SET Green skills repository

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sUSTAINABLE ERASMUS+ TRAVEL

Discover what transversal competencies you can acquire when you travel green to your mobility destination!

Rules: Choose a token, roll the dice and try to gain as many competences as possible. Enjoy the ride!

GRADUATE

START

FR

Max

PL

Karol

ES

Alex

DE

Jona

mobile students

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 EACEA. Neither the European Union nor EACEA can be held responsible for them.

Source: Sala, A., Punie, Y., Garkov, V. and Cabrera Giraldez, M., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7, doi:10.2760/302967, JRC120911.

critical thinking

To be able to solve problems and structure arguments based on analytical skills and logical reasoning. UNESCO Pillar for education: Learning to know This is a fundamental tool that enables students to evaluate the information at hand, make an informed judgment, open their horizons and challenge preconceived notions around green travel and Erasmus+, all of which ultimately empowers them.

Source: Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. GreenComp – The European sustainability competence framework. Bacigalupo, M., Punie, Y.(editors), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022; ISBN 978-92-76-46485-3, doi:10.2760/13286, JRC128040.

Individual initiative

To recognise the personal potential to proactively promote sustainability. UNESCO Pillar for education: Learning to do Students fully realise that green travel is an option for them, they feel certain and confident in pursuing it, and are actually willing to act according to this conviction.

Source: Whiting, Kate (21/10/2020). These are the top 10 job skills of tomorrow– and how long it takes to learn them. World Economic Forum. https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/

Planning

To be self-reliant, take decisions, undertake responsibility, and manage your time efficiently. UNESCO Pillar for education: Learning to be Sustainable travel, especially when solo, requires a lot of prior planning and organisation, for example when booking tickets with different companies, scheduling layovers/waiting time, arranging luggage, mapping train/bus connections.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

EUROPEAN IDENTITY

To see yourself as part of the European identity (solely or in addition/parallel to other identity groups). UNESCO Pillar for education: Learning to be together The act of literally crossing borders by land brings students in touch with their European identity, for example when they travel visa and passport-free between countries that form part of the Schengen Area. They begin to appreciate and materialise the meaning of the freedom of movement.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

creative thinking

To come up with alternative, unconventional ideas and express them accordingly. UNESCO Pillar for education: Learning to know In a realistic scenario of adversity, creative thinking can help a student come up with a solution to overcome a problem during their journey; for example when a train is cancelled, they can figure out an alternative route that could be even more convenient than the original plan.

Source: Sala, A., Punie, Y., Garkov, V. and Cabrera Giraldez, M., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7, doi:10.2760/302967, JRC120911.

Emotional regulation

To recognise and regulate your mental and emotional state. UNESCO Pillar for education: Learning to be Even though green travel can be a very social experience, it also includes moments of solitude and independence, which in turn provide an opportunity for self-reflection and consciousness. Even more so, this competence reflects the a bility to cope calmly, patiently and positively against stressful and unexpected scenarios, such as in the case of delays, changes to initial plans, lack of comfort, unforeseen situations (e.g., pickpockets, extra costs, loss of luggage), and feeling lost and in unfamiliar places."

Source: ESCO Publications (2022). Green Skills and Knowledge Concepts: Labelling the ESCO classification.

Adopt ways to reduce the negative impact of consumption

To take responsible and eco-conscious decisions that strive to decrease the harmful environmental impact of your consumption patterns. UNESCO Pillar for education: Learning to transform oneself and society Students are agents of positive change and actively contribute to changing the narrative around traveling by "stepping up" and "practicing what they preach".

Source: Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, doi:10.2760/115376, JRC128415.

Evaluating data, information and digital content

UNESCO Pillar for education: Learning to do Students assess the validity/credibility of information online, compare their options, as well as try to identify greenwashing practices.

Source: Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. GreenComp – The European sustainability competence framework. Bacigalupo, M., Punie, Y.(editors), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022; ISBN 978-92-76-46485-3, doi:10.2760/13286, JRC128040.

environmental values

To evaluate the level of agreement between human actions at an individual or societal level and environmentalism. UNESCO Pillar for education: Learning to be Evidently, students choose to travel sustainably for their mobilty are deeply concerned about the environment and want to uphold these values in practice in a meaningful and impactful way.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

Adaptability/Flexibility

To successfully and calmly answer and react to new situations and ambiguity. UNESCO Pillar for education: Learning to transform oneself and society Sustainable travel tends to be less straightforward and smooth as originally expected. This experience enables students to learn to respond appropriately to new circumstances and resolve unforeseen problems, for example due to a train cancellation or delay.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

respect for diversity

To tolerate, respect, and even appreciate (inter)cultural differences. UNESCO Pillar for education: Learning to be together Students who choose to travel sustainably by definition take on a more active and eager stance that puts them in direct contact with other cultures, traditions, practices, and mentalities. They are open to observe new natural and urban landscapes and interact with people.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

Communication

To effectively externalise and interpet information through verbal and non verbal channels, and to possess active and empathetic listening skills. UNESCO Pillar for education: Learning to be Green travel invites students to use their communication and collaborative skills, in their native or a foreign tongue, for example to ask for advice or information from a help desk, a staff on board, or a fellow traveler.

Source: Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, doi:10.2760/115376, JRC128415.

Identifying digital competence gaps

To identify personal areas of improvement and develop new digital competencies. UNESCO Pillar for education: Learning to do Students explore new/innovative ways to search for and exchange information, e.g. via online forums, apps and platforms that are dedicated to green travel.

Source: Sala, A., Punie, Y., Garkov, V. and Cabrera Giraldez, M., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7, doi:10.2760/302967, JRC120911.

Self-motivation

To initiate and maintain goal-driven behaviours, be self-disciplined, and challenge yourself. UNESCO Pillar for education: Learning to be In some cases, sustainable travel is a more complex and demanding process to undertake, which shows commitment and courage. It can also include maintaining a positive attitude during a longer, more adventurous journey.

• That green travel accounted for roughly one third of all student mobilities between 2021 and 2023?
• That the top 5 "green" routes in that period were:

1. Berlin-Paris
2. Budapest-Cluj-Napoca
3. Berlin-Warsaw
4. Tallinn-Vilnius
5. Amsterdam-Berlin

Read more about the evolution of green travel in Erasmus+

Did you know...?

Source: ESCO Publications (2022). Green Skills and Knowledge Concepts: Labelling the ESCO classification.

Evaluate environmental impact of personal behaviour

To critically reflect on the different dimensions of your lifestyle and its impact on the natural environment. UNESCO Pillar for education: Learning to transform oneself and society Self evident in the case of green travel that has a lower environmental impact than flying; potential of spillover effect in other aspects of lifestyle, such as food, clothing, waste.

Source: Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, doi:10.2760/115376, JRC128415.

Online search

To search for and sort online data, information and content. UNESCO Pillar for education: Learning to do Especially in the preparation phase of the journey, students resort to online platforms, apps, and websites to research information (e.g., connections, stops, layovers, documentation). They also stay updated during the trip following the latest news and receiving notifications on their phone/via email.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

Intercultural awareness

To have an understanding of the characteristics of your own and other cultures. UNESCO Pillar for education: Learning to be together Students who choose to travel sustainably are not only more closely exposed to different people and cultures, but they also have an opportunity to get immersed in new environments and engage with the local community, especially if they make stops along the way.

Source: OECD Future of Education and Skills 2030 Concept Note © OECD 2019

Responsibility

To reliably fulfil obligations with integrity and proactiveness. UNESCO Pillar for education: Learning to be Students are more inclined to act proactively and responsibly, ask for and evaluate feedback, practice self-control, and be overcome with a profound and lasting feeling of pride due to their choice to travel sustainably.

Source: Ghent University (23/02/2021). Erasmus Skills methodology on learning mobility outcomes in curricula. https://zenodo.org/doi/10.5281/zenodo.10708137.

Curiosity

To enjoy a curious and inquisitive attitude towards new experiences and situations. UNESCO Pillar for education: Learning to be Sustainable travel is not the norm; students who embark on a green journey are interested in a different and unique experience.