**Conflict of interest**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

to compile as part of the four-month course. A text analysis carried out using a content analysis software tool showed that the concept of Green Pedagogy was a minor rather than a major theme for the ProfESus participants [27]. This indicated that there was more work to be done in conveying the practice of Green Pedagogy more efficiently in English and that a four-month course is insufficient on its own to effect sustainable change in didactics and education. A continuous peer-reflection process might help to implement Green Pedagogy enduringly into a wider field of

Green Pedagogy is useful amidst the plethora of materials emerging from the UN Sustainability Goals initiative to help teachers include more sustainable approaches insofar as it gives clear guidelines at the lesson planning level. This pedagogical approach can be used at all levels of schooling and beyond in higher education. The 6-step process is also useful as a way of approaching consultancy briefs where the aim is to include a sustainability perspective. The second main advantage of implementing Green Pedagogy is that it can be used to lead educators to target both vocational (or subject-specific) competencies and sustainability competencies simultaneously. This means that academic or vocational skills are acquired through a sustainability perspective and that sustainability does not need to appear as a distinct topic in the school timetable since it can be infused across large parts of the existing curriculum. The Green Pedagogy guidelines can be justified by reference to established theoretical frameworks such as conceptual change. Learners can be overwhelmed by the intractable problems of the world and Green Pedagogy offers a way of countering this. An important aspect of Green Pedagogy is to allow learners to uncover their own values as a result of what they have been exposed to through the Green Pedagogy approach rather than imposing teacher values on learners. The approach encourages learners to widen their consideration of the range of relevant stakeholders affected by the problem as a way of highlighting the sustainability aspect of any problem. Thus, a systematic implementation of Green Pedagogy across an educational institution will lead to its learners understanding much more about, for example, the institution's suppliers, its treatment of waste and its local impact after first examining the chosen problem in a national or global context. The stakeholder understanding will also include the learners' own context at home and include the effect of the actions of family members. An important part of Green Pedagogy is to end learning activities with an actionable vision that learners can act upon rather than leaving the classroom feeling that all is hopeless. It is easily combined with other recommended sustainability education approaches and provides a useful checklist to ensure efficacy. Thus, Green Pedagogy is a useful addition to the sustainability education lexicon if some of the German origins are thoroughly explained, to ensure that Green Pedagogy transitions effectively from the Germanspeaking sphere to the English context. It is a pedagogy that can support transformative learning through the exploration and clarification of learners' own values.

**228**

**Acknowledgements**

by-sa/3.0>, via Wikimedia Commons

European Union.

The ProfESus project was part-funded by an Erasmus+ grant by the

**Figure 1**. KTucker, CC BY-SA 3.0 <https://creativecommons.org/licenses/

learning.

**14. Conclusions**

The authors declare no conflict of interest.
