[EN] Sustainability criteria - Final

Sustainability criteria

Tutorial

Assessing the need to travel

Library

Knowledge and knowhow of environmental sustainability in the project team

Preparing participants for sustainable mobilities

Language

Impact on learners

Transportation

Training

Preparation for cross-country travel

Basic skills of environmental sustainability in curricular development

Food & catering

Travel at the destination

Digital options

Impact on organisation

Basic skills of environmental sustainability in projects with a Green main topic

Travel-related indicators

Project meetings

Hosting

Organisation's practices

Sustainability education

Impact & Dissemination

Project ecodesign &management

SustainableTravel

Travel-related behavior of organisation staff & individual learners

Basic skills of environmental sustainability in all projects whatever the main topic is

Project design & implementation

Monitoring & evaluation

Procurement & tendering

Organisational procedures & policies enabling & favouring cross-country travel

Consideration of Green Washing

Dissemination

Recognition & certification of environmental sustainability skills & competences

Environmental Management System (EMS)

Travel considering environmental sustainability in line with KA1 Green travel top-up

Compensation of the remaining emissions

Adaptability by others

Travel considering environmental sustainability in terms of greenhouse gas emissions (Except KA1)

Click here for best practices (under construction)

Sustainability Best practices

Tutorial

Assessing the need to travel

Library

Knowledge and knowhow of environmental sustainability in the project team

Preparing participants for sustainable mobilities

Language

Impact on learners

Transportation

Training

Preparation for cross-country travel

Basic skills of environmental sustainability in curricular development

Food & catering

Digital options

Travel at the destination

Impact on organisation

Basic skills of environmental sustainability in projects with a Green main topic

Project meetings

Travel-related indicators

Hosting

Organisation's practices

Sustainability education

Impact & Dissemination

Project ecodesign &management

SustainableTravel

Travel-related behavior of organisation staff & individual learners

Basic skills of environmental sustainability in all projects whatever the main topic is

Project design & implementation

Monitoring & evaluation

Procurement & tendering

Organisational procedures & policies enabling & favouring cross-country travel

Consideration of Green Washing

Dissemination

Recognition & certification of environmental sustainability skills & competences

Travel considering environmental sustainability in terms of greenhouse gas emissions (Except KA1)

Environmental Management system (EMS)

Compensation of the remaining emissions

Adaptability by others

Travel considering environmental sustainability in line with KA1 Green travel top-up

That version of the tool provides only examples & best practices Click on me to come back to the original one

Subcategory definition: Project meeting This criterion refers to the way project meetings are designed, organised, and implemented in order to reduce their environmental impact and support sustainable project management practices. It concerns both physical and online meetings organised within the framework of the project.The objective is to ensure that meetings are organised in a way that is coherent with the project’s ecological transition objectives by reducing unnecessary travel, limiting resource consumption, and promoting environmentally responsible organisational practices.

Efforts are made to consider sustainable logistics (venue, catering, accomodation, give away materials) but economic aspect and ease of organisation are still weighing more than sustainability.

Level 1

At least 2 out the 5 items below are deliberately met: * venue location: city is accessible by train, bike-friendly... * venue has a green event management policy * food: vegetarian food is provided * hotel has a green hosting policy * give away materials: useful/sustainable products

Level 2

At least 4 out the 5 items below are deliberately met: * venue location: city is accessible by train, bike-friendly... * venue has a green event management policy * food: local vegetarian food is provided * hotel has a green hosting policy * give away materials: none

Level 3

This may include: comparing transport options according to their greenhouse gas emissions, prioritising low-carbon means of transport such as train, bus, shared mobility, or active transport, reducing reliance on air travel whenever feasible, limiting unnecessary or avoidable travel, encouraging longer stays instead of frequent short trips, combining several activities or meetings within a single journey, integrating hybrid or online participation when appropriate. The criterion also includes: awareness of the climate impact of different transport modes, consideration of local geographical and accessibility constraints, balancing environmental sustainability with inclusion, accessibility, and project quality, promoting environmentally responsible mobility behaviours among participants and staff. Examples of good practices: selecting travel options based on carbon impact rather than only cost or speed, favouring train travel for short and medium distances, using carbon calculators to compare mobility scenarios, integrating greenhouse gas reduction objectives into project planning, organising meetings in locations accessible through sustainable transport, encouraging participants to reflect on the environmental footprint of travel choices.

Sustainability education

A GreenComp declension...

• Skills recognition
• Curricular development
• Skills in Green projects
• Skills in non Green projects
• Promotion of green skills of partners

level 1

level 3

level 2

Examples of good practices: checking whether meetings can be organised online before planning travel, avoiding flights for very short meetings, combining several project activities into one mobility period, favouring longer and more meaningful mobilities over frequent short trips, justifying travel choices based on educational impact and sustainability considerations. It is closely linked to: reducing greenhouse gas emissions, promoting responsible mobility, avoiding “mobility for the sake of mobility”, encouraging more meaningful and impactful international cooperation.

Library of additional resources

Greening educational mobilities by CANIE - Margherita Pasquini & Philippa Menzel Eco Anxiety, the climate crisis, mental health & wellbeing by School of Health & Wellbeing by Dr. Claire Niedzwiedz Hope and interdisciplinary approach for a sustainable and just future - Dr. Dianty Ningrum The challenge of biodiversity in Europe by European Environment Agency - Dr. Brian MacSharry Greening the Sport Sector - Peter Fischer - European Commission Encouraging European volunteers to become “eco-smart” - Pistes Solidaires - Magali Lansalot et Mathieu Decq

Impact & dissemination

Valorisation/ Dissemination/ Impact /Follow-up actions: Event for the dissemination, exploitation of results, promotion made during & after the project, goodies

Resources: Impact tool for KA1 & KA2

Subcategory definition: Transportation The internal transportation practices, policies, and organisational measures implemented to reduce the environmental impact of daily mobility linked to the organisation’s activities. It concerns both staff mobility and operational travel connected to the implementation of projects and organisational life. The objective is to encourage a progressive transition toward more sustainable, low-carbon, and environmentally responsible transportation practices within the organisation. This includes not only formal policies, but also the concrete conditions, incentives, and organisational culture supporting sustainable mobility choices.

Level 2

The organisation has formally adopted a green transport policy or clear sustainable mobility measures, and implementation has started. The organisation moves from awareness to structured implementation and actively supports more sustainable transportation behaviours.

Level 1

Sustainable transportation practices are fully integrated into the organisation’s functioning and supported by leadership and staff involvement. The organisation actively promotes a culture of low-carbon mobility and continuous improvement. The organisation demonstrates a mature and coherent approach to sustainable transportation, combining structural measures, behavioural change, and institutional commitment to ecological transition.

Level 3

The organisation has started reflecting on the environmental impact of transportation and sustainable mobility practices are being discussed or informally encouraged. Green transport policy has been considered/is in discussion.

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Category

This tool has been built on 5 main categories

1. Sustainability education
2. Project design & Management
3. Environmental sustainability consideration of mobility
4. Impact & dissemination
5. Organisation's practices and consideration of environmental sustainability

Welcome to sustainability criteria

It's a tool made by SALTO Green with the help of Green contact points from E+ & ESC National Agencies. It aims at helping users to identify green best practices in an Erasmus+ or ESC Project. Criteria are not displayed in a specific order. There are no criteria being more important than others.

Each category have a few subcategories that help defining the target and the type of criteria we are talking about.Example :Category -> Sustainability educationSubcategory -> Recognition and certification of environmntal sustainability skills / competencesSome Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies. For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :- Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature.- Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing.- Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking. - Acting for sustainability: political agency, collective action, individual initiative. Each subcategory is divided into 3 levels of implementation: - Level 1: Awareness / initial action. Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice.- Level 2: Implementation and measurable practice. The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation. - Level 3: Transformative impact / systemic change. The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Subcategory definition: preparation for cross-country travel Practical, organisational, cultural, and environmental preparation provided to participants before international travel. Its objective is to ensure that cross-country mobility is organised in a responsible, informed, safe, and sustainable way, while helping participants understand the implications of travelling internationally and crossing borders. Preparation should help participants anticipate the environmental, logistical, and intercultural dimensions of mobility and encourage them to make conscious choices before, during, and after travel - and check administrative constraints.

Level 2

Providing collective support and guidance to implement cross-country travel. The project implements structured preparation activities integrating practical, intercultural, and environmental dimensions of cross-country travel.

Level 1

Providing collective and one-to-one support and guidance to implement cross-country travel. The project adopts a holistic and educational approach to cross-country travel preparation, fully integrating sustainability, intercultural learning, participant well-being, and responsible mobility into the preparation process.

Level 3

Informing and giving useful links to prepare cross-country travel. The project provides participants with basic logistical and practical information necessary for international mobility, with initial consideration of sustainability aspects.

Welcome to sustainability criteria

It's a tool made by SALTO Green with the help of Green contact points from E+ & ESC National Agencies. It aims at helping users to identify green best practices in an Erasmus+ or ESC Project.

Each category have a few subcategories that help defining the target and the type of criteria we are talking about.Example :Category -> Sustainability educationSubcategory -> Recognition and certification of environmntal sustainability skills / competencesSome Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies. For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :- Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature.- Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing.- Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking. - Acting for sustainability: political agency, collective action, individual initiative. Each subcategory is divided into 3 levels of implementation: - Level 1: Awareness / initial action. Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice.- Level 2: Implementation and measurable practice. The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation. - Level 3: Transformative impact / systemic change. The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Examples of good practices:

Subcategory definition: Travel at destination It refers to the mobility practices adopted by participants and organisations during the stay at the destination. It focuses on promoting environmentally responsible, accessible, and sustainable local transportation solutions throughout the project activities. The objective is to minimise the environmental impact of daily travel during the mobility period while encouraging participants to experience and adopt more sustainable mobility habits. Providing guides, incentives and local tips is appreciated.

Level 2

Incentivize participants to use soft mobilities even during the mobility period, It provides information or guides where and how to use soft mobilities during the mobility.

Level 1

The host organisation has negotiated with relevant partners to offer specific fares/discounts for soft mobilities.

Level 3

Accomodation and host organisation easily accessible (public transportation, waste management). It provides bikes or public transports tickets to help the participants moving in the city.

Sustainability education

Sustainability should of course be considered as a cross-cutting theme embedded across all the other categories. Development of sustainability education, skills and/or competences in E+ & ESC projects. Education & awareness raising of environmental sustainability can be the main topic of a project or can be included in a project with another topic to impact knowledge as well as attitudes through personnal/organisation's values, aspirations and priorities.

Get inspired with our webinar on Education for Climate Coalition

Subcategory definition: Hosting The environmental sustainability practices linked to the accommodation and hosting conditions provided to participants during the project or mobility activity. It concerns the way hosting facilities and daily living arrangements contribute to reducing environmental impact and promoting sustainable lifestyles. The objective is to ensure that hosting conditions are coherent with the project’s sustainability objectives and encourage environmentally responsible behaviours throughout the stay. Resource : Sustainable event checklist - JINT

Level 2

The hosting organisation actively integrates sustainability practices in the management of accommodation and encourages participants to adopt them.Examples:

• Energy and water saving systems (efficient lighting, responsible heating/cooling management).

• Waste sorting and reduction practices clearly organised.

• Sustainable food practices (local food, reduced food waste, vegetarian options).

• Reusable materials instead of disposable products.

• Participants involved in maintaining sustainable practices during their stay.

Impact:

• Accommodation becomes a practical learning environment for sustainable living.

Level 1

Accommodation is designed or managed as a demonstrator of sustainable living practices, contributing to the project's educational impact and long-term ecological transition.Examples:

• Accommodation in eco-certified or low-impact buildings

• Use of renewable energy or highly efficient energy systems

• Circular economy practices (repair, reuse, minimal waste generation).
• Sustainable procurement for accommodation supplies

• Participants actively contribute to co-creating sustainable living practices.

• The accommodation model is documented and shared as a good practice.

Impact:

• The accommodation functions as a living laboratory of sustainability, reinforcing learning and inspiring replication.

Level 3

Accommodation provided by the organisation includes basic environmentally responsible practices, but sustainability is not systematically integrated. Examples of practices: Basic recycling facilities available.

• Participants receive simple guidance on environmentally responsible behaviour in the accommodation.

• Energy-saving reminders (turning off lights, water-saving reminders).

• Use of existing accommodation without major environmental considerations.

Impact:

• Environmental awareness is present, but the accommodation itself does not actively structure sustainable behaviours.

Subcategory definition: Monitoring & evaluation Refers to the processes, methods, and tools used to assess, measure, and analyse the environmental sustainability performance and ecological transition outcomes of the project. It focuses on the project’s ability to monitor its environmental practices, evaluate their effectiveness, identify areas for improvement, and use evidence to support continuous learning and better decision-making. The objective is to ensure that sustainability commitments are not only declared, but also assessed through structured monitoring and evaluation processes that help understand both positive and negative environmental impacts of the project.

Level 1

Level 2

The project evaluates the environmental impact of its actions, identifying both positive and negative outcomes. Examples:

• Surveys on sustainability practices.
• Assessment of environmental measures implemented.

Evaluation results are used to improve practices and inform future projects, and findings are shared externally. Examples:

• Environmental impact reports.
• Recommendations for future mobility projects.
• Evaluation results used by other organisations.

Level 3

The project collects basic information about its environmental actions. Examples:

• Reflection sessions.
• Basic feedback from participants.

This may include: monitoring the modes of transport used by participants and staff, calculating or estimating greenhouse gas emissions linked to mobility activities, tracking the proportion of green travel or low-carbon mobility, measuring reductions in air travel or high-emission transport, analysing the duration, frequency, and necessity of travel, collecting participant feedback on sustainable travel practices, comparing environmental impacts between different mobility options. The criterion also includes: using indicators to improve future project design and mobility planning, communicating results transparently to participants and partners, raising awareness among participants about the environmental impact of travel, linking mobility monitoring to broader sustainability objectives and organisational strategies. Examples of good practices: calculating the carbon footprint of mobility activities, monitoring the percentage of participants using green travel options, using mobility surveys or environmental dashboards, evaluating the impact of policies reducing flights or promoting train travel, integrating travel indicators into project evaluation reports, using collected data to adapt future mobility practices.

Subcategory definition: Impact on learners Individuals and their values, skills, attitudes, capacities, perceptions --> change in behavioral patterns. the extent to which the project influences learners’ knowledge, values, attitudes, skills, capacities, perceptions, and behaviours in relation to sustainability and ecological transition. It focuses on the personal and educational impact of the project on participnts and on the development of long-term environmentally responsible behaviours. The positive impact on learners merges with the 'handprint' notion (determine, measure and evaluate the positive sustainability impacts including the social and economic dimension). The objective is not only to provide information about sustainability, but also to support meaningful learning experiences that encourage reflection, engagement, and behavioural change. The criterion define how the project helps learners develop the competences, motivation, and capacity to contribute actively to ecological transition in their daily lives, communities, and future professional or civic activities.

Level 2

Learners actively practice sustainability principles in real contexts. They develop skills for responsible behaviour, collaboration and problem-solving related to ecological challenges. Learning is experiential and connected to real-life situations. Examples:

• Learners apply eco-friendly practices during mobility (waste reduction, sustainable food choices, etc.).

• Participation in environmental community projects.

• Peer-learning activities on sustainable behaviour.

Level 1

The project creates transformative learning experiences that influence learners’ values, attitudes, and long-term commitment to sustainability. Learners become change agents who influence peers, communities, and organisations. Examples:

• Learners act as Green Ambassadors.

• Participants organise sustainability initiatives themselves.

• Learners continue promoting sustainable practices after the project.

Level 3

The project raises awareness among learners about sustainability and environmental protection. Activities are mainly informational or awareness-based. The impact is primarily cognitive and short-term. Examples of practices:

• Informational activities on environmental topics.
• Workshops or presentations on sustainability.
• Discussions about ecological challenges.

Examples of good practices:

Sustainable travel

This category refers to the extent to which environmental sustainability is considered in all mobility-related choices and practices throughout the project lifecycle. It focuses on reducing the environmental impact of travel and mobility activities while promoting more responsible, conscious, and low-carbon approaches to international cooperation and mobility. The objective is to encourage projects to integrate sustainability into the planning, organisation, implementation, and evaluation of mobility activities, ensuring that travel choices are coherent with ecological transition principles without compromising inclusion, accessibility, educational quality, or intercultural exchange. Our Podcast on National Agencies Green travel:

Examples of good practices:

Examples of good practices:

Subcategory definition: Organisational procedure Internal rules, procedures, strategies, and support measures implemented by organisations to encourage, facilitate, and prioritise environmentally responsible cross-country travel within mobility projects. The objective is to ensure that sustainable travel is not only encouraged at an individual level, but also structurally supported through organisational decision-making, planning processes, and institutional policies.

The organisation has a comprehensive, binding sustainable mobility policy that shapes all cross-country travel decisions. This policy is fully integrated into organisational governance, procurement, and project design. It influences partners, contributes to sectoral standards, and is publicly shared as an example.

Level 3

Level 2

The organisation establishes formal guidelines or internal policies to assess and manage cross-country travel. Decision-making integrates cost–benefit and environmental impact criteria. Staff are trained and supported in applying greener travel practices.

Level 1

The organisation acknowledges the environmental impact of travel and starts to adjust basic procedures (e.g., preferring short-distance or regional meetings). There are no formal policies, but the topic is on the agenda and discussed internally.

Examples of good practices:

This may include: prioritising low-carbon transport options for international mobility, encouraging participants to use train, bus, shared mobility, or active transport, supporting longer travel durations linked to sustainable transport, providing organisational and practical support for green travel arrangements, informing participants about the environmental impact of transport choices, reducing reliance on air travel whenever feasible. The criterion also includes: assessing the feasibility of sustainable transport according to geographical realities and accessibility, preparing participants for sustainable and longer-distance travel experiences, integrating green travel into the educational dimension of the project, encouraging behavioural change related to mobility habits, ensuring coherence between environmental objectives and actual travel practices. Examples of good practices: systematically proposing train travel for eligible routes, organising collective travel arrangements, providing additional preparation and support for participants travelling sustainably, allowing additional travel days linked to green travel, raising awareness on greenhouse gas emissions linked to transport, documenting and promoting sustainable mobility experiences within the project.

Subcategories

Each category have a few subcategories that help defining the target and the type of criteria we are talking about. Example : Category -> Sustainability educationSubcategory -> Recognition and certification of environmental sustainability skills / competences

Examples of good practices:

Examples of good practices:

Subcategory definition: Travel Behaviors Everyday travel choices, habits, and behaviours adopted by organisation staff and individual learners in relation to project activities and mobility participation. It focuses on encouraging environmentally responsible mobility practices and fostering a culture of sustainable travel within the organisation and among participants. The objective is to promote behavioural change by encouraging individuals to make conscious mobility choices that reduce environmental impact and contribute to the project’s sustainability objectives. Carbon emission camparator:

Level 2

Organisation understands how the participants make travel choices. Organisation creates measures to encourage to implement cross-country travel.

Level 1

Promote participants/staff that take green travel. Participants encourage other participants to use green travel - creation of groups, information, planning sessions…

Level 3

Organisation makes sure that participants know about the environmental impacts of flying VS cross-country travel. In KA1-projects, participants are aware of the policy tool rules.

Subcategory definition: Training Training staff on green project management Training participants on green project management Training/involvement of other stakeholders on environmental sustainability based on the Erasmus+/ESC project

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Creation of guidelines/training course. Training is given to all the staff an the wide organisation. Factsheet for oncoming & outgoing are published. Learning by doing approach: experimenting a green event as participant. A feedback session is planned. Hands-on activities for local community, informing and educating the local community and relevant stakeholders (workshop, campain, social media).

Level 2

More trainings are provided: one for staff involved in projects, one for all the staff, and one for all the stakeholders (general public). Learning by doing approach: experimenting a green event as participant. Ownership and readiness to be "ambassador for sustainability" for event management by participants is assessed. Activities involve local communities and other relevant stakeholders: Conferences, campaigns on a national media, direct environmental values, action with long-term impact (innovative for local context, habitat restoration, etc...).

Level 3

Training on green practices/environmental issues are given only to the staff involved in the project. Informing & educating participants on the green topics, hand-on activities only for participants. One shot activities. Informing the local community and other relevant stakeholders.

Level 1

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Examples of good practices: • workshops or briefings on sustainable travel and eco-friendly behaviours, • carbon footprint awareness activities, • participant charters on sustainable behaviour, • guides on local sustainability practices and environmental issues, • preparation sessions on waste sorting, water use, public transport, or biodiversity protection, involving participants in defining common sustainability commitments before departure.

Project ecodesign and management

Reduction of direct environmental impact of project activities (project management measures from design to implementation): Environmental consideration, Selection of partners (KA120-KA130; KA210 KA220) Compensation activities, Coordination, transnational face-to-face meetings vs. online meetings, vegetarian food, green venues, 3Rs, use of Environmental Mangement System (EMS), mesure impact of a sustainability implemented project on beneficiaries' intended future behaviour, integration of sustainability criteria and measurable indicators into the quality assurance plan, less printing, no plastic, etc

Resources: A few steps for a greener project management with ThinkTwice

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Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Subcategories

Each category have a few subcategories that help defining the target and the type of criteria we are talking about. Example : Category -> Sustainability educationSubcategory -> Recognition and certification of environmntal sustainability skills / competences

Subcategory definition: Digital options Transnational face to face online meetings Blended mobility & use of digital tools (eg. eTwinning)

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Discover Etwinning

After careful consideration and as a discussion result, the number of persons traveling are limited to those most relevant. Other persons are involved using online tools. The project deliberately designs activities as blended mobilities, mixing online and physical components. Digital tools are used to prepare, extend, or replace some phases of mobility. Staff and participants are trained to use them effectively. The approach is documented and evaluated.

Level 2

After careful consideration and as a discussion result, the number of persons traveling are limited to those most relevant. The event is carefully considered to combine online & offline elements. e.g. Keynote speach can be offered online before the face-to-face meeting, thereby offering more time for social interaction which is the added value of meeting in person. The project or organisation develops strategic approach to a blended mobility, where digital collaboration is embedded as a pedagogical and operational standard. Virtual exchanges are co-designed with learners, innovative and transferable to others. The model reduces environmental impact while enhancing inclusion, access, and quality of leaning.

Level 3

The discussion of pro and cons of both offline and online meetings has been carried out in the organisation. The project or organisation begins to experiment with digital tools to reduce or complement travel Online meetings or exchanges are occasional and mainly logistical (e.g. coordination calls) There is basic awareness of blended mobility potential, but no structured approach.

Level 1

Subcategory definition: - Sustainability values & attitudes : valuing sustainability , supporting fairness promoting nature - Understanding the complexity in sustainability: system thinking, critical thinking, problem framing - Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking - Acting for sustainability: political agency, collective action, individual initiative Framework document: The GreenComp Roadmap for competences

Additional skill frameworks: Union of SkillsPreparadeness StrategySkills in transition - CEDEFOP (VET)

Discussions around concepts at project and participant levels are generated during the project First step to design a roadmap for change are defined. The project evaluated the outcomes of Green education made during the project and has effective results in developping skills.

Level 3

Discussion around concepts, at a general level are generated during the project. The project answers to the needs of the learners in a concrete way with environmentally sustainable and responsible practices.

Level 2

The concepts are introduced. First steps towards developing green skills are visible but not fully finished (serendipity of green skills).

Level 1

About this tool

The “Sustainability criteria” tool for Erasmus+ and the European Solidarity Corps (ESC) was co-created with the support of the Green Contact Points network. It originated from a shared observation: there was a lack of visibility regarding the wide range of practices through which a project could become greener and more sustainable. A first draft of the grid was developed in 2024 following an online GCP meeting. At that stage, the tool took the form of an Excel spreadsheet. However, participants quickly agreed that the format was too complex and not user-friendly enough to encourage broad ownership and practical use. As a result, the grid was redesigned through a collaborative working group involving several GCP members, whom we warmly thank for their valuable contributions. Together, we revisited both the criteria and the different assessment levels in order to create a clearer and more accessible tool. In spring 2026, we are pleased to present this new version: a more readable, user-friendly, and practical framework than the original complex Excel file. In the near future, it will become a place where project related with criteria will be shared.

This preparation may include: planning travel routes with lower environmental impact, providing guidance on sustainable transport options, preparing participants for long-distance train or collective travel, encouraging slow travel approaches when relevant, reducing unnecessary luggage and resource consumption, informing participants about travel documents and local regulations, preparing participants for intercultural communication and adaptation, supporting participant well-being and inclusion during travel. The preparation should also include: awareness of the sustainability situation in the host country or region, information on local environmental challenges and sustainability practices, understanding local mobility systems and environmentally responsible behaviours, preparation on respecting local ecosystems, resources, communities, and cultural practices. Examples of good practices: comparing different transport options according to environmental impact, providing sustainable travel guides or checklists, organising collective travel arrangements, preparing participants for public transport use abroad, offering intercultural and environmental preparation sessions, informing participants about local sustainability initiatives and expectations, encouraging participants to reflect on the environmental footprint of international mobility.

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Subcategory definition: Preparing participants for sustainable mobility Actions implemented before and during the mobility activity to prepare participants to travel and live in a more environmentally responsible, sustainable, and conscious way. The objective is to help participants understand the environmental impact of their choices and adopt sustainable behaviours throughout the mobility experience. Preparation should not be limited to practical travel information, but should also encourage participants to reflect on their behaviours, consumption habits, and responsibilities as travellers and temporary members of a local community.

Level 2

Providing collective support and guidance on local sustainability issues upon arrival.

Level 1

Providing collective and individual support and guidance on local sustainability issues upon arrival. Hands-on approach and activities to discover the local sustainability issues and mitigation solutions, followed by feedback sessions. A guide for participant's mobility is made with the partners. It includes advices to travel in the hosting country, what to bring, how to deal with the language and cultural diffferences.

Level 3

Information and useful links to provide to participants before the mobility.

Examples of good practices:

Subcategory definition: Impact on organisation The extent to which the project influences participating organisations, beneficiaries, partners, and their staff in terms of sustainability-related skills, attitudes, practices, operational culture, and organisational functioning. It focuses on how the project contributes to lasting changes in the way organisations understand, manage, and integrate ecological transition into their activities and decision-making processes. The objective is to move beyond isolated environmental actions and support a progressive transformation of organisational cultures, working methods, and institutional practices toward more sustainable and environmentally responsible approaches.

Level 1

Level 2

Staff and partner organisations develop concrete skills and competences related to sustainable practices. Evidence of impact is collected (e.g. surveys, internal evaluation). Examples:

• Staff training on sustainability practices.

• Teams experimenting with greener working methods.

• Skills development documented through project evaluation.

The project leads to structural changes in participating organisations. Examples:

• Adoption of environmental management practices.

• Integration of sustainability into organisational strategies.

• New internal policies (green procurement, sustainable travel policies, etc.).

Level 3

The project increases awareness and knowledge of sustainability and green transition among staff and partners. Examples:

• Survey or feedback assessing environmental awareness.

• Internal discussions about green transition.

• Initial identification of environmental challenges.

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1. Sustainability Education

Types of Erasmus+ / ESC projects that can implement best practices

Erasmus+ School Education (KA1 & KA2) Teacher mobility combined with green curriculum development School partnerships creating climate education modules Eco-school twinning on biodiversity, circular economy, climate action Erasmus+ Youth (KA1 & KA2) Youth exchanges on climate justice and eco-skills Youth worker mobility on environmental education methodologies Strategic partnerships developing green youth work toolkits Erasmus+ VET (KA1 & KA2) VET mobilities focused on green jobs (renewables, sustainable agriculture) Partnerships developing green skills curricula in vocational fields Adult Education (KA1 & KA2) Community learning programmes on sustainability literacy Lifelong learning activities on behaviour change, green citizenship ESC Volunteering Projects Local or cross-border volunteering on reforestation, conservation, circular economy ESC teams working on ecological awareness in communities

This includes: prioritising low-carbon means of transport for local travel, encouraging walking, cycling, public transport, and shared mobility, reducing the use of private cars and short-distance high-emission transport, organising activities in locations accessible through sustainable transport, limiting unnecessary local travel during the project, supporting inclusive and accessible sustainable mobility options. The criterion also includes: awareness of local sustainable mobility systems and infrastructure, understanding local environmental challenges linked to transport, encouraging respectful behaviour toward local environments and communities, promoting sustainable mobility habits that participants can reuse in their daily lives after the project. Examples of good practices: providing public transport passes to participants, organising collective transport or carpooling, encouraging walking or cycling between accommodation and activities, selecting venues accessible by public transport, providing information on local mobility systems and sustainable transport options, integrating sustainable mobility challenges or educational activities into the project.

Subcategory definition: Dissemination Refers to the way the project communicates, shares, promotes, and transfers its sustainability-related activities, results, methods, and good practices to participants, organisations, stakeholders, and wider audiences. It focuses on the capacity of the project to extend the impact of its ecological transition practices beyond the direct beneficiaries and contribute to broader awareness, behavioural change, and replication of sustainable practices. The objective is not only to make project activities visible, but also to ensure that dissemination contributes meaningfully to the promotion and adoption of environmentally responsible practices within and beyond the project partnership. Sharing → strategic dissemination → multiplier effects.

Level 1

Level 2

Dissemination methods are planned and environmentally responsible, and their reach is measurable. Examples:

• Low-impact communication methods (digital dissemination, eco-friendly events).
• Measured outreach (participants reached, organisations contacted).
• Sustainability practices integrated into the normal work of organisations.

Dissemination activities generate behavioural change or multiplier effects among participants and stakeholders. Examples:

• Eco-responsible events that inspire participants to change practices.
• Organisations adopting sustainability practices presented in the project.
• Communities influenced by dissemination activities.

Level 3

The project publicly shares its green activities and results. Examples:

• Social media posts.
• Articles or project reports.
• Project website updates.

Y use this space to describe it. Multimedia content is essential in a presentation, to leave everyone amazed. Also, this way you will synthesize the content and entertain the whole class.

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Sustainability education

A GreenComp declension...

Each subcategory is divided into levels of implementation

• Skills recognition
• Curricular development
• Skills in Green projects
• Skills in non Green projects
• Promotion of green skills of partners

level 1

level 3

level 2

Sustainable travel

Mobility related choices during the project: traveling to activities or project meetings, preparing participants, …

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Examples of good practices:

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Multimedia content is essential to achieve a WOW effect in your classes. Including background music, audio, or sound effects here... always adds value!

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Examples of good practices:

Subcategory definition: Travel considering environmental sustainability (KA1) Mobility projects actively promote and implement environmentally sustainable travel practices. The objective is to encourage participants to choose lower-carbon means of transport and reduce the environmental impact of mobility activities. In the context of Erasmus+ KA1, “Green Travel” generally refers to travel using low-emission modes of transport such as train, bus, carpooling, cycling, or other shared and sustainable mobility solutions. This criterion assesses whether projects go beyond simply benefiting from the financial top-up and genuinely integrate sustainable mobility principles into the preparation, organisation, and implementation of travel activities.

Level 2

More than 50% of the return journey is done cross-country using train or bus.

Level 1

The entire return trip is done cross-country using train or bus. Mix can be done with boat, especially when sending country is located remotely or on an island. Participants are informed of Green top-up / financial top-up when considering sustainable mobility and share it widely to their peers.

Level 3

Avoid connecting flights: trips to and from the airport by train or bus. The organization inform participants of Green top-up / financial top-up when considering sustainable mobility.

These procedures and policies may include: prioritising low-carbon transport options in travel policies, restricting or limiting air travel when sustainable alternatives exist, establishing clear criteria for assessing the necessity of travel, encouraging train travel, collective transport, or slow travel approaches, allowing additional travel time for sustainable transport options, adapting budgets and organisational procedures to support greener mobility choices, integrating sustainability criteria into mobility planning and approval processes. The criterion also includes: providing staff and participants with guidance on sustainable travel, ensuring that organisational procedures are coherent with environmental commitments, considering geographical realities and accessibility constraints, promoting fair and inclusive access to sustainable mobility solutions, integrating sustainability objectives into the organisation’s long-term mobility strategy. Examples of good practices: internal policies prohibiting flights for short-distance journeys, organisational guidelines favouring train travel under a certain distance or travel duration, reimbursement systems adapted to green travel, additional financial or time support for sustainable travel options, mandatory consideration of online alternatives before approving travel, internal procedures requiring justification for high-emission travel choices.

Green Compentencies, skills and attitudes are yet under represented in most of Skills frameworks. However these skills are necessary to prepare staff, learners and all players in the field of education & training for tomorrow. Union of skills, Preparedness Strategy are frameworks where green competencies can be applied to help workers and students and all learners gain competencies needed for climate-neutral and circular economies - and to cope with the needs of the future labour-market. Framework document : GreenComp Roadmap for competences

Additional skill frameworks: Union of Skills, Preparadeness Strategy, Skills in transition - CEDEFOP (VET)

New skills are being recognized using pre-defined indicators.

Level 2

New skills are being recognized. -> By using a survey for instance -> Before/After survey, evaluation at the end of the project.

Level 1

New skills are being recognized using pre-defined indicators (and/or skills framework) and certifications and could be integrated in Europass / Open badge.

Level 3

Library of additional resources

Greening educational mobilities by CANIE - Margherita Pasquini & Philippa Menzel Eco Anxiety, the climate crisis, mental health & wellbeing by School of Health & Wellbeing by Dr. Claire Niedzwiedz Hope and interdisciplinary approach for a sustainable and just future - Dr. Dianty Ningrum The challenge of biodiversity in Europe by European Environment Agency - Dr. Brian MacSharry Greening the Sport Sector - Peter Fischer - European Commission Encouraging European volunteers to become “eco-smart” - Pistes Solidaires - Magali Lansalot et Mathieu Decq

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

This may include: prioritising low-carbon means of transport whenever possible, reducing unnecessary travel, favouring train, public transport, cycling, walking, or shared mobility over high-emission options, adopting responsible behaviours during travel, planning travel in a way that minimises environmental impact, encouraging longer and more meaningful stays rather than frequent short trips. The criterion also includes: awareness of the environmental impact of personal travel choices, understanding sustainable mobility practices in different local contexts, encouraging reflection on individual mobility habits, promoting consistency between organisational sustainability values and personal behaviours, supporting participants and staff in adopting sustainable mobility practices in their daily lives beyond the project. Examples of good practices: staff members systematically choosing train travel for short and medium distances, participants using public transport or active mobility at destination, internal policies encouraging sustainable travel behaviours, awareness campaigns on travel emissions and responsible mobility, incentives for green travel, participants reflecting on and sharing sustainable mobility experiences.

Examples of good practices:

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Welcome

sustainability criteria

It's a tool made by SALTO Green to help users to identify green best practices in an Erasmus+ or ESC Project

Tutorial

Subcategory definition: Environmental management system (EMS) Refering to the existence and implementation of a structured approach within the organisation to manage, monitor, and continuously improve its environmental impact and sustainability practices. An Environmental Management System (EMS) helps organisations integrate ecological transition into their governance, operations, decision-making processes, and long-term strategy. The objective is to ensure that environmental sustainability is addressed in a coherent, organised, and continuous way rather than through isolated actions or temporary initiatives.

Get inspired with our webinar on EMAS "Greening the Commission"

Level 1

Level 2

The organisation introduces systematic processes to monitor, evaluate, and improve its environmental performance. A partial EMS or “green management plan” is established, with defined goals, indicators, and responsibilities. The approach is operational and measurable.

The organisation has a fully operational, externally verified EMS (e.g., EMAS, ISO 14001) or an equivalent comprehensive system. Environmental management is embedded in strategic planning, governance, and daily operations, with continuous improvement and stakeholder engagement. The system is innovative, transferable, and influential beyond the organisation.

Level 3

The organisation or project team becomes aware of the need for structured environmental management and begins to collect simple data (e.g., on energy use, waste, or travel). No formal EMS exists yet, but initial actions demonstrate interest and learning.

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Project ecodesign and management

Reduction of direct environmental impact of project activities (project management measures from design to implementation): Environmental consideration, Selection of partners (KA120-KA130; KA210 KA220) Compensation activities, Coordination, transnational face-to-face meetings vs. online meetings, vegetarian food, green venues, 3Rs, use of Environmental Mangement System (EMS), mesure impact of a sustainability implemented project on beneficiaries' intended future behaviour, integration of sustainability criteria and measurable indicators into the quality assurance plan, less printing, no plastic, etc

Resources: A few steps for a greener project management with ThinkTwice

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Impact & dissemination

Valorisation/ Dissemination/ Impact /Follow-up actions: Event for the dissemination, exploitation of results, promotion made during & after the project, goodies... Reflection on projects' adaptability for following adaptation. Indicators defined to assess projects' impact.

Resources: Impact tool for KA1 & KA2

Subcategory definition: - Sustainability values & attitudes : valuing sustainability , supporting fairness promoting nature - Understanding the complexity in sustainability: system thinking, critical thinking, problem framing - Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking - Acting for sustainability: political agency, collective action, individual initiative Framework document: The GreenComp Roadmap for Competences

Additional skill frameworks: Union of SkillsPreparadeness StrategySkills in transition - CEDEFOP (VET)

Introduced and discussed comprehensively in the project. Ownership by participants is assessed.

Level 2

The concepts are addressed (overarching presentation).

Level 1

Introduced systematically and comprehensively in the project with hands-on approach. Ownership by participants is formally recognised and assessed over the years. Tools for dissemination/reuse/transfer are developed.

Level 3

Examples of good practices:

Organisation's practices

Development of environmental management practices in the organisation during the E+ ESC project. Impact on organisations / beneficiaries and their skills and attitudes = operational cultures --> change of doing things --> new organizational environmental sustainability practices.

Resources: A little book of Green Nudges (E+ & ESC). Sustainability and youth work Training kit (Youth & ESC).

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Examples of good practices:

Subcategory definition: Travel related indicators Use of indicators, data, and monitoring tools to assess, measure, and improve the environmental impact of travel and mobility activities within the project. The objective is to support evidence-based decision-making and encourage continuous improvement of sustainable mobility practices. Travel-related indicators help organisations better understand the environmental consequences of mobility choices and evaluate the effectiveness of measures implemented to reduce the project’s carbon footprint. It can also help final report assessors to understand the impact of each defined indicator.

Level 2

The organisation can differentiate the travel stats by types of programmes/activities/events, by types of participants… There is a finer granularity in the survey design (in comparison to level 1).

Level 1

The organisation can differentiate the travel stats by types of programmes/activities/events, by types of participants… There is a finer granularity in the survey design (in comparison to level 1). The organisation has indicators over the years - when applicable (trend identification).

Level 3

Surveying : The organisation is able to say how many travel have been done using green transports during the projects.

Sustainability education

A GreenComp declension...

This category is built on the GreenComp Framework. It's defining attitudes, values and competencies that can be developped during through an E+ or ESC Project.

• GreenComp is a reference framework for sustainability competences. It provides a common ground to learners and guidance to educators, advancing a consensual definition of what sustainability as a competence entails.

link

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Subcategories

Some subcategories don't have definitions but can be directly detailed into levels of practices.Example : Category -> ORGANISATION'S PRACTICES AND CONSIDERATION OF ENVIRONMENTAL SUSTAINABILITY Subcategory -> Transportation Level 1 - Green transport policy has been considered/is in discussion Level 2 - A green transport policy has been adopted and the first implementation steps are ongoing Level 3 - A green transport policy is implemented and the management board is leading by example and/or the staff representation is involved in its implementation

Examples of good practices:

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.

Examples of good practices:

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Subcategory definition: Travel considering environmental aspects (Except KA1) The extent to which projects or partnership take greenhouse gas emissions into account when planning and organising travel activities outside. The objective is to reduce the environmental impact of project-related travel by integrating climate considerations into mobility decisions. It encourages organisations and participants to critically assess the carbon footprint of travel activities and to prioritise lower-emission mobility options whenever possible, while maintaining the quality and objectives of international cooperation.

Level 2

The entire return journey is done cross-country using mostly buses or other means of travel running with fossil fuels. The project actively integrates greenhouse gas emission considerations into the planning and organisation of travel activities. Sustainable mobility options are prioritised whenever feasible.

Level 1

The entire return journey is done cross-country using mostly trains. The project adopts a comprehensive and ambitious approach to minimising greenhouse gas emissions linked to travel. Environmental sustainability is embedded into mobility decision-making and organisational culture trhough the whole partnership.

Level 3

More than 50% of the return journey is done cross-country using train or bus. The project shows initial awareness of the environmental impact of travel and encourages more sustainable mobility choices when possible, but greenhouse gas emissions are not systematically integrated into travel planning.

Subcategory definition: project design This criterion refers to the extent to which environmental sustainability and ecological transition are integrated into the overall design, planning, implementation, and management of the project from the beginning. It focuses on the project’s capacity to translate sustainability objectives into coherent actions, operational choices, and a clear pathway to impact. The objective is to ensure that sustainability is not treated as an isolated activity or an additional component, but as a cross-cutting principle guiding the project’s strategy, implementation methods, resource management, and expected outcomes.

Get inspired with our podcast on Enlight - A network of sustainability officers.

Environmental sustainability is considered, information intelligence on sustainability is organised (include best practice).

Level 1

The project objectives and implementation are based on a need and/or situation analysis, and described in a structured way (eg with the support of Impact Toolkit). Relevant stakeholders and partners for sustainability have been identified and will be informed about the project progress.

Level 2

The project objectives and implementation are based on a need analysis, and described in a structured way (eg with the support of Impact Toolkit). Indicators are identified, measuring tools are in place. Relevant stakeholders and partners for sustainability are active parties of the consortium (incl. as external advisors) and bring added value to the project for sustainability.

Level 3

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• Establish a flow through the content.
• Measure the results.

link

Subcategory definition: Knowledge & Knowhow This criterion refers to the level of knowledge, competences, expertise, and capacity within the project team regarding environmental sustainability and ecological transition. It focuses on the ability of staff, coordinators, facilitators, and project partners to understand sustainability challenges and effectively integrate environmentally responsible practices into project design, implementation, management, and evaluation.The objective is to ensure that the project team possesses the necessary capacities to implement coherent, credible, and impactful sustainability practices rather than relying only on isolated actions or general intentions.

Get inspired with our webinars on Climate Fresk

Resources: Train your team with Intergreen (SdG, Green skills, ToT...)

A member of the partnership knows how to cope with green transition objectives

Level 1

A few members of the partnership know how to deal with green transition objectives or an organization is expert of the thematics A cooperation working group on green is set up Internal capacity-building is strengthened by passing on existing knowledge and know-how (eg. working groups, internal training sessions, information...)

Level 2

Members of the partnership are aware of green transition and are led by an expert member on green transition (labeled organization, expert staff, researcher... etc) Internal capacity-building is reinforced by resorting to experts (going beyond what is already done)

Level 3

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• Plan your content structure.
• Give visual emphasis to key and major points.
• Define interactive secondary messages.
• Establish a flow through the content.
• Measure the results.

link

Examples of good practices:

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Does the window allow for adding more extensive content? You can enrich your genially by incorporating PDFs, videos, text... The content of the window will appear when clicking on the interactive element.

• Plan your content structure.
• Give visual emphasis to key and major points.
• Define interactive secondary messages.
• Establish a flow through the content.
• Measure the results.

link

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Subcategory definition: Compensation (offset) As part of the Kyoto Protocol, carbon offsetting or carbon compensation was defined as a method of compensating for CO2 emissions based on the principle of global climate balance. Warning! Using carbon emission compensation tools is considered greenwashing in case no other serious mitigation / emission reduction have been considered and used.

Level 1

Level 2

The project or organisation develops a clear strategy for compensating residual emissions, after all feasible reductions are made. Compensation is systematic, transparent, and documented, often through certified offset schemes. Staff and participants are trained to understand and apply the principle.

Needs assessment on air travel and procurement has been carefully conducted. Concrete reductions are reported. The remaining emissions caused by the project are estimated and compensated using compensation tools approved by experts. The organisation influences others to adopt similar standards and advocates for systemic change.

Level 3

The project or organisation recognises that some emissions are unavoidable and begins to explore compensation options. Offsetting is occasional, not systematically applied or verified, but it represents an entry point to understanding responsibility for emissions.

Organisation's practices

Development of environmental management practices in the organisation during the E+ ESC project. Impact on organisations / beneficiaries and their skills and attitudes = operational cultures --> change of doing things --> new organizational environmental sustainability practices.

Resources: A little book of Green Nudges (E+ & ESC). Sustainability and youth work Training kit (Youth & ESC).

Write a great headline

Here you can put a highlighted title

Multimedia content is essential to achieve a WOW effect in your classes. Including background music, audio, or sound effects here... always adds value!

Subcategory definition: Food & catering Refers to the way food, catering services, and related consumption practices are organised within the project and the organisation. It focuses on reducing the environmental impact of food-related activities while promoting healthier, more sustainable, and socially responsible consumption practices. The objective is to encourage food and catering choices that contribute to ecological transition by considering factors such as carbon footprint, food waste, sourcing practices, seasonality, packaging, and dietary diversity.

Level 2

The project or organisation adopts structured criteria for sustainable catering. It plans menus based on local, seasonal, and mostly plant-based foods, and ensures waste prevention, composting, and re-use practices. Participants are engaged in reflecting on the food system and its impact.

The organisation or project adopts a comprehensive sustainable food policy that goes beyond events, integrating food choices into its values, pedagogy, and partnerships. Food is used as a learning tool for sustainability, inclusion, and cultural exchange. Practices are innovative, transferable, and monitored.

Level 3

Level 1

Sustainable food and catering options are considered. The project acknowledges the environmental footprint of food and catering and takes initial steps to improve it. Choices are made on a case-by-case basis, often driven by goodwill or convenience rather than formal guidelines.

Subcategory definition: - Sustainability values & attitudes : valuing sustainability , supporting fairness promoting nature - Understanding the complexity in sustainability: system thinking, critical thinking, problem framing - Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking - Acting for sustainability: political agency, collective action, individual initiative Main Framework document: The GreenComp Roadmap for competences

Additional skill frameworks: Union of SkillsPreparadeness StrategySkills in transition - CEDEFOP (VET)

Introduced systematically and comprehensively in the curriculum. Ownership by participants is assessed over the years (by year/ by class).

Level 2

Introduced into teaching for some themes or subjects.

Level 1

Introduced systematically and comprehensively in the curriculum The pedagogical approach is interdisciplinary and learner-centered. Ownership by participants is formally recognised and assessed over the years. Tools for dissemination/reuse/transfer are developed.

Level 3

Examples of good practices:

Examples of good practices:

Subcategory definition: Procurement & tendering This criterion refers to the way organisations integrate environmental sustainability considerations into purchasing processes, procurement policies, and tendering procedures linked to project implementation and organisational activities. The objective is to reduce the environmental impact of goods and services purchased by the organisation while encouraging responsible, ethical, and sustainable supply practices. Procurement and tendering are considered important levers for supporting ecological transition because they influence production methods, resource consumption, waste generation, and supplier practices.

Level 2

Procurement and tendering integrate environmental and social criteria consistently. Staff are trained, and tools/guidelines are used to ensure responsible supplier selection.

Level 1

Sustainability is fully embedded in procurement strategy. The organisation leads by example, promotes circular economy principles, and influences partners and suppliers. Procurement decisions are transparent, monitored, and transferable.

Level 3

The organisation recognises that purchasing decisions affect sustainability and begins to consider eco-friendly options informally. No formal criteria or procedures are applied yet.

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Subcategory definition: Assessing the need to travel This criterion refers to the project’s ability to critically evaluate whether physical travel is necessary, justified, and environmentally responsible before organising mobility activities. It encourages organisations to consider the environmental impact of travel at the earliest stage of project design and to prioritise alternatives whenever possible. The objective is not to avoid mobility altogether, but to ensure that travel brings clear educational, intercultural, or project-added value that cannot reasonably be achieved through digital or local alternatives. Tips for truly effective compensation

Level 1

The project adopts a mobility policy that prioritizes virtual collaboration whenever feasible, making in-person travel an exception justified by added value (e.g. learning, inclusion, co-creation). The approach is documented, innovative, transferable, and embedded in the organisation’s culture. The project influences partner organisations to adopt similar approaches.

Level 3

Level 2

The project systematically evaluates the necessity of travel before planning mobility. A clear procedure or checklist is used to decide between physical and virtual meetings. Participants are trained or guided to choose the most sustainable travel options when travel is required.

The project raises awareness among team members and participants about the environmental impact of travel. Travel needs are discussed informally, but not systematically assessed. Online meetings are used occasionally when convenient.

Examples of good practices:

• publication of sustainability-related project results or toolkits,
• eco-responsible dissemination events,
• digital dissemination methods reducing environmental impact,
• workshops or presentations shared with external organisations,
• participant-led dissemination activities,
• communication campaigns promoting sustainable practices,
• dissemination materials supporting replication of project approaches.

A project on communication with digital tools & e-learning

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Subcategory definition: Adaptability by others This criterion refers to the extent to which the project’s sustainability practices, methods, tools, and approaches can be transferred, adapted, and implemented by other organisations, projects, or contexts. It focuses on the project’s capacity to generate reusable and replicable models that support wider ecological transition beyond the original partnership or activity. The objective is to encourage the development of sustainability practices that are not only effective within a specific project, but also accessible, flexible, and transferable to different organisational, geographical, educational, or social contexts.

Level 1

Level 2

The project provides methods that can be adapted with moderate adjustments. Examples:

• Transferable tools, guides or activity formats.
• Practices adaptable to different. mobility programmes.

The project produces easily transferable practices that can be implemented by many organisations with minimal adjustments. Examples:

• Toolkits or guidelines for replication.
• Documented methodology.
• Training materials for other organisations.

Level 3

The project approach can be reused but requires significant adaptations for different contexts or organisations... Examples:

• Context-specific activities.
• Methods requiring special infrastructure.

Examples of good practices:

Subcategories

Definitions

Some Subcategories need more detailed definitions.It tends to give a better appreciation of what we can be implemented into a curriculum to develop Green Competencies For example, in the Category "Sustainable education" you will find 4 subcategory definitions echoing GreenComp :

• Sustainability values and attitudes: valuing sustainability, supporting fairness, promoting nature
• Understanding the complexity in sustainability: systems thinking, critical thinking, problem framing
• Understanding the importance of futures visioning: futures literacy, adaptability, exploratory thinking
• Acting for sustainability: political agency, collective action, individual initiative

Subcategory definition: Consideration of greenwashing Project’s ability to ensure that sustainability and ecological transition claims are credible, transparent, evidence-based, and consistent with the actual practices implemented throughout the project. It focuses on avoiding superficial, misleading, exaggerated, or purely symbolic environmental communication and ensuring coherence between sustainability objectives, actions, and results. The objective is to promote authentic and responsible sustainability approaches rather than using environmental claims mainly for image, visibility, or promotional purposes without substantial impact.

The project demonstrates basic awareness of the risks of greenwashing and avoids the most obvious forms of misleading environmental communication. Possible negative side effect : limited assurance against greenwashing.

Level 1

The project actively ensures that sustainability communication is supported by concrete actions, evidence, and transparent reporting practices. Possible negative side effect : project ensures minimal greenwashing.

Level 2

The project adopts a strong culture of transparency, critical reflection, and evidence-based sustainability practices, actively promoting responsible communication on ecological transition. Project ensures no greenwashing and ensure ethical implementation with no negative side effects.

Level 3

Examples of good practices:

Sustainability education

Development of sustainability education, skills and/or competences in E+ & ESC projects. Education & awareness raising of environmental sustainability can be the main topic of a project or can be included in a project with another topic to impact knowledge as well as attitudes through personnal/organisation's values, aspirations and priorities.

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Each subcategory is divided into 3 levels of implementation:

• Level 1 Easy to implement. It is a good step for a green project, but it is not sufficient to characterize the whole project as good practice

• Level 2 The good practice is better defined and has an impact on the participant(s) and/ or on the project, and/or the organisation.

• Level 3 The good practice is well defined and meets needs. It is implemented logically in relation to the project and the profile of the participants. It has a strong impact that goes beyound the project itself. The good practice is innovative and highly transferable.