable development: the social, economic and environmen
tal. Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning oppor
tunities for all, ensures that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable develop
ment and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace
and non-violence, global citizenship and appreciation of cultural diversity and of culture’s con
tribution to sustainable development by 2030 (UN, 2015, p. 17).
The Finnish National core curriculum for basic education (2014) states that a school’s mission is
to build sustainable futures for students and that students aged 9–12 (Grades 3–6) are particularly
suited to considering the need for sustainable development and adopting sustainable lifestyles.
According to the curriculum, students in Finland are guided to understand the importance of their
own choices, lifestyles and actions not only for themselves, but also for the surrounding commu
nities, society and nature. Personal relationship with nature helps children to understand the
importance of protecting the environment. The curriculum requires that taking action for positive
changes is practiced in schools. For example, the students get to know the practices of sustainable
consumption.
Primary schools in Finland offer a subject called environmental studies that includes biology,
geography, physics, chemistry and health education. The ecological, cultural, social and economic
dimensions of sustainable development form the basis of the teaching approach for environmental
studies, and the starting point is to build respect for nature and a dignified life in accordance with
human rights. This subject combines both natural and human perspectives. In environmental
studies, students are seen as part of the environment in which they live.
One main target in environmental studies is to support the development of the student’s
environmental awareness and to guide the student to act and influence their own environment
and communities to promote sustainable development (National core curriculum for basic educa
tion, 2014). One of the main content areas in environmental studies is called building a sustainable
future. When choosing the contents, the preservation of biodiversity, climate change and its
containment, sustainable use of natural resources, promotion of health, preservation of one’s
own cultural heritage, living in a multicultural world and the global well-being of humanity now
and in the future are taken into account.
Science teaching and learning are essential for education for sustainable development at all
levels of education (Johnston, 2011). According to Masrifah et al. (2019), teachers use books as the
main sources of content for the skills and goals specified in a curriculum. Therefore, it is important
that textbooks have correct content and include instructional support for teachers (Lemmer et al.,
2008; Reys & Reys, 2006). The use of textbooks is more effective, when teachers’ guidebooks are
available (Panezai et al., 2017). Chou (2021) claimed that textbooks are not yet fulfilling their
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potential to help understand and solve global problems, and Andersen (2018) found out that tasks
related to sustainability topics are rare in Luxembourgish primary science text- and workbooks.
According to Andersen (2018), future research of school tasks for sustainability education through
textbooks would be valuable in international contexts as well.
The aim of the present study was to obtain knowledge on the sustainability competences
relevant to the context of primary school education. According to Vesterinen and Ratinen’s
(2023), sustainability competences have been studied only to a small extent at the primary school
level, and the GreenComp has not yet been tested in a real setting (Bianchi et al., 2022), so we
need information on how to teach sustainability competences at the primary school level. Notably,
what science textbook authors and publishers produce directs much of what students learn (Bryce,
2011; Román & Busch, 2016). Accordingly, the research questions for the present study were as
follows: How are sustainability competences presented in environmental studies guidebooks for
primary school teachers? What kinds of practices are presented to foster students’ sustainability
competences?
2. Methodology
Ten environmental studies guidebooks for teachers of Grades 3–6 (student age: 9–12 years) from
two different Finnish publishers were selected for this study. Four of the selected guidebooks were
from the publisher Otava: Tutkimusmatka 3 (2016: Figure 7), Tutkimusmatka 4 (2016: Figure 8),
Tutkimusmatka 5 (2015: Figure 9) and Tutkimusmatka 6 (2017: Figure 10). Six guidebooks were
from the publisher SanomaPro: Kätkö 3 (2021: Figure 1), Kätkö 4 (2021: Figure 2), Pisara 3 (2021:
Figure 3), Pisara 4 (2021: Figure 4), Pisara 5 (2018: Figure 5) and Pisara 6 (2018: Figure 6). The
photos of the covers of each book are included in this article. Otava and SanomaPro are the two
Figure 1. Kätkö 3.
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Figure 2. Kätkö 4.
Figure 3. Pisara 3.
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Figure 4. Pisara 4.
Figure 5. Pisara 5.
biggest publishers of school material in Finland, and these books selected for this study are the
most used books in environmental studies in Grades 3–6 in Finland. Schools can make a free choice
about the books they use, and these are the most selected and the best known environmental
studies books in Finland, so therefore these books were selected to this study. The guidebooks
contain not only a textbook, but also pedagogical and didactic methods and practices for teachers
to use in addition to the textbook.
A qualitative content analysis (Mayring, 2000, 2019) was the research method used in this study.
Analysis of the 10 guidebooks comprises two levels: one content-related and the other learning-
oriented. The content analysis involved identifying the material related to sustainability compe
tences in the guidebooks and then assessing the pedagogies and practices associated with the
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Figure 6. Pisara 6.
Figure 7. Tutkimusmatka 3.
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identified content. When looking for content related to sustainability competences, the UN
Sustainable Development Goals (SDGs; UNESCO, 2017) and GreenComp (Bianchi et al., 2022)
were used as guidelines. The SDGs are global goals encouraging us all to work in collaboration
to achieve sustainability by addressing challenges related to sustainable development (Bianchi
et al., 2022).
Step 1 consisted of content-related analysis in which the books were analysed in terms of
sustainability-related content. Each chapter in the books was reviewed to determine whether it
connected with topics related to sustainability as defined in the UN SDGs (UNESCO, 2017), like
health, education, equality, consumerism, climate change and environment. In this first part of
analysis, a text analysis procedure was applied chapter by chapter (not page by page), and
chapters which resonated with sustainability issues were selected. All the selected chapters with
their contents, as well as which SDGs the chapter is about and what kind of practices were
proposed to be used in teaching in that chapter, are presented in Table 1. Only practices proposed
in these selected chapters were taken into account for the next step of analysis. A deductive
category application was then developed from the base of five key sustainability competences,
namely which content resonated with which sustainability competence. The guidebook content
related to sustainability competences is presented in Table 2.
Step 2 of the analysis focused on the learning-oriented level: the teaching and learning practices
selected were analysed in terms of the sustainability competences, checking whether the practice
allowed the develop of sustainability competences. Deductive category application was developed
from the base of five key sustainability competences; in this case, which teaching practice
resonated with which sustainability competence. The results of Wiek et al. (2011) review, where
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they describe methodologies and methods used to develop students’ sustainability competences,
and the results of Vesterinen and Ratinen’s (2023) review, where they describe, which learning
outcomes of the five key sustainability competences have been addressed in primary school
settings, were utilized to link the teaching and learning practices with specific sustainability
competences. The teaching practices associated with sustainability competences are presented
in Table 3.
3. Results
3.1. Content related to sustainability competences in teacher’s guidebooks

The contents of the guidebooks covered all 17 SDGs. The most discussed SDGs were SDG15: Life on
land, SDG12: Responsible consumption and production, SDG10: Reduced inequalities and SDG13:
Climate action, followed by SDG17: Partnerships for the goals, SDG3: Good health and well-being
and SDG14: Life below water. The least featured SDGs were SDG2: Zero hunger, SDG5: Gender
equality, SDG8: Decent work and economic growth and SDG11: Sustainable cities and communities.
In this chapter, the sustainability-related contents of the guidebooks are presented in more detail,
divided by five key sustainability competences.
3.2. Systems thinking competence

The findings showed that climate change is a vast topic related to sustainability in the guidebooks
studied. The books focus on the causes, consequences and slowing down of climate change. Global
warming is presented and the fact that fossil fuels produce carbon dioxide and, the other way
round, trees clean up the air and produce oxygen. The measurements have shown that the
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temperatures have risen. Rising temperatures will increase storms and rain. In addition, it causes
glaciers to melt and sea levels to rise. One reason for the rise in temperature is the increase in the
amount of carbon dioxide in the air. More carbon dioxide is formed all the time, because more and
more fuel is used in industry and transport. When driving, air pollution is created when fuel burns in
the engine. Walking and cycling, on the other hand, do not cause air pollution. That is why it is good
to walk and cycle whenever the journey is of a suitable length. (Cantell et al., 2021a, b, p. 116).
Clean environment and biodiversity are also big topics related to sustainability. The conservation
and protection of nature, both on land and at sea, endangered plants and animal species and
extinction are important topics. The eutrophication of lakes and seas is an important issue in the
guidebooks. National parks, old forests and wastelands in cities are highlighted as important
places for biodiversity.
3.3. Action-oriented competence

The guidebooks were found to convey the necessity of sustainable choices and sustainable
development. The sustainable use of natural resources, such as water, energy and materials, is
well emphasized in the books. Sustainable consumption and waste reduction are important topics.
Product life cycle is also included. Recycling is a main topic in the books, and waste picking and
sorting are mentioned too. Climate-friendly, or planetary, diets and food cultures are presented:
“You should eat plenty of vegetables. Their production also produces less carbon dioxide and other
climate-warming greenhouse gases than food of animal origin. That is why vegetarian food is a good
option for the environment.” (Cantell et al., 2021a, b, p. 88).
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Table 1. Chapters related to sustainability in the guidebooks
Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

https://doi.org/10.1080/2331186X.2023.2286120
sustainability
Kätkö 3 1. Hyvä yhteishenki koulussa cooperation skills SDG 17 ● teaching discussion
(Good team spirit at school) ● image presentation and discussion
● drama: working together
Kätkö 3 2. Tunteet ja mielen hyvinvointi emotions and mental well-being SDG 3 ● teaching discussion
(Emotions and mental well- ● image presentation and discussion
being)
● drama: emotions
Kätkö 3 3. Kiusaaminen on väärin (It is bullying SDG 16 ● teaching discussion

wrong to bully) ● image presentation and discussion
Kätkö 3 4. Ei väkivaltaa (No violence) violence prevention SDG 16 ● teaching discussion

● image presentation and discussion
Kätkö 3 8. Hyönteisiä (Insects) insects are important pollinators SDG 15 ● teaching discussion
● establishing a flower garden for pollinators in the
school yard
● building an insect hotel
Kätkö 3 9. Jokamiehenoikeudet being in nature (what you can/ SDG 15 ● a trip to nature and teaching discussion
(Everyman’s rights) can’t do)
Kätkö 3 19. Ilmastonmuutos (Climate causes, consequences and SDG 13 ● teaching discussion
change) slowing down of climate change ● demonstration for climate change with toys
(Continued)
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Table 1. (Continued)

https://doi.org/10.1080/2331186X.2023.2286120
sustainability
Kätkö 3 20. Suomen asukkaat (Residents cultural minority SDG 10 ● teaching discussion
of Finland) ● Visitor to class: minority representative
Kätkö 3 21. Suomessa on hyvä koulutus education SDG 4 ● teaching discussion

(Finland has good education)
Kätkö 3 23. Pidetään Suomi puhtaana clean environment/polluted SDG 14, SDG 15 ● teaching discussion
(Let’s keep Finland clean) environment ● Choosing the prettiest place in nature from photos
Kätkö 4 9. Tuotteen elinkaari (Product life making product life cycle longer, SDG 12 ● teaching discussion
cycle) sustainable consumption, ● teamwork: inventing ideas how to reuse products
recycling
● goods exchange market at school
● sorting game (running game, played outside)
● presenting the product life cycle of an own, important
product
● inventing ideas how to be a sustainable consumer
● written assignment: inventing ideas how to increase
a product’s life cycle (wool socks, scissors)
● written assignment: inventing ideas what non-
material you can give as a gift
Kätkö 4 25. Terveellinen ravinto ja choosing vegetarian food for SDG 13 ● teaching discussion
ruokakulttuuri (Healthy food and climate, reducing food waste
food culture)
Kätkö 4 26. Mielen hyvinvointi (Mental mental well-being SDG 3 ● reflection: mental well-being
well-being)
(Continued)
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sustainability
Kätkö 4 31. Raaka-aineesta ruuaksi recycling product packages SDG 12 ● teaching discussion
(From raw-material to food)
Kätkö 4 32. Ruokaa meiltä ja muualta local food, organic food, fair SDG 13 ● teaching discussion
(Food from here and there) trade
Pisara 3 1. Tarvitset toisia (You need cooperation skills SDG 17 ● teaching discussion
others) ● image presentation and discussion
● class meeting
● Crafting: handprints of good works
Pisara 3 2. Internetin käyttö vaatii taitoa recycling mobile phone, SDG 12 ● teaching discussion
(It requires skill to use the sustainable use of phone (you ● independent reflection task: Do I really need a new
internet) don’t need to buy a new phone
every year) phone?
Pisara 3 16. Osallistu vesien suojeluun eutrophication of lakes, saving SDG 6, SDG 14 ● teaching discussion
(Participate in water protection) water ● making a plan, how to save water at school/at home
● water diary: monitoring daily water consumption
● making a poster for protecting clean waters
● pair work: interviewing people on how to save water
● cleaning a local beach → recycling waste
Pisara 3 31. Asumme Suomessa (We live cultural minority SDG 10 ● teaching discussion
in Finland) ● image presentation and discussion
● Visitor to class: minority representative
(Continued)
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sustainability
Pisara 3 32. Elämme yhdessä (We live cooperation skills SDG 17 ● teaching discussion
together) ● image presentation and discussion
● drama
Pisara 3 37. Mistä tavarat tehdään? product life cycle, saving SDG 12 ● teaching discussion
(What the goods are made of?) material and energy ● making art out of trash
● a visit to a waste treatment plant
● reflection: why recycling is useful?
Pisara 3 41. Mukavaa puuhaa picking up trash, camping, SDG 15 ● teaching discussion
ympäristössä (Nice things to do everyman’s rights ● picking up trash
in the environment)
Pisara 4 2. Niityt, pihat ja pientareet ovat protection of meadows, SDG 15 ● teaching discussion
valoisia kasvupaikkoja (Meadows, endangered plant and animal
yards and small fields are bright species
places to grow)
Pisara 4 5. Metsissä kasvatetaan puita old forests → endangered plant SDG 15 ● teaching discussion
(Trees are grown in forests) and animal species, extinction ● a visit to a forest site and discussion
Pisara 4 10. Hyvät elämäntavat wellbeing, good life SDG 3 ● teaching discussion
parantavat kuntoa ja terveyttä
(Good lifestyles improve fitness
and health)
Pisara 4 11. Mielen hyvinvointi (Mental mental wellbeing, diversity SDG 3, SDG 10 ● teaching discussion
wellbeing) ● discussion: diversity
● reflection: mental wellbeing
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(Continued)

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sustainability
Pisara 4 14. Omilla valinnoillasi voit sustainable consumption SDG 12 ● teaching discussion
vaikuttaa (You can make an ● image presentation and discussion
impact with your own choices)
● studying and making advertisements
● goods exchange market
Pisara 4 18. Ilmaa pitää suojella (The air air pollution, global warming SDG 13 ● teaching discussion
must be protected)
Pisara 4 28. Pohjoismaiden ja Baltian equality, cultural minority SDG 10 ● teaching discussion
asukkaita (Residents of the ● line of values (agree/disagree)
Nordic and Baltic countries)
Pisara 4 34. Itämerta pitää suojella (Baltic eutrophication and how we can SDG 14 ● teaching discussion
Sea must be protected) prevent it happening ● drama: the “environmental authorities of the Baltic
Sea countries” make a contract to protect the sea
Pisara 4 38. Ruoan elinkaari alkaa EU ecolabel, local food, organic SDG 12 ● teaching discussion
maatilalta (The life cycle of food food, reducing food waste, ● planning a menu of domestic food
starts at the farm) reducing unnecessary packaging,
recycling ● looking for ecolabels at home
Pisara 4 39. Ruokaa tulee Suomeen fair trade, developing countries, SDG 12 ● teaching discussion
ympäri maailmaa (Food comes ethnic food ● planning and making of a fair trade advertisement
to Finland from all over the
world)
Pisara 5 19. Päiväntasaajan lähellä on endangered animals SDG 15 ● debate: endangered animals
sademetsiä ja savanneja (There ● Pair work: information search and making a letter to
are rainforests and savannahs
near the equator) the editor for protecting rainforests
(Continued)
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sustainability
Pisara 5 20. Aavikoilla sataa vain harvoin desertification SDG 15 ● written assignment
(It rarely rains in deserts)
Pisara 5 36. Euroopan alueita (European human rights, emigration, SDG 10, SDG 16 ● teaching discussion
regions) refugees
Pisara 5 46. Luonnonvarat ovat rajallisia renewable/nonrenewable SDG 7, SDG 12 ● teaching discussion
(Natural resources are limited) natural resources, sustainable ● image presentation and discussion
use of natural resources
● reflecting sustainable consuming choices (discussion
and written assignment)
Pisara 5 48. Muovit ovat ihmisen tekemiä advantages/disadvantages of SDG 12 ● image presentation and discussion
(Plastics are man-made) plastic (to nature) ● written assignment: pros and cons of plastic
● making plastic out of milk
Pisara 5 50. Tuotteen elinkaari (Product making product life cycle longer, SDG 12 ● teaching discussion
life cycle) sustainable consumption, ● inventing ideas how to make product life cycle longer
recycling
(written assignment or group work)
● a visit to a flea market
● tuning an old product
(Continued)
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sustainability
Pisara 5 51. Jätteiden lajittelu helpottaa sorting waste, recycling SDG 12 ● teaching discussion
kierrätystä (Sorting waste makes ● making a poster for recycling
recycling easier)
● making a written promise to recycle and work for the
environment
● picking up trash
● recycling day at school: having an exchange market
● making art out of trash
● reflect together with others, what is useless stuff,
what we can live without
● a visit to a waste treatment plant
Pisara 6 1.Luonto ja kulttuuri näkyvät cultural heritage, World Heritage SDG 11 ● teaching discussion
ympäristössä (Nature and Sites ● walking near the school, looking for beautiful places/
culture are visible in the
environment) places that need improvement, taking photos
Pisara 6 2. Suunnittelu parantaa the well-being of nature and the SDG 9 ● teaching discussion
ympäristön viihtyisyyttä (Design needs of people must be taken ● design a comfortable living environment or a school
improves the comfort of the into account when planning
environment) areas yard
(Continued)
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sustainability
Pisara 6 3. Sinä vaikutat ympäristöön sustainable lifestyle, sustainable SDG 12, SDG 13 ● teaching discussion
(You affect the environment) development, acting for the ● image presentation and discussion
environment
● groupwork and/or a written assignment: inventing
ideas how to make sustainable choices at home/at
school
● advocacy project
● studying and making advertisements
● reflecting, what is necessary/unnecessary stuff
● monitoring the amount of biowaste in the school
● making a written promise to work for the
environment
● picking up trash
● giving instructions to parents/teachers/policy-makers
to take account of sustainability
● following environmental news
● making environmental art
Pisara 6 7. Kiina ja Japani (China and air pollution in China is a big SDG 15 ● text in the textbook (only)
Japan) problem
Pisara 6 9. Lähi-Itä (Middle East) lack of drinking water SDG 6 ● teaching discussion
Pisara 6 12. Afrikan haasteita (Africa’s colony, developing countries, SDG 1, SDG 2, SDG 4, SDG ● teaching discussion
challenges) poverty, refugees 5 ● getting to know aid organizations
● getting to know Convention on the Rights of the Child
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Pisara 6 15. Latinalainen Amerikka (Latin loss of rainforests SDG 15 ● teaching discussion
America)
Pisara 6 18. Tunnetaitoja kannattaa emotions, social skills SDG 3, SDG 17 ● teaching discussion
harjoitella (Emotional skills ● drama: emotions
should be practiced)
Pisara 6 19. Nuoren ihmissuhteet (Young cooperation skills, discrimination SDG 10, SDG 17 ● teaching discussion
people’s relationships) ● discussion: discrimination
Pisara 6 20. Jokaisella on identiteetti diversity, sexual minority SDG 10 ● teaching discussion
(Everyone has an identity) ● image presentation and discussion
Pisara 6 27. Energia säilyy (Energy is saving energy, waste heat SDG 7 ● teaching discussion
conserved) ● inventing ideas how to save energy
Pisara 6 29. Uusiutuvat energialähteet renewable energy SDG 7 ● teaching discussion

säästävät luontoa (Renewable ● image presentation and discussion
energy sources save nature)
● building a weather vane
● looking for information on solar panels
Pisara 6 30. Uusiutumattomia non-renewable energy, saving SDG 7 ● teaching discussion

energialähteitä (Non-renewable energy ● written assignment: inventing ideas how to save
energy sources)
energy
● debate: renewable energy vs. non-renewable energy
● a visit to a power plant
(Continued)
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Pisara 6 31. Ilmasto muuttuu (The causes, consequences and SDG 13 ● teaching discussion
climate is changing) slowing down of climate change ● image presentation and discussion
● written assignment: causes of climate change
● following climate news
● looking for information on greenhouse effect from
internet
● illustration of the greenhouse effect using a glass jar
● making a video of slowing down of climate change
● planning an energy saving event at school
● test: How are you saving energy?
Pisara 6 37. Maailma on muutoksessa preparing for and adapting to SDG 9 ● teaching discussion
(The World is changing) changes, like climate change, ● pair work/group work: discussion: what changes have
critical thinking
there been in your life?
● imagining future (backcasting)
● imagining the dream world
● letter to myself from the future me
Pisara 6 38. Teknologia muuttaa eco-efficiency, technological SDG 9 ● teaching discussion

maailmaa (Technology is innovations to solve the world’s ● discussion: what are the most useless items, that
changing the world) problems; responsible use of
technology have been invented?
● discussion: pros and cons of technology
● reflection: views on the future of the world
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Pisara 6 39. Hyvinvointi on jakautunut developing countries, poverty, SDG 1, SDG 4, SDG 8 ● teaching discussion
maailmassa epätasaisesti (Well- welfare, wellbeing, UN, human ● looking for happy/sad pictures from the world and
being is unevenly distributed in development, education
the world) discussing them
● looking for information on fair trade products
● discussion: Convention on the Rights of the Child
● making a list of things required for good life
Pisara 6 40. Elämme monikulttuurisessa diversity, human rights, human SDG 10 ● teaching discussion
maailmassa (We live in rights organizations ● reflection: what are the most important human
a multicultural world)
rights?
Tutkimusmatka 3 1. Tutkimusmatka alkaa! (The cooperation skills SDG 17 ● teaching discussion

expedition begins!)
Tutkimusmatka 3 2. Sinä olet luokan tärkeä jäsen equality, cooperation skills SDG 10, SDG 17 ● teaching discussion
(You are an important member ● drama: bullying
of the class)
Tutkimusmatka 3 15. Lähdetään retkelle! (Let’s go sustainable camping, SDG 13, SDG 15 ● nature trip and teaching discussion
camping!) everyman’s rights
Tutkimusmatka 3 21. Suomi ja suomalaiset diversity, cultural minority SDG 10 ● teaching discussion
(Finland and Finns) ● drama: a new student in the class
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Tutkimusmatka 4 7. Suojele vesistöjä! (Protect the eutrophication of lakes and how SDG 13, SDG 14 ● teaching discussion
waters!) we can prevent it happening ● image presentation and discussion
● children making a demonstration video for clean
waters
● a visit to a nearest lake/river/beach
Tutkimusmatka 4 18. Sinulla on oikeuksia ja the Convention on the Rights of SDG 10, SDG 12 ● inventing ideas: how to be a sustainable consumer
velvollisuuksia (You have rights the Child ● discussion and drama: the Convention on the Rights
and responsibilities)
of the Child
Tutkimusmatka 4 19. Minä ja muut (Me and others) cooperation skills SDG 17 ● teaching discussion
Tutkimusmatka 4 20. Arjen terveitä valintoja mental wellbeing SDG 3 ● reflection: mental wellbeing
(Everyday healthy choices)
Tutkimusmatka 4 28. Itämeri, yhteinen asia (Baltic protecting waters SDG 14 ● teaching discussion
Sea) ● children making a poster or a video for clean waters
Tutkimusmatka 4 39. Pidä biitsi siistinä (Keep the littering, picking garbage, plastic SDG 14, SDG 15 ● teaching discussion
beach clean) waste, sorting of waste ● picking up litter and recycling it
Tutkimusmatka 5 1. Takaisin kouluun (Back to cooperation skills SDG 17 ● Line of values (agree/disagree)
school) ● reflection of values: the four most important things in
life
(Continued)
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Tutkimusmatka 5 2. Sinä voit vaikuttaa (You can cooperation skills SDG 17 ● teaching discussion
influence) ● advocacy project
● drama: rules
Tutkimusmatka 5 3. Kivierämaa vai vihreä biodiversity and wasteland in the SDG 10, SDG 15 ● teaching discussion
valtakunta? (Land made of stone city
or green kingdom?)
Tutkimusmatka 5 7. Puistot ovat osa trees clean up the air and SDG 13, SDG 15 ● teaching discussion
kaupunkiluontoa (Parks are produce oxygen
a part of nature in the city)
Tutkimusmatka 5 13. Ilmastonmuutosta voidaan causes, consequences and SDG 13 ● teaching discussion
hillitä (Climate change can be slowing down of climate change ● group work about climate change
reduced)
● inventing ideas: how to slow down climate change
● children making posters/videos/tweets/demonstra
tion/letters to newspaper editors on climate change
Tutkimusmatka 5 29. Eurooppa on tiheään asuttu emigration, refugees SDG 10 ● teaching discussion
maanosa (Europe is a densely
populated continent)
Tutkimusmatka 5 43. Multaa sormissa (Soil in the composting, recycling of bio SDG 13, SDG 15 ● teaching discussion
fingers) waste ● planting
Tutkimusmatka 6 1. Tehdään yhdessä koulusta cooperation skills, bullying, SDG 4, SDG 16, SDG 17 ● teaching discussion
mukava paikka (Let’s make the education ● negotiations in groups
school a nice place together)
● line of values (agree/disagree)
(Continued)
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Tutkimusmatka 6 7. Metsiä suojellaan (Forests are conservation of nature, national SDG 15 ● teaching discussion
protected) parks ● groupwork about jobs related to protecting the
environment
● a visit to forest
● debate (production forest vs. natural forest)
Tutkimusmatka 6 8. Suo kätkee salaisuuksia (The protection of marshes SDG 15 ● teaching discussion
swamp hides secrets)
Tutkimusmatka 6 9. Lapissa on koskematonta Environmental impacts of SDG 13 ● text in the textbook (only)
luontoa (There is undisturbed tourism
nature in Lapland)
Tutkimusmatka 6 12. Hyvää vettä suoraan hanasta saving water SDG 6 ● teaching discussion
(Clean water straight from the ● calculating students’ water footprint
tap)
● inventing ideas how to save water
Tutkimusmatka 6 17. Opi lajittelemaan kodin reducing waste, recycling, SDG 12 ● teaching discussion
jätteet (Learn to recycle sustainable consumption ● a visit to a recycling center
household waste)
● inventing ideas how to reuse products
● students making letters to newspaper editors on
waste reduction
● observing the sorting of waste at school and at home
Tutkimusmatka 6 19. Energiaa tuotetaan monella green energy, renewable energy/ SDG 7 ● teaching discussion
tavalla (Energy is produced in non-renewable energy, fossil ● groupwork: energy sources
many ways) fuels → carbon dioxide
● building a water wheel
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Tutkimusmatka 6 20. Kuluta energiaa harkiten (Use saving energy, heating SDG 7 ● teaching discussion
energy wisely) ● calculating energy prices
● groupwork: heating sources
● inventing ideas how to save energy
● making a video on saving energy
Tutkimusmatka 6 30. Maailma on pienempi kuin globalization, carbon footprint, SDG 12, SDG 13 ● teaching discussion
ennen (The world is smaller than product life cycle ● mind map of globalization/cultural conflicts
before)
● debate (globalization: pros and cons)
Tutkimusmatka 6 31. Hyvä tulevaisuus kaikille developed/developing countries, all SDGs ● teaching discussion
(Good future for everyone) actions for a better future, ● groupwork and/or a mind map: inventing ideas to
education, UN SDGs
make the world a better place (what can we do)
● fundraising campaign
● Looking for information on UN SDGs
Tutkimusmatka 6 33. Pakoon huonoja olosuhteita emigration, refugees SDG 10 ● teaching discussion
(Running away from bad ● drama: refugees
conditions)
● line of values (agree/disagree)
● fundraising campaign
● visitor to class: a refugee
Tutkimusmatka 6 37. Aasiassa asuu yli puolet pollution in China and in India is SDG 15 ● text in the textbook (only)
maapallon ihmisistä (More than a big problem
half of the world’s people live in
Asia)
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Tutkimusmatka 6 39. Merten salaisuudet protection of the seas SDG 13, SDG 14 ● teaching discussion
paljastuvat (The secrets of the ● groupwork: inventing ideas how to protect the seas →
seas are revealed)
making a campaign at school
● a game and a discussion of ways to prevent climate
change
Tutkimusmatka 6 40. Tee oikeita valintoja ja voi values, good life, mental SDG 3 ● teaching discussion
hyvin (Make the right choices wellbeing
and be well)
Tutkimusmatka 6 41. Tunne itsesi (Know yourself) values, good life SDG 3 ● line of values (agree/disagree)
● image presentation and discussion (what is important
to you?/media pictures vs. real life)
● discussions in pairs
Tutkimusmatka 6 42. Hyvällä mielellä (In a good mental wellbeing SDG 3 ● drama: emotions
mood)
Tutkimusmatka 6 43. Ollaan yhdessä (Let’s be sexual minority SDG 10 ● teaching discussion
together)
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Table 2. Content related to sustainability competences
Sustainability Themes (with content and source numbers) Content Sources (guidebooks and chapters)
https://doi.org/10.1080/2331186X.2023.2286120
competence
Systems thinking ● Climate change (1, 2, 3, 4) (1) Climate change (1) Kätkö 3: 19; Pisara 6: 31; Tutkimusmatka 5: 13
competence ● (2) Global warming (2) Pisara 4: 18
Clean environment (5, 6, 7, 8, 9)
● Biodiversity (10, 11, 12, 13, 14, 15, 16, 17, 18, (3) Fossil fuels → carbon dioxide (3) Tutkimusmatka 6: 19
19, 20) (4) Trees produce oxygen (4) Tutkimusmatka 5: 7
(5) Clean environment/polluted environment (5) Kätkö 3: 23
(6) Air pollution (6) Pisara 4: 18
(7) Pollution in China and in India (7) Pisara 6: 7; Tutkimusmatka 6: 37
(8) Lack of drinking water (8) Pisara 6: 9
(9) Eutrophication of lakes/seas (9) Pisara 3: 16; 4: 34; Tutkimusmatka 4: 7
(10) Biodiversity: wasteland (10) Tutkimusmatka 5: 3
(11) Old forests (11) Pisara 4: 5
(12) Conservation of nature, national parks (12) Tutkimusmatka 6: 7
(13) Protection of marshes (13) Tutkimusmatka 6: 8
(14) Protection of meadows (14) Pisara 4: 2
(15) Protection of rainforests (15) Pisara 5: 19; 6: 15
(16) Endangered plants/animal species (16) Pisara 4: 2, 5; 5: 19
(17) Extinction (17) Pisara 4: 5
(18) Desertification (18) Pisara 5: 20
(19) Protection of waters (19) Tutkimusmatka 4: 28; 6: 39
(20) Insects are important pollinators (20) Kätkö 3: 8
(Continued)
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competence
Action-oriented ● Sustainable choices (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, (1) Sustainable development (1) Pisara 6: 3
competence 11, 12, 13, 14, 15, 16, 24, 25, 26) (2) Eco-efficiency (2) Pisara 6: 38
● Recycling (17, 18, 19, 20, 21, 22, 23) (3) Carbon footprint (3) Tutkimusmatka 6: 30
(4) Sustainable camping (4) Tutkimusmatka 3: 15
(5) Everyman’s rights (5) Kätkö 3: 9; Pisara 3: 41; Tutkimusmatka 3: 15
(6) Environmental impacts of tourism (6) Tutkimusmatka 6: 9
(7) Sustainable consumption (7) Kätkö 4: 9; Pisara 3: 2; 4: 14; 5: 50;
(8) Product life cycle Tutkimusmatka 6: 17
(9) Green energy (renewable/non-renewable (8) Kätkö 4: 9; Pisara 3: 37; 5: 50; Tutkimusmatka
energy) 6: 30
(10) Renewable/non-renewable natural resources (9) Pisara 6: 29, 30; Tutkimusmatka 6: 19
(11) Sustainable use of natural resources (10) Pisara 5: 46
(12) Saving water (11) Pisara 5: 46

(13) Saving energy (12) Pisara 3: 16; Tutkimusmatka 6: 12
(14) Waste heat (13) Pisara 3: 37; 6: 27, 30; Tutkimusmatka 6: 20
(15) Saving material (14) Pisara 6: 27

(16) Reducing waste/food waste (15) Pisara 3: 37
(17) Recycling (16) Pisara 4: 38; Tutkimusmatka 6: 17
(18) Sorting waste (17) Kätkö 4: 9; Pisara 4: 38; 5: 50, 51;

Tutkimusmatka 6: 17
(19) Advantages/disadvantages of plastic, plastic
waste (18) Pisara 5: 51; Tutkimusmatka 4: 39
(20) Recycling product packages (19) Pisara 5: 48; Tutkimusmatka 4: 39

(21) Recycling phone (20) Kätkö 4: 31
(22) Composting, biowaste (21) Pisara 3: 2
(23) Littering, picking up trash (22) Tutkimusmatka 5: 43

(24) Climate-friendly (planetary) diet/food culture (23) Pisara 3: 41; Tutkimusmatka 4: 39
(25) Local food, organic food, fair trade (24) Kätkö 4: 25; Pisara 4: 38
(26) The EU ecolabel (25) Kätkö 4: 32; Pisara 4: 38, 39
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(26) Pisara 4: 38
(Continued)
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competence
Collaboration ● Equality (5, 6, 7, 8, 9, 10, 11, 12, 13) (1) Globalization (1) Tutkimusmatka 6: 30
competence ● (2) Emigration, refugees (2) Pisara 5: 36; 6: 12; Tutkimusmatka 5: 29; 6: 33
Globalization (1, 2, 3, 4)
(3) Developing countries, poverty (3) Pisara 6: 12, 39; Tutkimusmatka 6: 31
(4) Colony (4) Pisara 6: 12
(5) UN SDGs (5) Pisara 6: 39; Tutkimusmatka 6: 31
(6) Cooperation skills (6) Kätkö 3: 1; Pisara 3: 1, 32; 6: 18, 19;
(7) Equality Tutkimusmatka 3: 1, 2; 4: 19; 5: 1, 2; 6: 1
(8) Diversity (7) Pisara 4: 28; 6: 19; Tutkimusmatka 3: 2
(9) Bullying (8) Pisara 4: 11; 6: 20, 40; Tutkimusmatka 3: 21
(10) Violence prevention (9) Kätkö 3: 3; Tutkimusmatka 6: 1

(11) Cultural minority (10) Kätkö 3: 4
(12) Sexual minority (11) Kätkö 3: 20; Pisara 3: 31; 4: 28, Tutkimusmatka
3: 21
(13) The Convention on the Rights of the Child
(12) Pisara 6: 20; Tutkimusmatka 6: 43
(13) Tutkimusmatka 4: 18
Values thinking ● Sustainable lifestyle (1) (1) Sustainable lifestyle (1) Pisara 6: 3
competence ● (2) Values, good life (2) Pisara 4: 10; 6: 39; Tutkimusmatka 6: 40, 41
Values, good life (2, 3, 4, 5, 6, 7)
(3) Human rights (3) Pisara 5: 36; 6: 40
(4) Human rights organizations (4) Pisara 6: 40
(5) Cultural heritage, World Heritage Sites (5) Pisara 6: 1
(6) Mental well-being (6) Kätkö 3: 2; 4: 26; Pisara 4: 11; Tutkimusmatka 4:
(7) Education 20; 6: 40, 42
(7) Kätkö 3: 21; Pisara 6: 39; Tutkimusmatka 6: 1,
31
(Continued)
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competence
Futures thinking ● Actions for a better future (1, 2, 3) (1) Actions for a better future (1) Pisara 6: 3; Tutkimusmatka 6: 31
competence ● (2) Planning areas: the well-being of nature (2) Pisara 6: 2
Preparing for and adapting to changes (4, 5)
(3) Technological innovations to solve the world’s (3) Pisara 6: 38
problems; responsible use of technology (4) Pisara 6: 37
(4) Preparing for and adapting to changes, such as (5) Pisara 6: 37
climate change
(5) Critical thinking
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Table 3. Teaching practices associated with sustainability competences

Competence Themes Teaching practices Source
Systems thinking • Learning cause-and- (1) Teaching discussion (1) Kätkö 3: 19, 23; 4: 9, 25, 31, 32; Pisara
competence effect relationships (2) Image presentation and discussion 3: 2, 16, 37, 41; 4: 2, 5, 14, 18, 34, 38,
(systems) (1, 2, 3, 4, (3) Textbook only 39; 5: 36, 46, 50, 51; 6: 1, 2, 3, 9, 12,
5, 6, 7, 11) (4) Mind maps 15, 27, 29, 30, 31, 37, 38, 39;
• Science projects (8, 9, (5) Written assignments: desertification, Tutkimusmatka 4: 7, 28, 39; 5: 3, 7,
10) causes of climate change, pros and 13, 43; 6: 7, 8, 12, 17, 19, 20, 30, 31,
• Visits (12, 13, 14) cons of plastic 39
(6) Following environmental/climate (2) Kätkö 4: 9; Pisara 4: 14; 5: 46, 48; 6: 3,
news 29, 31; Tutkimusmatka 4: 7; 6: 41
(7) Looking for information on solar Pisara 6: 7; Tutkimusmatka 6: 9, 37
panels, the greenhouse effect, aid (3) Tutkimusmatka 6: 30, 31
organizations, fair trade products, (4) Pisara 5: 20, 48; 6: 31
Convention on the Rights of the (5) Pisara 6: 3, 31
Child, UN SDGs (6) Pisara 6: 12, 29, 31, 39;
(8) Illustration of the greenhouse effect Tutkimusmatka 6: 31
using a glass jar (7) Kätkö 3: 19; Pisara 6: 31
(9) Making plastic out of milk (8) Pisara 5: 48
(10) Building a weather vane / a water (9) Pisara 6: 29; Tutkimusmatka 6: 19
wheel (10) Tutkimusmatka 5: 13; 6: 7, 19, 20
(11) Groupwork: climate change, jobs (12) Kätkö 3: 9; Tutkimusmatka 3: 15
related to protecting the (13) Pisara 4: 5; Tutkimusmatka 4: 7; 6: 7
environment, energy/heating (14) Pisara 3: 37; 5: 50, 51; 6: 30;
sources Tutkimusmatka 6: 17
(12) Nature trips and discussions: what
you can/can’t do
(13) Visits: the nearest lake, river,
beach, or forest
(14) Visits: a recycling centre, a waste
treatment plant, a power plant, a
flea market
(Continued)
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Action-oriented • Action for (1) Teaching discussion (1) Kätkö 3: 19, 23; 4: 9; Pisara 3: 16, 41; 4:
competence sustainability (3, 4, 5, (2) Image presentation and discussion 14, 34, 38; 5: 46, 50, 51; 6: 3, 27, 30, 31,
7, 8, 9, 10, 12, 13, 14, (3) Fundraising campaign, advocacy 37; Tutkimusmatka 4: 7, 28, 39; 5: 2,
16, 25, 27, 28) project 13; 6: 12, 17, 20, 30, 31, 39, 40
• Reflection of own (4) Teamwork: how to protect the seas → (2) Kätkö 4: 9; Pisara 4: 14; 5: 46; 6: 3, 31;
habits (1, 2, 11, 17, 18, making a campaign Tutkimusmatka 4: 7
20, 21, 24) (5) Planning an energy saving event (3) Pisara 6: 3; Tutkimusmatka 5: 2; 6: 1,
• Acting as a change (6) Demonstration for climate change 31, 33
agent (advising others) with toys (4) Tutkimusmatka 6: 39
(6, 15, 19, 22, 23, 26) (7) Planting (5) Pisara 6: 31
(8) Goods exchange market (recycling (6) Kätkö 3: 19
day) (7) Tutkimusmatka 5: 43
(9) Picking up litter, recycling, cleaning a (8) Kätkö 4: 9; Pisara 4: 14; 5: 51
local beach → recycling waste (9) Pisara 3: 16, 41; 5: 51; 6: 3;
(10) Studying and making Tutkimusmatka 4: 39
advertisements (10) Pisara 4: 14; 6: 3
(11) Presenting the product life cycle (11) Kätkö 4: 9
of an important product (12) Pisara 5: 50
(12) Tuning an old product (13) Pisara 3: 37; 5: 51; 6: 3
(13) Making art out of trash / (14) Pisara 4: 39
environmental art (15) Pisara 3: 16
(14) Planning and making of a fair- (16) Pisara 4: 38
trade advertisement (17) Tutkimusmatka 6: 12
(15) Making a plan, how to save water (18) Tutkimusmatka 6: 20
at school/home (19) Pisara 4: 38
(16) Planning a menu of domestic food (20) Pisara 3: 16; 6: 3
(17) Calculating students’ water (21) Pisara 6: 31
footprint (22) Pisara 3: 16; 5: 51; 6: 3, 31;
(18) Calculating energy prices Tutkimusmatka 4: 7, 28; 5: 13; 6: 17,
(19) Looking for ecolabels at home 20
(20) Monitoring: daily water (23) Pisara 6: 3
consumption (water diary), (24) Kätkö 4: 9; Pisara 5: 46, 50; 6: 3, 27,
amount of biowaste 30; Tutkimusmatka 4: 18; 5: 13; 6: 12,
(21) Test: How are you saving energy? 17, 20
(22) Making demonstration videos on (25) Pisara 5: 19
saving energy, protecting waters (26) Tutkimusmatka 6: 17
or slowing down climate change, (27) Kätkö 3: 8
posters for protecting water and (28) Kätkö 3: 8
recycling, climate-related tweets,
letters to newspaper editors on
climate and waste reduction, a
written promise to recycle and
work for the environment
(23) Giving instructions to parents/
teachers/policy makers to take
account of sustainability
(24) Inventing ideas: how to be a
sustainable consumer, how to
make sustainable choices at
home/school, how to increase a
product’s life cycle, how to reuse
products, how to slow down
climate change, how to save
energy, how to save water
(25) Pair work: information search and
making a letter to the editor for
protecting rainforests
(26) Observing the sorting of waste at
school and at home
(27) establishing a flower garden for
pollinators in the school yard
(28) building an insect hotel
(Continued)
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Collaboration • Reflection of diversity (1) Teaching discussion (1) Kätkö 3: 1, 2, 3, 4, 9, 20, 21; 4: 9;
competence and equality (1, 2, 12) (2) Image presentation and discussion Pisara 3: 1, 16, 31, 32; 4: 11, 14, 28; 5:
• Co-operation (3, 5, 6, (3) Drama: working together, emotions, 51; 6: 3, 18, 19, 20, 31;
9, 11) rules, bullying, a new student in the Tutkimusmatka 3: 1, 2, 15, 21; 4: 7,
• Negotiation (4, 7, 8, class, the Convention on the Rights of 19; 5: 13, 29; 6: 1, 7, 20, 30, 31, 33, 43
10, 13) the Child, refugees (2) Kätkö 3: 1, 2, 3, 4; 4: 9; Pisara 3: 1, 31,
(4) Drama: the “environmental 32; 4: 14; 6: 3, 20; Tutkimusmatka 4: 7
authorities of the Baltic Sea (3) Kätkö 3: 1, 2; Pisara 3: 32; 6: 18;
countries” make a contract to Tutkimusmatka 3: 2, 21; 4: 18; 5: 2; 6: 33,
protect the sea 42
(5) Sorting game (4) Pisara 4: 34
(6) A game and a discussion of ways to (5) Kätkö 4: 9
prevent climate change (6) Tutkimusmatka 6: 39
(7) Debate (7) Pisara 5: 19; 6: 30; Tutkimusmatka 6: 30
(8) Discussions in pairs (8) Tutkimusmatka 6: 41
(9) Team-based work (9) Kätkö 4: 9; Pisara 5: 50; 6: 3, 37;
(10) Discussion: diversity / discrimination / Tutkimusmatka 5: 13; 6: 7, 20, 31, 39
the Convention on the Rights of the (10) Pisara 4: 11; 6: 19, 39; Tutkimusmatka 4:
Child 18
(11) Pair work: interviewing people on how (11) Pisara 3: 16
to save water (12) Kätkö 3: 20; Pisara 3: 31;
(12) Visitor to class: minority representative Tutkimusmatka 6: 33
/ a refugee (13) Pisara 3: 1
(13) Class meeting (14) Tutkimusmatka 6: 1
(14) Negotiations in groups
Values thinking • Reflection of values (1) Teaching discussion (1) Kätkö 4: 25; Pisara 4: 10; 6: 40;
competence (3, 4, 5, 6, 7, 9, 11, 12, (2) Image presentation and discussion: Tutkimusmatka 6: 7, 30, 31
13) What is important to you? Media (2) Tutkimusmatka 6: 41
• Dialogue (1, 2, 8, 10) pictures vs. real life (3) Kätkö 3: 23
(3) Choosing the prettiest place in nature (4) Pisara 6: 1
from photos (5) Pisara 6: 39
(4) Walking outside, looking for beautiful (6) Pisara 4: 28; Tutkimusmatka 5: 1; 6:
places / places that need 1, 33, 41
improvement, taking photos (7) Kätkö 4: 26; Pisara 3: 37; 4: 11, 28; 6:
(5) Looking for happy/sad pictures from 39, 40; Tutkimusmatka 4: 20; 5: 1
the world and discussing them (8) Pisara 6: 30; Tutkimusmatka 6: 7, 30
(6) Line of values (agree/disagree) (9) Pisara 5: 51; 6: 3, 38
(7) Reflection: values (the most important (10) Pisara 6: 38
things in life) / making a list of things (11) Pisara 3: 2
required for good life / What are the (12) Kätkö 4: 9
most important human rights? / mental (13) Pisara 3: 1
well-being / Why recycling is useful? (14) Kätkö 3: 9; Kätkö 4: 9; Pisara 3: 16,
(8) Debate: production forest vs. natural 41; 4: 5; 5: 51; 6: 3;
forest, globalization (pros and cons), Tutkimusmatka 3: 15; 4: 7; 5: 43;
renewable vs. non-renewable energy 6: 7
(9) Reflecting on what is necessary and
unnecessary/useless
(10) Discussion: the pros and cons of
technology
(11) Reflection task: Do I really need a new
phone?
(12) Inventing ideas: nonmaterial gifts
(13) Crafting: handprints of good works
(14) Nature visits
Futures thinking • Reflection of change (1) Teaching discussion (1) Pisara 6: 37; Tutkimusmatka 6: 1, 31
competence (1, 2, 6, 8) (2) Image presentation and discussion (2) Pisara 6: 37
• Envisioning methods (3) Imagining the future / a dream world (3) Pisara 6: 37; Tutkimusmatka 6: 31
(3, 4, 5, 7) (4) Letter to myself from the future me (4) Pisara 6: 37
(5) Reflection: views on the future of the (5) Pisara 6: 38
world (6) Tutkimusmatka 6: 31
(6) Inventing ideas to make the world a (7) Pisara 6: 2
better place (what can we do) (8) Pisara 6: 37
(7) Design a comfortable living
environment or a school yard
(8) Discussion: What changes have
there been in your life?
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3.4. Collaboration competence

The guidebooks were found to emphasize equality among people and teach cooperation.
Globalization is discussed in the books from the viewpoint of sustainability. The topics of emigra
tion, refugees, developing countries, poverty and colonialization are also presented, and the UN
SDGs are highlighted. “Social sustainability is one of the four areas of sustainable development.
Social sustainability means justice, equality, acceptance of differences and cooperation.” (Heinonen
et al., 2015, p. 9).
3.5. Values thinking competence

Discussions about values and what a good life is, are facilitated by the guidebooks. A sustainable
lifestyle is seen as a desirable way of living. New phone models are constantly coming to stores.
Sometimes it can feel like your phone is ugly and old. Before you ask for a new phone, think about
whether you really need it. There are many kinds of materials in the phone. Energy and materials are
needed to make a phone. When you use your old and usable phone, you save nature. (Cantell et al.,
2021a, a, p. 20.) The findings also showed that the guidebooks present ways to support mental
well-being as well as reflect human rights and cultural heritage.
3.6. Futures thinking competence

Futures thinking competence was found in the contents and teaching practices of only the sixth-
grade guidebooks. Many actions for a better future are outlined in the books: You are also
responsible for the future of the Earth. Reduce your consumption: you save natural resources and
fight climate change. Cherish nature: its preservation is also in people’s interest. Treat all people
equally. Speak, discuss, write and influence. Participate in the activities of aid organizations. Donate:
even a small act helps. (Arjanne et al., 2017, p. 160). Preparing for and adapting to changes, such
as climate change, as well as critical thinking are skills that can be taught using the books. One
book specifies that technological innovations can solve the world’s problems and highlights the
responsible use of technology.
3.7. Teaching practices associated with sustainability competences in teacher’s guidebooks

Many practices described in this chapter can be used to develop many sustainability competences
simultaneously, not just one. A method called teaching discussion, with or without images, is the
most common among the teaching practices mentioned in the books, and these methods are
suitable for developing all five key sustainability competences. This teaching method involves
a teacher providing students with information about the topic chosen and asking questions.
Presenting images and facilitating discussions about those images are teaching methods along
the same lines as teaching discussion, with images being used to help understand the topic. The
guidebooks include different discussion topics for the various types of competences.
The findings indicate that students’ systems thinking competence can be developed via science
projects, field visits including teaching discussions and learning about cause-and-effect relation
ships, namely systems. Learning about cause-and effect-relationships and systems provides
a foundation for developing systems thinking competence. According to the guidebooks, teaching
practices suitable for developing systems thinking competence include mind maps, information
searches, following news about climate or environment, reading texts from the textbook and
providing independent writing tasks or tests. Topics can be, for example, the causes of climate
change or “the pros and cons of plastic” (Cantell et al., 2018a, a, p. 234).
Students can develop their own science projects or conduct individual research to develop
systems thinking competence. Illustrating the greenhouse effect using a glass jar is a suggested
project. Visits to different places can be teaching opportunities if they include discussions related
to sustainability. For example, everyman’s rights, which specify what you can or cannot do in
nature and why, can be taught outdoors. In Norðdahl and Jóhannesson’s (2016) study, teachers
stated that the outdoor environment offered numerous opportunities to develop children’s views,
knowledge, and action towards sustainability.
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Assaraf and Orion (2010) reported that systems thinking can and should be developed in
elementary school, and they suggested developing students’ ability to identify (i) processes and
components, (ii) the relationships between two components, and (iii) the dynamic relationships
within a system, in that order. In their study, lab experiments and simulations, involving direct
interactions with the components and processes of the water cycle in an outdoor learning
environment and knowledge integration activities, were used to develop students’ systems think
ing skills. Also Iliopoulou (2018) made a research on 6-year-olds’ and 9-year-olds’ competence to
think systemically, and the results revealed that teachers should encourage young students to
think systematically as they are capable of doing so. Iliopoulou (2018) suggests that environ
mental issues are taught holistically with visual, linguistic and kinesthetic methods in order to
develop systems thinking competence.
The results of the present study suggest that action-oriented competence can be developed by
students reflecting on their own habits, acting as change agents and taking action for sustain
ability. Acting sustainably is specified as the way to develop action-oriented competence. Some
teaching practices presented in the guidebooks involve encouraging students to act, for example,
via an advocacy project. Younger students can practice a demonstration by playing, for example:
“a demonstration of soft toys for the climate: Let’s make signs, place them on soft toys and take
a picture” (Cantell et al., 2021b, a, p. 69). Older students can organize a real demonstration and
topics can be, for example, “reducing the school’s water or energy consumption or implementing
a climate campaign” (Cantell et al., 2018b, b, p. 28). Picking up litter and recycling waste are
actions suggested in almost every guidebook studied. To learn about sustainable consumption, the
guidebooks suggest studying advertisements or tuning old products (Cantell et al., 2021b, p. 49).
Reflecting on one’s own habits was found to be a common approach to teaching sustainability in
the guidebooks. Topics in this regard can be, for example, inventing ideas or making sustainable
choices at home or at school. Students can also monitor their daily water consumption or biowaste
generation. Calculating energy prices or carbon footprints are also suggested methods. In Levchyk
et al. (2021, p. 353) study, a pedagogy of empowerment called “motivation and inspiration for
action” was used to develop children’s responsibility for their own behaviours and actions. This
pedagogy of empowerment motivated students to work toward sustainable development and
helped confirm the relationship between values and behaviour.
One approach to developing students’ action-oriented competence, as mentioned in the guide

books, is allowing them to act as change agents for sustainability. Students can give instructions to
parents, teachers or policy-makers on accounting for sustainability. The guidebooks suggest that
students make posters, videos, letters to newspaper editors or tweets about themes such as
slowing down climate change, protecting waters or reducing waste. Students can also write
down a promise to work for the environment. In So and Chow’s (2019) case study, primary school
students were trained to work as green ambassadors who pass on their knowledge and experi
ences to their peers. Research showed that this was a good way to build an active and cooperative
learning environment.
Collaboration competence can be developed by reflecting on diversity and equality and learning
cooperation and negotiation skills. Teaching practices in this regard enable students to work
together through drama, debate, discussion, games, pair or group work and/or meetings. The
topics of the roleplay can be, for example, refugees, emotions or working together with others. For
example: “Small situations with bullying and bad behaviour are presented in the group. Let’s change
representations so that unwanted behaviour is corrected to kindness and consideration.” (Heinonen
et al., 2016, p. 10). According to Bassachs et al. (2020), students’ participation in cooperative
modes of learning improves their social relationships with peers. Vesterinen and Ratinen (2023)
claimed that cooperation provides the base for gaining sustainability competences in primary
school.
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The results of the present study suggest that values thinking competence can be developed via
dialogue and value reflection. Line of values is a teaching method that involves students choosing
their place between two dimensions of a line: one end denoting agreement with a topic, and the
other end denoting disagreement. This allows students to express opinions and generate con
versations. Reflecting on the most important human rights and making a list of things required for
a good lifestyle are also mentioned as practices for value discussions. According to Malandrakis
and Chatzakis (2014), developing children’s attitudes towards sustainability is necessary at the
early years of schooling.
All the guidebooks studied encourage teachers to take students to nature. The goal of the nature
trips is to encourage students to spend time in nature. “Fun experiences and experiences in nature
motivate children to make environmentally friendly solutions in their own lives, because you care for
what you love” (Arjanne et al., 2016, p. 180). The relationship with nature does not arise by itself, it
has to be learned. That is why it is worth visiting nature often. “A strong relationship with nature is
the key to adopting a sustainable lifestyle and to your own well-being” (Arjanne et al., 2017). Also
according to GreenComp (Bianchi et al., 2022), a sense of being connected with nature should be
a basis for our relationship with the environment. Previous studies have shown that childhood
experiences in nature increase environmental sensitivity (Chawla, 1998).
This study also revealed that futures thinking competence can be developed by reflecting on
change and envisioning methods. Imagining the future, or backcasting, is a teaching practice
presented in the guidebooks studied. The guidebooks also suggest that students invent ideas to
make the world a better place and determine how to achieve them. Students can also discuss the
questions: “What changes have there been in your life? and Which changes have you influenced
yourself?” (Cantell et al., 2018a, b, p. 181). In Julien et al. (2018) study, futures thinking compe
tence was developed by offering students the opportunity to project themselves into the future
through drawing activities, scenarios and roleplay, and these learning tools proved effective.
4. Discussion
The focus of this study was on how sustainability competences are developed through environ
mental education at the primary school level. The findings of this study show that Finnish guide
books for teaching environmental studies do support implementation of education for sustainable
development and sustainability competences. It is likely that the results of this study will be useful in
international contexts as well. However, books should put more emphasis on the fact that the well-
being of nature is important above all for its own sake and for future generations. Humans are part of
nature, and supporting fairness is about preserving nature for future generations and for nature
itself (Bianchi et al., 2022). According to Washington (2018), making education more ecocentric, and
teaching in a way that encourages a sense of wonder at nature, are keys to a sustainable future.
This study suggests that in education for sustainable development at primary school, emphasis
must be placed on the development of the student’s good connection with nature. Research
indicates that positive experiences with nature in childhood lead to active care of the environment
in adulthood (Chawla, 2007). “Children and adults with higher measures of nature connection
report more pro-environmental behaviours of many kinds” (Chawla & Gould, 2020, p. 636).
According to Steele et al. (2016), environmental education, both indoors and outdoors, must be
a part of education for all students. It has an impact on attitudes about self in the context of
world, and also overall health and wellness.
This study suggests also that guidebooks could more strongly bring out community projects of
denaturalization, what is called civic ecology practices. For example, Krasny and Tidball (2009)
found out that an environmental education program, in which learning is situated in civic ecology
practices, has the potential to address both environmental and community goals. Environmental
education can support youth agency and empowerment for climate action (Ruiz-Mallén et al.,
2022). According to the results of Vesterinen and Ratinen’s (2023) review, the development of
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sustainability competences is most effective when adults support children’s actions for sustain
ability. The authors also stated that in primary school, values must be discussed upon considering
students’ abilities.
This study suggests that teachers offer children opportunities to reflect on their thoughts and ways of
acting in order to promote sustainability. According to Cheng and So (2015), a teacher with good
environmental understanding can move from using textbooks to integrating environmental teaching
into daily dialogues with students. Also according to Boyd’s (2019) study, it is important to allow children
time to reflect and to think about environmental issues, and also to offer solutions to problems. Previous
studies have shown that students need a feeling they still have hope in the future left (Ojala, 2017;
Ratinen, 2021). Teachers need to make students believe in their own competence and ability to meet
challenges successfully (Smith et al., 2016). In Steele et al. (2016) study, educators became provoca
teurs, challenging not only the thinking of their students, but also of themselves. Reflecting on sustain
ability topics together can be fruitful for both the teacher and the students.
All key competences need to be considered in the teaching and learning of sustainable devel
opment (Vesterinen & Ratinen, 2023). Still, futures thinking competence was found in the contents
and teaching practices of only the sixth-grade guidebooks in the present study. However, Julien
et al. (2018) showed that futures thinking competence can be developed from primary school
onward. Therefore, this study suggests that students’ futures thinking competence should be
developed early in primary school, rather than in the sixth grade only.
Education for sustainable development must be included in all subjects, not only in environ
mental studies. Actually, environmental education should be integrated into the entire school life,
not only into the subject curriculum (So & Chow, 2019). Sustainability should be the foundation for
all learning (UNESCO, 2017). According to Brundiers et al. (2010), students’ sustainability compe
tencies develop in real-world learning situations, but not automatically. Therefore, learning situa
tions must be well organized, and a whole-school approach—wherein a sustainability culture is
established across all elements of a school—should also be considered (Bianchi et al., 2022).
Teachers play a major role in including these themes and practices in their teaching approaches.
Teachers can make sustainability transformation happen in schools, but they need new competency
to do so (Karvonen et al., 2023). Time and resource limitations are common challenges that teachers
meet when trying to teach sustainability (Evans et al., 2012; So & Chow, 2019; Stewart et al., 2021).
The limitation of this research is that there is no evidence that teachers completely understand the
content of these guidebooks, or they have time or tools to use all of them. A shift in mindset and
behaviour is required to support sustainable lifestyles (Bianchi et al., 2022), and a teacher can help to
make this transition happen (Boyd, 2019). Therefore teachers need greater scientific and adminis
trative support like teacher training to achieve this goal (Malandrakis & Chatzakis, 2014). In this
regard, further information about what works in teaching and learning sustainability is required, so
reliable assessments need to be conducted (Redman et al., 2021). Recommendations for future
research could be for example to interview teachers to know about the use of the guidebooks.
Funding Supplementary data

This work was supported by the Jenny and Antti Wihuri Supplemental data for this article can be accessed online
Foundation under Grant 00220427. at https://doi.org/10.1080/2331186X.2023.2286120
Author details Citation information

Marjo Vesterinen1 Cite this article as: Sustainability competences in environ
E-mail: mvesteri@ulapland.fi mental education: Research on guidebooks for teachers at
ORCID ID: http://orcid.org/0000-0002-4138-6072 Finnish primary schools, Marjo Vesterinen, Cogent
1
Faculty of Education, University of Lapland, Rovaniemi, Education (2024), 11: 2286120.
Finland.
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Sustainability competences in environmental

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CURRICULUM & TEACHING STUDIES | RESEARCH ARTICLE

Subjects: Primary/Elementary Education; Primary Education - Teaching Practice;

Keywords: sustainability competences; education for sustainable development;

ABOUT THE AUTHOR

3.1. Content related to sustainability competences in teacher’s guidebooks

3.2. Systems thinking competence

Figure 10. Tutkimusmatka 6.

3.3. Action-oriented competence

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Kätkö 3 3. Kiusaaminen on väärin (It is bullying SDG 16 ● teaching discussion

Kätkö 3 4. Ei väkivaltaa (No violence) violence prevention SDG 16 ● teaching discussion

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Kätkö 3 21. Suomessa on hyvä koulutus education SDG 4 ● teaching discussion

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Pisara 6 29. Uusiutuvat energialähteet renewable energy SDG 7 ● teaching discussion

Pisara 6 30. Uusiutumattomia non-renewable energy, saving SDG 7 ● teaching discussion

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Pisara 6 38. Teknologia muuttaa eco-efficiency, technological SDG 9 ● teaching discussion

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Tutkimusmatka 3 1. Tutkimusmatka alkaa! (The cooperation skills SDG 17 ● teaching discussion

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

Teacher’s guidebook Chosen chapter Content relating to SDGs Teaching practices

(11) Sustainable use of natural resources (10) Pisara 5: 46

(12) Saving water (11) Pisara 5: 46

(14) Waste heat (13) Pisara 3: 37; 6: 27, 30; Tutkimusmatka 6: 20

(15) Saving material (14) Pisara 6: 27

(17) Recycling (16) Pisara 4: 38; Tutkimusmatka 6: 17

(18) Sorting waste (17) Kätkö 4: 9; Pisara 4: 38; 5: 50, 51;

(20) Recycling product packages (19) Pisara 5: 48; Tutkimusmatka 4: 39

(23) Littering, picking up trash (22) Tutkimusmatka 5: 43

(26) The EU ecolabel (25) Kätkö 4: 32; Pisara 4: 38, 39

(9) Bullying (8) Pisara 4: 11; 6: 20, 40; Tutkimusmatka 3: 21

(10) Violence prevention (9) Kätkö 3: 3; Tutkimusmatka 6: 1

Table 3. Teaching practices associated with sustainability competences

Competence Themes Teaching practices Source

Competence Themes Teaching practices Source

3.4. Collaboration competence

3.5. Values thinking competence

3.6. Futures thinking competence

3.7. Teaching practices associated with sustainability competences in teacher’s guidebooks

One approach to developing students’ action-oriented competence, as mentioned in the guide­

One approach to developing students’ action-oriented competence, as mentioned in the guide