Odkrivajmo moč narave Zbornik izvlečkov s konference Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Ljubljana, 27.–28. 11. 2025 Uredila: dr. Nevenka Bogataj Odkrivajmo moč narave Zbornik izvlečkov s konference Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Ljubljana, 27.–28. 11. 2025 Andragoški center Slovenije Uredila: dr. Nevenka Bogataj Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Odkrivajmo moč narave. Participativno okoljsko izoraževanje za trajnostnost: priložnosti, izzivi in prakse. Zbornik izvlečkov s konference / Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practices Urednica: dr. Nevenka Bogataj Recenzenta: prof. dr. Anton Gradišek, dr. Nevenka Bogataj Jezikovni pregled slovenskih besedil: Jan Glavina Pengov Jezikovni pregled angleških besedil: Eva Boh Oblikovanje: Jiri Kočica E-izdaja URL: https://www.acs.si/digitalna-bralnica/odkrivajmo-moc-narave-partici pativno-okoljsko-izobrazevanje-za-trajnostnost/ Ljubljana, 2025 Založnik: Andragoški center Slovenije, zanj dr. Nataša Potočnik Publikacija je financirana iz projekta Krepitev vseživljenjskega učenja (C3350-24-905001). Projekt sofinancirata Republika Slovenija, Ministrstvo za vzgojo in izo-braževanje in Evropska unija iz Evropskega socialnega sklada plus. Publikacija je brezplačna. CIP- kataložni zapis o publikaciji Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 246996995 ISBN 978-961-7116-94-6 (PDF) 4 Predgovor Konferenco Odkrivajmo moč narave. Participativno okoljsko izo-braževanje organizira Andragoški center Slovenije s sredstvi projekta Krepitev vseživljenjskega učenja (2023-2029). Razvoj okoljskega izo-braževanja ter VITR se tako nadaljuje, vzpostavljamo komunikacijo med strokovnimi profili, pogledi in ravnmi ter spodbujamo raziskovanje in razvoj. Nov fond znanja in zahtevnosti naj bo odskočna deska za izobraževanje, zlasti za izobraževanje odraslih, predvsem pa želi-mo postaviti (tiho) naravo na prvo mesto. Prispevki izpostavljajo, da vmesna raven organiziranja – skupnost – to dela bolje od nas. Ne bomo pa med njimi našli tem kot so digitalna orodja, globalna pravičnost in kritično razumevanje političnih ovir. Potreba po spoštljivi rabi narave, institucionalizirana in medijsko zastopana, se še ne odraža v rastoči biodiverziteti in vitalnosti eko-sistemov. Še več, podnebnim spremembam navkljub se nadaljuje model rasti, odločamo pa se le po finančnih kriterijih. Verjamemo in upamo, da bodo praksa in nastajajoči strateški dokumenti na področju izobraževanja in še posebej izobraževanja odraslih (npr. ReNPIO 2030-2040) glede tega ne le odprtega duha, ampak razgledani in zreli. Na povabilo k aktivni udeležbi na konferenci se je odzvalo 67 domačih in tujih avtorjev, iz javnih in zasebnih ustanov, v podobni meri moških in žensk, kar je za izobraževanje odraslih prava redkost. Ponosni smo, da so se na povabilo odzvali mnogi slovenski in tuji profesorji, slednji zlasti iz zahodnih držav (Italija, Francija, Španija idr). Nismo pričakovali zastopanosti vsaj 14 strokovnih področij, ki jih avtorji predstavljajo, smo pa si interdisciplinarnost želeli. Štirideset prispevkov smo uredili v naslednja štiri vsebinska poglavja: Sistemski koraki v trajnost(nost), Posameznikove priložnosti in izzivi, Spoj skupnosti in okolja izraža participativnost in trajanje, Prakse in pristopi. Vabljeni k branju in aktiviranju svojega prispevka k odkrivanju in spoštovanju moči narave. Nevenka Bogataj in Anton Gradišek 5 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Preface Discovering the Power of Nature. Participatory Environmental Edu-cation is a conference organized by the Slovenian Adult Education Cen-ter with funding from the Strengthening Lifelong Learning project (2023-2029). The development of environmental education and Education for Sustainable Development (ESD) therefore continues, facilitating commu-nication between professional profiles, perspectives, and levels, as well as encouraging research and development. The establishment of a new fund of knowledge and complexity should be a springboard for educa-tion, particularly for adult education, but above all, we want the pres-ervation of (silent) nature to be a priority. The contributions emphasize that the intermediate level of organisation – the community – is more effective in this regard than we are, but we will not find topics such as digital tools, global justice and critical understanding of political barriers among them. The necessity for the respectful use of nature, institution-alized and represented in the media, is not yet reflected in the growth of biodiversity and ecosystem vitality. Moreover, despite the evidence of climate change, the growth model continues, with decision-making pro-cesses being driven exclusively by financial considerations. We believe and hope that practice and emerging strategic documents in the field of education, and especially adult education (e.g., ReNPIO 2030-2040), will not only be open-minded in this regard, but also discerning and mature. A total of 67 authors from both public and private institutions, with a bal-anced participation of male and female contributors, accepted the invita-tion to actively participate in the conference, a noteworthy occurrence in the field of adult education. We are proud that many Slovenian and for-eign academics responded to the invitation, with a notable proportion originating from Western countries (Italy, France, Spain, etc.). We had not anticipated representation from at least 14 professional fields, which the authors represent, but we did aspire interdisciplinarity. The forty contri-butions have been organised into the following four chapters: Systemic Steps toward Sustainability, Individual Opportunities and Challenges of Participatory Environmental Education, The Merging of Community and Environment Expresses Participation and Sustainability, Practices and Ap-proaches of Participatory Environmental Education. We invite you to read the contributions and actively engage in the discovery and appreciation of the power of nature. Nevenka Bogataj and Anton Gradišek 6 KAZALO Predgovor SISTEMSKI KORAKI V TRAJNOST(NOST) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 OKOLJSKA ZGODOVINA MED PRETEKLOSTJO IN SEDANJOSTJO Žarko Lazarević . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 IZOBRAŽEVANJE ODRASLIH ZA TRAJNOSTNI RAZVOJ MED INSTRUMENTALIZACIJO IN EMANCIPACIJO Tadej Košmerl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 ODPRTO ŠOLSTVO V LUČI VZGOJE IN IZOBRAŽEVANJA ZA TRAJNOSTNI RAZVOJ Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 ZAKLADNICA ZNANJA EVROPSKE AGENCIJE ZA OKOLJE: KAKO JO UPORABITI PRI RAZVOJU KOMPETENC ZA TRAJNOSTNOST GREENCOMP Darja Piciga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 PODNEBNE SPREMEMBE IN KOMPETENCE ZA DELOVANJE: VRZEL V PONUDBI IZOBRAŽEVANJA ODRASLIH Barbara Simonič . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 PODNEBNO IZOBRAŽEVANJE V ČASU UPADA POLITIČNE IN JAVNE POZORNOSTI Janez Berdavs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 IRDO CERTIFIKACIJSKA SHEMA ZA PRIDOBIVANJE KOMPETENC NA PODROČJU TRAJNOSTNOSTI IN DRUŽBENE ODGOVORNOSTI Anita Hrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 »LEKCIJA NIČ ZA TRAJNOSTNI RAZVOJ« UNIVERZE V FIRENCAH Veščine trajnostnega razvoja za poklicni razvoj v visokem šolstvu Glenda Galeotti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 TRAVNIŠKA BIODIVERZITETA V SEDANJIH SLOVENSKIH UČNIH NAČRTIH BIOLOGIJE IN GEOGRAFIJE ZA OSNOVNO ŠOLO IN GIMNAZIJO V KONTEKSTU DOLGOROČNE ZGODOVINE TRAVNIKOV Žiga Zwitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 7 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse O ZELENIH KOMPETENCAH IN KOMPETENČNO ZASNOVANEM IZOBRAŽEVANJU Ivana Belasić . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 ONKRAJ PERSONALIZACIJE: IZOBRAŽEVANJE KOT EKOCENTRIČNA PRAKSA Ema Meden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 PREDSTAVITEV UNESCO KATEDRE O IZOBRAŽEVANJU UČITELJEV ZA TRAJNOSTNI RAZVOJ Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 POSAMEZNIKOVE PRILOŽNOSTI IN IZZIVI PARTICIPATIVNEGA OKOLJSKEGA IZOBRAŽEVANJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 PREPRIČANJA KOT TEMELJ RAVNANJA: PREOBLIKOVANJE OKOLJSKIH MITOV ZA TRAJNOSTNO PRIHODNOST Tanja Rupnik Vec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 PERSONALIZACIJA TRAJNOSTNIH VREDNOT V PARTICIPATIVNEM OKOLJSKEM IZOBRAŽEVANJU Zinka Kosec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 iNATURALIST IN LJUBITELJSKA ZNANOST: KDO PRISPEVA PODATKE IN ZAKAJ? Žan Rode, Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 VKLJUČUJOČA TEMATSKA POT KOT STRATEGIJA ZA UČENJE V JAVNEM ODPRTEM PROSTORU Meta Furlan, Nives Ličen, Urška Gruden in Mojca Leskovec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 KREPITEV ZELENIH KOMPETENC IN VEŠČIN V PROCESU PRAVIČNEGA PREHODA: PRILOŽNOSTI IN IZZIVI V ZASAVJU Anja Šerc, Barbara Avsenak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 ZELENE VEŠČINE IN PLEMENITE KOVINE Marko Gabrovšek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 ETIKA ZA SONARAVNI RAZVOJ KOT PODSTAT IN REŠITEV ZA SOBIVANJE ČLOVEKA Z OKOLJEM IN NARAVO Nada Pavšer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 8 SPOJ SKUPNOSTI IN OKOLJA IZRAŽA PARTICIPATIVNOST IN TRAJANJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 IZOBRAŽEVANJE PREK MREŽENJA: OBLIKOVANJE SKUPNOSTI PRAKSE NA PODROČJU OKOLJA Marco Bassi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 PARTICIPATIVNO ODLOČANJE IN SKUPNOSTNI MODELI KOT TEMELJ RAZVOJA ZELENIH KOMPETENC V IZOBRAŽEVANJU ODRASLIH Janja Rudolf, Andrej Udovč . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 PRILOŽNOSTI ZA IZOBRAŽEVANJE ZA TRAJNOSTNI RAZVOJ (ITR) ZA VKLJUČEVANJE EVROPSKIH TRADICIONALNIH SKUPNOSTI Olivier Hymas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 SKUPNOSTNO UPRAVLJANJE, SEZONSKA SELITEV ŽIVINE IN EKOLOGIJA PAŠNIKOV Francisco Godoy, Santiago Parra, Adrià Peña, Pau Sanosa, Pablo Dominguez . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 OPRAVILA V SISTEMIH SKUPNIH ZEMLJIŠČ: ORODJE ZA IZOBRAŽEVANJE O ZELENIH KOMPETENCAH Ambrosio Julia, Chavanon Olivier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 TRADICIONALNO EKOLOŠKO ZNANJE IN UPRAVLJANJE Z NARAVNIMI VIRI NA OBMOČJIH ALPSKIH SKUPNIH POSESTI Giacomo Pagot, Elena Pisani, Paola Gatto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 PREVAJANJE TRADICIONALNIH SKUPNIH ZEMLJIŠČ: POKRAJINE, KI PRISPEVAJO K TRAJNOSTNEMU RAZVOJU V FRANCIJI Gretchen Walters, Olivier Hymas, Alise Meuris, Clara Baquedano, Ilanne Kaczmarek, Alys Crétier, Raymond Vacheron, Alain Chateauneuf . . . . . . . . . . . . . . . . . . . .91 OHRANJENI STARI MEJNIKI KATASTRSKIH OBČIN IN AGRARNIH SKUPNOSTI KOT VEZ DOMAČINOV Z LOKALNIM PROSTOROM Mihaela Triglav Čekada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 PREZRTE, A DRAGOCENE: AGRARNE SKUPNOSTI KOT VARUHI NARAVE, BIODIVERZITETE IN KULTURNE POKRAJINE Mateja Šmid Hribar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 9 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse OD ŠTRNINE DO PLANINE: ODNOS ČLANOV AGRARNE SKUPNOSTI DO ZEMLJE IN IZROČILA PREDNIKOV KOT VIR ZELENIH KOMPETENC Marica Uršič Zupan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 KREPITEV ZMOŽNOSTI SKUPNOSTI V SINGAPURJU: SOCIALNO UČENJE IN DRUŽBENA INOVATIVNOST ZA ODPORNE LOKALNE SKUPNOSTI Blaž Križnik, Jan H. M. Lim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 KAKO LAHKO SKUPNOSTNO IZOBRAŽEVANJE PRISPEVA K BOLJ VKLJUČUJOČIM JAVNIM IN ZELENIM POVRŠINAM Lovro Snoj, Lana Valič Saksida, Tjaša Breznik . . . . . . . . . . . . . . . . . . . . . . . . . 106 PRAKSE IN PRISTOPI PARTICIPATIVNEGA OKOLJSKEGA IZOBRAŽEVANJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 POTENCIALI ŠTUDIJSKIH KROŽKOV ZA SPREMINJANJE VREDNOT ODRASLIH O BIODIVERZITETI Mateja Šmid Hribar, Daniela Ribeiro, Selina Strasser, Haris Paliogiannis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 DAN ZA ZELENO ZNANJE V SVETOVALNI DEJAVNOSTI V IZOBRAŽEVANJU ODRASLIH Urška Pavlič . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 SOUSTVARJANJE ZELENIH SKUPNOSTI: VPLIV LJUDSKIH UNIVERZ NA RAZVOJ ZELENIH KOMPETENC Irena Bohte, Dragica Glažar, Viki Ivanuša, Sanda Jerman, Eva Mermolja, Alenka Kučan, Maja Marija Sadar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 ORODJA OBČANSKE ZNANOSTI ZA VKLJUČUJOČE PRILAGAJANJE NA PODNEBNE SPREMEMBE Liliana Vižintin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 KOMPETENCE ZA TRAJNOSTNI RAZVOJ V KNJIŽNICAH NA PRIMERU DOBRE PRAKSE Urška Orešnik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 GOZDARSTVO – PRILOŽNOSTI IN IZZIVI MLADIH V ZELENI KARIERI PRIHODNOSTI Darja Stare, Nike Krajnc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 10 NEGA GOZDA KOT PLATFORMA ZA PARTICIPATIVNO OKOLJSKO IZOBRAŽEVANJE IN TRAJNOSTNO UPRAVLJANJE Jože Prah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 KOMPETENCE ZA TRAJNOSTNOST IN KONTEKST IZVEDBE IZOBRAŽEVANJA TRAJNOSTNEGA VEDENJA Neva Maher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 ŠOLSKI UČNI VRTOVI KOT ODPRTI UČNI PROSTORI ZA VSE GENERACIJE Ana Vovk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 11 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse SISTEMSKI KORAKI V TRAJNOST(NOST) 12 OKOLJSKA ZGODOVINA MED PRETEKLOSTJO IN SEDANJOSTJO Žarko Lazarević Inštitut za novejšo zgodovino Ljubljana, Slovenija zarko.lazarevic@inz.si Ključne besede: ekonomski razvoj, narava, okoljska zgodovina, dolgoročna nestabilnost IZVLEČEK Družbene spremembe in večja občutljivost za človeško okolje v 20. stoletju so močno vplivale na družboslov-je in humanistiko. Ena najpomembnejših posledic teh sprememb je bila preusmeritev pozornosti od prevladu-jočega antropocentrizma, ki je zaznamoval humanis-tiko 19. stoletja na interakcijo med družbo in naravo. Oblikovalo se je novo razumevanje narave in podnebja kot subjektov, njune dolgoročne spremenljivosti in globalne razsežnosti. Spremenila se je tudi perspektiva opazovanja: lokalno je postalo neločljiv del globalnih procesov. Ključna podlaga okoljske zgodovine je, da so se pogledi na vlogo narave kot vira in okolja bivanja ter na njeno varovanje ali rehabilitacijo v preteklosti globalno in lokalno spreminjali. Govorimo torej o vari-abilnostih, kontinuitetah in diskontinuitetah v procesih dolgega trajanja. Okoljska zgodovina se z raziskovalno agendo odziva na aktualne razprave o okoljski problematiki sodob-nih družb ter tako povezuje preteklost in sedanjost 13 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse v koherentno interpretacijo historičnih razmerij med družbeno modernizacijo in naravo. Narava je temeljni vir ekonomskega življenja in spremljajoče družbene strukture. V vsakdanjih ekonomskih praksah je bilo tako zavedanje samoumevno, a ne družbeno pono-tranjeno. »Kmetovalec je prirodi gospod in hlapec« so zapisali v reviji Kmetijske in rokodelske novice (1890). Prebivalstvo je bilo življenjsko odvisno od zajemanja in pretvorbe naravnih virov. Pred drugo svetovno vojno sta bili v Sloveniji od izkoriščanja naravnih virov odvisni dve tretjini prebivalstva, v predhodnih obdobjih še več. V literaturi je jasno izpostavljena teza, da obstaja tesna korelacija med sposobnostjo ekstrakcije in konverzije naravnih virov za vsakdanjo rabo ter stopnjo družbene-ga in gospodarskega razvoja. V tem procesu nastopajo zahtevni gospodarski, družbeni in okoljski preobrati, ki so posledica znanstveno-tehnične revolucije, rezultat temeljnih inovativnih in aplikativnih procesov v razvoju tehnologije 19. in 20. stoletja. Prenos teh dosežkov v realno življenje je imel v krajini, gospodarstvu, življen-ju ljudi in družb daljnosežne posledice. Šlo je za dol-goročen in postopen prehod. Znotraj tega konteksta želim predstaviti nestabilnost kot značilnost dolgoročnega razmerja med človekom in naravo. To razmerje bom ponazoril na primeru predstav o naravi, soočanja z vremenskimi nihanji na primeru poplav, onesnaženja okolja in krhkega prehranskega ravnotežja. Literatura Hughes D. (2016). What is Environmental History. Locher F., Quenet G. (2009). L'historie environmentale: origines, enjeux et perspectives d'un nouveau chnatier, Revue d'histoire moderne et contemporaine, 4, 56–4, 7–38). 14 Winiwarter V. (2000). Zwischen Gesellschaft und Natur: Aufgaben und Leistungen der Umweltgeschichte. In: Bruckmüller E., Winiwarter V. (Hrg.), Umweltgeschichte. Zum historischen Verhältnis von Gesellschaft und Natur, 6–20). Winiwarter V. (2003). Approaches to Enviromental History: A Field Guide to Its Concepts. In: Szabo P., Laszlovsky J. (eds), People and Nature in Historical Perspective. Winiwarter V. (2014). The Emerging Long-Term View: Challenges and Opportunities of Writing Environmental Histories in Central Europe. In: Štih P. and Zwitter Ž., Man, Nature and Environment Between the Northern Adriatic and the Eastern Alps in Premod- ern Times. Predstavitev avtorja Prof. dr. Žarko Lazarević je znanstveni svetnik na Inštitu-tu za novejšo zgodovino in redni profesor za ekonomsko zgodovino na Univerzi na Primorskem. Tematika raziskoval-nega dela je gospodarska zgodovina; raziskuje različna področja gospodarskega razvoja Slovenije. Tematika ra-ziskovalnega dela sega od proučevanja razvoja kmetijstva, procesa industrializacije, zadružništva ter razvoja denarnih zavodov v Sloveniji. Temu se pridružuje tudi raziskovanje vpliva gospodarskih procesov na družbeno strukturo in v tem okviru zlasti dolgoročno strukturno spreminjanje gos-podarsko–socialne podobe Slovenije. Je vodja raziskoval-nega programa Ekonomska, socialna in okoljska zgodovina Slovenije, ki ga izvaja Inštitut za novejšo zgodovino. 15 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse IZOBRAŽEVANJE ODRASLIH ZA TRAJNOSTNI RAZVOJ MED INSTRUMENTALIZACIJO IN EMANCIPACIJO Tadej Košmerl Univerza v Ljubljani, Filozofska fakulteta Ljubljana, Slovenija tadej.kosmerl@ff.uni-lj.si Ključne besede: izobraževanje odraslih za trajnostni raz-voj, instrumentalizacija izobraževanja, emancipatorno izobraževanje odraslih, pristopi poučevanja odraslih IZVLEČEK Izobraževanje odraslih za trajnostni razvoj (IOTR) opre-deljujemo kot izobraževanje odraslih, osredinjeno na spodbujanje sprememb pri posameznikih in v družbi skozi kritično refleksijo za razvoj pravičnejše družbe in zmanjševanje negativnih človeških vplivov na okolje. V politiki in praksi izobraževanja odraslih je mogoče ločiti dva prevladujoča pristopa IOTR, ki ju v tem prispevku obravnavamo na primeru neformalnega izobraževanja odraslih v Sloveniji. Prvi je instrumentalni pristop, ki je usmerjen predvsem v spreminjanje delovanja in vedênja posameznikov, dru-gi pa emancipatorni pristop, ki je usmerjen predvsem v spremembe njihovih načinov mišljenja in védenja. Instrumentalni pristop ima pomembno vlogo pri dose-ganju konkretnih sprememb v delovanju posameznikov in razvoju specifičnih spretnosti, medtem ko emancipa-torni pristop spodbuja širše transformacije tako na ravni 16 posameznika kot družbe preko razvijanja kritičnega in sistemskega mišljenja. Na podlagi kvantitativnih in kvalitativnih podatkov, pridobljenih marca 2023 s strani izobraževalcev odraslih iz 59 organizacij, ugotavljamo, da se v slovenski praksi neformalnega IOTR prepletata emancipatorni in instru-mentalni pristop, pri čemer slednji zmerno prevladuje. Prakse instrumentalnega pristopa IOTR vključujejo predvsem izdelovanje preprostih ekoloških izdelkov, promocijo zmanjševanja količine odpadkov, spodbujan-je trajnostnega prehranjevanja in oblačenja, razvijanje vrtnarskih in samooskrbnih spretnosti, ozaveščanje o požarni varnosti ter spodbujanje zaposlovanja pri-padnikov ranljivih družbenih skupin. Emancipatorne prakse se medtem v največji meri ukvarjajo z globalnimi problemi in njihovimi lokalnimi posledicami, družben-imi vzroki okoljske in podnebne krize, povezavami med individualnimi in družbenimi transformacijami, kritično refleksijo ciljev trajnostnega razvoja ter spodbujanjem dejavnega državljanstva in kolektivnega delovanja. Posamezen pristop IOTR se v izobraževalnih programih običajno odraža tudi v uporabljenem didaktičnem pris-topu. Prakse instrumentalnega pristopa so pogosto zelo konkretne in usmerjene v doseganje določenih vedên-jskih sprememb pri udeležencih, prakse emancipatorne-ga pristopa pa so pogosteje participativno zasnovane ter prilagojene določeni skupini udeležencev in njihovemu lokalnemu okolju. Posamezni skupini udeležencev se pogosto prilagajo tudi obravnavane teme, med katerimi so najpogosteje zastopani naravno okolje in človekov odnos do njega, trajnostni življenjski slog, cilji trajnost-nega razvoja ter podnebne spremembe. 17 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Košmerl, T. (2024). Liberalism all the way down? Multilevel discourse analysis of adult education for sustainable development policies. European Journal for Research on the Education and Learning of Adults, 15(3), 261–279. https://doi.org/10.3384/rela.2000- 7426.5167 Košmerl, T. (2025). The practice of non-formal adult education for sus- tainable development in Slovenia. International Review of Educa- tion, 71(4), 605–629. https://doi.org/10.1007/s11159-025-10134-9 Košmerl, T., Radovan, M., Makovec Radovan, D. (2024). The fund- ing puzzle in adult education for sustainable development: A case study of Slovenia. Sustainability, 16(18), 8239. https://doi. org/10.3390/su16188239 Mikulec, B. (2021). What should transform? Adult education, sus- tainable development and environmental movements. Studies in Adult Education and Learning/Andragoška spoznanja, 27(1), 3–21. https://doi.org/10.4312/as/9922 Wals, A. E. J., Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. https://doi.org/10.1111/ ejed.12250 Predstavitev avtorja Dr. Tadej Košmerl je docent za andragogiko na Oddelku za pedagogiko in andragogiko Filozofske fakultete Univerze v Ljubljani, na katerem izvaja predmete Obča andragogika, Procesi socializacije odraslih, Načrtovanje izobraževalnih programov za odrasle in Skupnostno izobraževanje. Razis-kovalno se ukvarja z izobraževanjem odraslih za trajnostni razvoj, digitalno transformacijo v izobraževanju odraslih, mednarodno politiko izobraževanja odraslih in transforma-tivnim učenjem odraslih. 18 ODPRTO ŠOLSTVO V LUČI VZGOJE IN IZOBRAŽEVANJA ZA TRAJNOSTNI RAZVOJ Gregor Torkar Univerza v Ljubljani, Pedagoška fakulteta Ljubljana, Slovenija gregor.torkar@pef.uni-lj.si Ključne besede: multipliers, odprto šolstvo, prostor-sko-odziven pouk, vzgoja in izobraževanje za trajnostni razvoj IZVLEČEK Učenje in poučevanje za trajnostni razvoj mora potekati v resničnem svetu: doma, v skupnosti, v muzeju, v lab-oratoriju, v naravi itd. Ne more biti omejeno zgolj na formalno izobraževanje, saj gre za vseživljenjski proces učenja, ki vključuje tudi priložnostno in neformalno izobraževanje. Vse bolj postaja jasno, da prihodnost leži tudi v odprtem šolanju, ki vključuje popolnoma drugačen pristop do tega, kaj, kje in kdaj se ljudje učijo. Odprto šolanje vabi odločevalce, učitelje, šole, starše, lokalne skupnosti, univerze, raziskovalce, podjetja idr.., da sodelujejo pri preoblikovanju vzgojno izobraževalne izkušnje in preoblikovanju načina učenja, hkrati pa krepijo povezavo med učno izkušnjo in družbo. Odpr-to šolanje opisuje učenje, ki je "odprto" v smislu časa, kraja, vlog učiteljev, učnih metod, načinov dostopa in vseh drugih dejavnikov, povezanih s procesi poučevan-ja in učenja. Težko je podati jasno opredelitev, saj se prakse odprtega šolanja po svetu razlikujejo in izhajajo 19 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse iz različnih potreb in kontekstov. Evropska komisija je leta 2010 objavila poročilo z naslovom "A strategy for smart, sustainable and inclusive growth", v katerem so opredeljeni trije ključni dejavniki: vključujoča, tra-jnostna in pametna rast. V prispevku jih uporabim za primerjavo pobud in razvoja odprtega šolanja po svetu. Teoretični del prispevka je podkrepljen s pregledom re-zultatov evropskega projekta MULTIPLIERS (2021-2024, Obzorje 2020), katerega cilj je bil razširiti naravoslovno učenje skozi odprto šolanje in spodbujati sodelovanje med šolami in družbo. Cilj projekta je bil implementi-rati idejo odprtega šolanja znotraj različnih geograf-skih, kulturnih in gospodarskih kontekstov (v državah Ciper, Nemčija, Italija, Švedska, Slovenija, Španija), da bi zagotovili naravoslovno izobraževanje na visoki ravni za vse. Upoštevane razlike med državami oziroma družbenimi konteksti povečujejo verjetnost nadaljnje mednarodne uporabe in razvoja predlaganih rešitev. Projekt je vzpostavil učna partnerstva (odprte znanst-vene skupnosti), v katerih sodelujejo šole, družine, ra-ziskovalne ustanove, industrija, ponudniki neformalne-ga učenja, oblikovalci politik in mediji, da bi učencem in dijakom omogočili prostorsko-orientiran pouk oziroma prostorsko-odziven pouk v lokalnem okolju in z lokalno pomembnimi družbeno naravoslovnimi temami. Odpr-to šolanje ustvarja nove priložnosti za vseživljenjsko učenje in medgeneracijsko sodelovanje pri razvijanju kompetenc za trajnostnost (Bianchi idr., 2023). Literatura Bianchi, G., Pisiotis, U., Cabrera, M. (2023). GreenComp: evropski okvir kompetenc za trajnostnost: poročilo skupnega raziskovalnega središča v okviru znanosti za politiko: prevod (Spletna izd.). Zavod RS za šolstvo. https://www.zrss.si/pdf/greencomp.pdf 20 Sataloff, R.T., Johns, M.M., Kost, K.M. (2010). A Strategy for Smart, Sus- tainable and Inclusive Growth. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:20 20:FIN:EN:PDF Predstavitev avtorja Prof. dr. Gregor Torkar je redni profesor didaktike biologije na Pedagoški fakulteti Univerze v Ljubljani. Pred tem je de-loval kot raziskovalec in predavatelj na Fakulteti za znanosti o okolju Univerze v Novi Gorici, kot učitelj naravoslov-ja v srednješolskem izobraževanju, kot avtor in urednik znanstvenih knjig in učbenikov ter kot naravovarstvenik. Diplomiral je leta 2001 na Pedagoški fakulteti Univerze v Ljubljani kot profesor biologije in gospodinjstva, doktoriral pa leta 2006 na Biotehniški fakulteti Univerze v Ljublja-ni iz biotehniških ved, smer varstvo naravne dediščine. Večkrat se je strokovno izpopolnjeval v tujini, med drugim na Trinity College v Dublinu (Irska), na Hedmark University College (danes Inland Norway University) in (Norveška) ter na University of California, Berkeley (ZDA). Kot gostujoči predavatelj sodeluje na več evropskih univerzah. Njegovo raziskovalno delo se osredotoča na področje biološke in okoljske vzgoje in izobraževanja na primarni, sekundarni in visokošolski ravni. Trenutno raziskuje predvsem ekologijo, evolucijo, naravovarstveno vzgojo in izobraževanje, terens-ko poučevanje ter vzgojo in izobraževanje za trajnostni raz-voj. Sodeluje v več nacionalnih in mednarodnih raziskoval-nih projektih s področja naravoslovnega izobraževanja in varstva narave. Je nosilec UNESCO katedre o izobraževanju učiteljev za trajnostni razvoj na Univerzi v Ljubljani, član akademskega odbora mreže European Researchers in Di-dactics of Biology (ERIDOB) in programski koordinator cen-trov za šolskih in obšolskih dejavnosti (CŠOD) v Sloveniji. 21 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ZAKLADNICA ZNANJA EVROPSKE AGENCIJE ZA OKOLJE: KAKO JO UPORABITI PRI RAZVOJU KOMPETENC ZA TRAJNOSTNOST GREENCOMP Darja Piciga Integralna zelena Slovenija in Center za zaslužne profesorje in upokojene visokošolske učitelje Univerze v Mariboru Ljubljana in Maribor, Slovenija dpiciga@gmail.com Ključne besede: Evropska agencija za okolje (EEA), SOER 2025, kompetence za trajnostnost GreenComp, konkurenčen zeleni prehod, sistemske inovacije IZVLEČEK Evropska agencija za okolje (EEA) je za jesen 2025 na-povedala objavo novega petletnega poročila Evropsko okolje: stanje in napovedi 2025 (SOER, 2025). To poroči-lo bo predstavljalo pomembno znanstveno in strokov-no podlago za konkurenčen zeleni prehod (v skladu s Kompasom za konkurenčnost) tako v EU kot v Sloveniji, torej tudi za odločno naslavljanje trojne planetarne krize izgube biotske raznovrstnosti, podnebnih spre-memb in onesnaževanja. Hkrati je zakladnico znanja EEA (koncepte, spoznanja, izsledke) (npr. v: European Environment Agency, 2019) možno uporabiti kot učno gradivo pri razvoju kompetenc za okoljsko trajnostnost, predlaganih v Evropskem okviru kompetenc za trajnos-tnost GreenComp ter širše v vzgoji in izobraževanju za trajnostni razvoj (VITR). Namen referata je pokazati, kako več ključnih koncep- 22 tov in spoznanj iz zakladnice znanja EEA, s poudarkom na novem poročilu SOER 2025 in aktualnem okviru EU za konkurenčen zeleni prehod, spodbuja k razvo-ju kompetenc za trajnostnost iz okvira GreenComp. Izpostavljene bodo kompetence drugega in tretjega področja GreenComp: Sprejemanje kompleksnosti v trajnostnosti (zlasti sistemsko in kritično mišljenje) in Zamišljanje trajnostnih prihodnosti (pismenost za pri-hodnost, prilagodljivost in raziskovalno mišljenje). S konkretnimi primeri bo prikazano, kako je mogoče inte-grirati tri za trajnostno prihodnost izjemno pomembna področja: razumevanje in spremljanje okoljskih izzivov, razvoj kompetenc v izobraževanju (odraslih) in delo-vanje za trajnostnost z upoštevanjem orodij in virov v evropski skupnosti. Na primer: ekosistemski model razvoja (umestitev temeljnih družbenih sistemov v ok-vir ekosistemov), ki ga razvija EEA, spodbuja k razvoju kompetence sistemskega mišljenja, hkrati pa je nujen za učinkovito trajnostno in participativno delovanje od posameznika do skupnosti. Analiza različnih scenarijev podnebnih sprememb lahko pomembno prispeva h kompetenci pismenosti za prihodnost in je nujna podla-ga za oblikovanje odgovornih podnebnih politik. Prispevek se navezuje na spoznanja o sistemskem tra-jnostnem razmišljanju in delovanju, predstavljena v dokumentu Konceptualizacija VITR z umestitvijo tem-atike podnebnih sprememb (Piciga idr., 2023) (s prilo-go: Piciga, 2023), in jih nadgrajuje. Literatura Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework. Baciga- lupo, M., Punie, Y. (editors). Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/ 23 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse JRC128040 Bianchi, G., Pisiotis, U., in Cabrera, M. (2023). Green-Comp: evropski okvir kompetenc za trajnostnost: Poročilo Skupnega raziskovalne- ga središča v okviru znanosti za politiko: prevod. Zavod Republike Slovenije za šolstvo. https://www.zrss.si/pdf/greencomp.pdf European Environment Agency. (2019). The European environment – state and outlook 2020: Knowledge for transition to a sustainable Europe. Publications Office of the European Union. https://www. eea.europa.eu/soer/2020 Piciga, D. (2023). Soočanje z okoljskimi in podnebnimi izzivi na tra- jnosten način, za zeleni prehod. Priloga h Konceptualizaciji VITR z umestitvijo tematike podnebnih sprememb. Zavod Republike Slovenije za šolstvo. https://www.zrss.si/pdf/Priloga_Konceptual- izacija_VITR Piciga, D., Torkar, G., Omladič, L., Ilc Klun, M., Dolinar, M., Ojsteršek, A., Perme, E., Ahčin, A., Korošec, P., Uršič, D., Belasić, I., Bogataj, N., Avguštin, L., Kregar, S., in Gabrovec, A. (2023). Konceptualizacija VITR z umestitvijo tematike podnebnih sprememb. Zavod Repub- like Slovenije za šolstvo. https://www.zrss.si/pdf/Konceptualizaci- ja_VITR .pdf Predstavitev avtorice Dr. Darja Piciga, doktorica psiholoških znanosti, že več desetletij raziskovalno, strokovno, in pedagoško deluje na področju družbe znanja (vzgoja in izobraževanje, raziskave in inovacije). Opravlja pionirsko delo pri prenosu in razvoju sodobnih evropskih usmeritev za okolje, zeleni prehod in trajnostni razvoj. Je ključna osebnost pobude za Integralno zeleno Slovenijo (mdr. knjiga Integral Green Slovenia, Rout-ledge, 2016), konceptualno razvija tudi evropski pristop integralnih svetov. 24 PODNEBNE SPREMEMBE IN KOMPETENCE ZA DELOVANJE: VRZEL V PONUDBI IZOBRAŽEVANJA ODRASLIH Barbara Simonič Univerza v Ljubljani, Fakulteta za družbene vede Ljubljana, Slovenija simonic.barbara@gmail.com Ključne besede: izobraževanje, podnebne spremembe, kompetence za trajnostnost IZVLEČEK V Sloveniji je na voljo več programov za izobraževan-je odraslih s področja trajnostnosti, ki jih večinoma izvajajo zasebni ponudniki. Ti programi so namenjeni predvsem predstavnikom podjetij, ki so zavezana k poročanju po Direktivi EU 2022/2464 glede poročanja podjetij o trajnostnosti (t. i. ESG poročanje). Tržna ra-ziskava iz marca 2025 je pokazala, da je bilo aktivnih šest ponudnikov: Zeleno omrežje, Forum Media, Slov-enski inštitut za revizijo, IRDO, SIQ ter Center poslovne odličnosti Ekonomske fakultete UL. Programi trajajo od ene ure do 65,5 ur (za pooblaščene revizorje). Dva programa sta certificirana – eden nacionalno, drugi mednarodno (IQNET), vendar je pomen certificiranja na nereguliranem trgu vprašljiv. Izobraževanja na področju trajnostnosti izvajajo tudi nevladne organizacije (npr. Inštitut za zdravje in okolje je razvil lastne vsebine v okviru evropskega projekta), a jih ne tržijo; izvajajo jih na povabilo šol, knjižnic in dru- 25 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse gih javnih institucij, če jim čas to dopušča (vir: intervju s predstavnikoma Focus, 27. 3. 2025). Analiza je tako pokazala, da je večina izobraževanj na trgu usmerjena v ESG poročanje za podjetja, med-tem ko so vsebine s področja podnebnih sprememb obravnavane v manjši meri. Predavatelji na teh izo-braževanjih razen ene tudi nimajo izkazanih izkušenj s področja podnebnih sprememb. Univerza v Ljubljani je v okviru Načrta za okrevanje in odpornost (NOO) razvila spletno izobraževanje s poudarkom na fizikalnih osnovah podnebnih spre-memb (https://podnebnespremembe.fmf.uni-lj.si/ domov). Razvijajo se tudi novi programi v okviru mikro-dokazil. Kljub temu pa primanjkuje izobraževanj, ki bi obravnavala podnebne spremembe tako z vidika pod-nebne nevtralnosti kot z vidika podnebne odpornosti in razvijala tudi kompetence za ukrepanje, skladno z Evropskim okvirom kompetenc za trajnostnost Green-Comp. Potrebno bi bilo razviti kakovostna izobraževanja za krepitev zelenih kompetenc odraslih s področja pod-nebnih sprememb v Sloveniji, pri čemer bi bilo treba vključiti vsa štiri področja kompetenc GreenComp. Vodilno vlogo pri tem bi morala prevzeti država, podobno kot v Avstriji, kjer ministrstvo certificira pod-nebne partnerje. Poleg tega bi morala zagotoviti pogo-je za razvoj takšnih programov ter nuditi izobraževanja tudi za različne kategorije javnih uslužbencev. Posebej pomembno bi bilo pristopiti k merjenju kompetenc ter nasloviti ovire za odzivnost, ob tem pa razviti pristope za participativno okoljsko izobraževanje v okviru skup-nosti. 26 Literatura European Commission: Joint Research Centre. (2022). GreenComp, the European sustainability competence framework. Publica- tions Office of the European Union. https://data.europa.eu/ doi/10.2760/13286. Univerza v Ljubljani, Fakulteta za matematiko in fiziko. (b. d.) Pod- nebne spremembe. https://podnebnespremembe.fmf.uni-lj.si/ domov Predstavitev avtorice Barbara Simonič ima več kot 15 leti izkušenj na naciona-lni in mednarodni ravni s področja podnebnih politik in sistemskih inovacij. V okviru državne uprave je oblikovala ključne državne podnebne politike in ukrepe, ter zastopala državo na mednarodni ravni, kasneje pa sodelovala z EIT Climate-KIC. Ima magisterij s College of Europe in končuje doktorat iz diskurzov o podnebnih spremembah. Trenutno deluje kot direktorica podjetja Klimalaba in ustanoviteljica Inštituta za podnebne rešitve (IPRES). 27 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse PODNEBNO IZOBRAŽEVANJE V ČASU UPADA POLITIČNE IN JAVNE POZORNOSTI Janez Berdavs Ministrstvo za okolje, podnebje in energijo, Direktorat za pod-nebne politike Ljubljana , Slovenija janez.berdavs@gov.si Ključne besede: podnebno izobraževanje, ozaveščanje javnosti, podnebna politika, medsektorsko sodelovanje IZVLEČEK Prispevek podaja usmeritve za učinkovito podnebno (in okoljsko) izobraževanje ter osveščanje. Pri tem prispe-vek izhaja tudi iz dejavnikov obrata v prioritetah javnih politik in javnega mnenja stran od podnebne krize ter okoljskih tem na splošno. Dva od dejavnikov obrata sta bila tudi pomanjkljiva okoljska izobrazba javnosti in pogosto neprimerno okoljsko javno komuniciranje. Dejstvo je, da sta izobrazba in z okoljskimi izzivi pov-ezano znanje eden od bistvenih pogojev za uspešno izvajanje podnebne ter okoljske politike in s tem tudi za reševanje tega civilizacijskega problema (McCowan, 2021). Ambiciozni ukrepi podnebne in okoljske politike bi namreč bistveno vplivali na življenjski slog vsakega posameznika v razvitih družbah. Še pomembnejša pa je ugotovitev, da je za oblikovanje in izvajanje okol-jske politike nujno potrebno razumevanje ukrepov in poznavanje njihovih ozadij s strani široke javnosti oz. 28 državljanov – ki so hkrati tudi potrošniki in volivci. Brez ustreznega predznanja navedenega ni možno doseči. Kljub visoki ozaveščenosti – 83 % prebivalstva pre-poznava podnebne spremembe kot resen problem (Evropska komisija, 2021) – je pripravljenost na spre-membe življenjskega sloga nizka: le 27 % anketirancev je pripravljenih sprejeti višje cene za varstvo okolja, le 18 % pa višje davke (Toš, 2021). To kaže na razkorak med ozaveščenostjo in dejanji (t.i. value-action gap), ki ga je mogoče premagati le s sistematičnim izobraževan-jem in osveščanjem. Če povzamemo usmeritve svetovne znanstvene in strokovne literature s področja podnebnega in okol-jskega izobraževanja, krepitev kompetenc za varstvo okolja zahteva interdisciplinarnost (povezovanje nar-avoslovja in družboslovja) ter celostne pristope (npr. whole-school approach), kjer izobraževalne ustanove ne le vključujejo podnebne vsebine v učne načrte, am-pak tudi zmanjšujejo lastni podnebni odtis z uporabo zelenih gradbenih materialov, učinkovitim ogrevan-jem, trajnostno mobilnostjo zaposlenih ipd. (npr. Gibb, 2016). Ključne priložnosti so integracija podnebnih vsebin v širši kurikulum (npr. lokalizirane študije prim-erov o poplavah ali energetski prehod), razvoj poklicno specifičnih kompetenc (npr. krožno gospodarstvo v poklicnem izobraževanju) ter vključevanje izkušenjske-ga učenja, npr. s skupnimi projekti z lokalno skupnostjo (Mochizuki in Bryan, 2015). V zadnjem delu prispevka se osredotočamo na izzive medsektorskega sodelovanja na področju okoljske-ga izobraževanja in osveščanja s posebnim ozirom na praktične izkušnje sodelovanja med okoljskim in izo-braževalnim resorjem slovenske javne uprave v letih 2020–2023. Ključne ovire medsektorskega sodelovan- 29 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ja so različne prioritete sektorjev (npr. izobraževalni sistemi nagrajujejo teoretično znanje, gospodarstvo pa praktične spretnosti), pomanjkanje koordinacije med ministrstvi (okolje, izobraževanje, energetika) ter fi-nančna neskladja (npr. različni viri financiranja in nji-hovi pogoji). Literatura European Commission. (2021). Climate change: Special Eurobarome- ter 513. Brussels: European Union. Gibb, N. (2016). Getting climate ready: A guide for schools on climate action (20 pp.). Paris: UNESCO. McCowan, T. (2021). Climate change in higher education: A curricu- lum topography approach (Working Paper Series No. 6, 17 pp.). Transforming Universities for a Changing Climate. Mochizuki, Y., Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4–26. Toš, N. (2021). Slovensko javno mnenje 2020/3 – Poročilo o izvedbi raziskave in sumarni pregled rezultatov (1099 pp.). Ljubljana: Center za raziskovanje javnega mnenja in množičnih komunikacij, Fakulteta za družbene vede, Univerza v Ljubljani. Predstavitev avtorja Dr. Janez Berdavs je strokovnjak za okoljsko politiko in mednarodno sodelovanje v javni upravi z več kot 20-letnimi izkušnjami. Trenutno deluje na področju podnebne poli-tike, prilagajanja podnebnim spremembam in podnebnega izobraževanja. 30 IRDO CERTIFIKACIJSKA SHEMA ZA PRIDOBIVANJE KOMPETENC NA PODROČJU TRAJNOSTNOSTI IN DRUŽBENE ODGOVORNOSTI Anita Hrast IRDO – Inštitut za razvoj družbene odgovornosti Ljubljana, Slovenija anita.hrast@irdo.si Ključne besede: izobraževanje, certifikat, trajnostnost, družbena odgovornost IZVLEČEK Evropska komisija si je v obdobju 2019–2024 zadala več strateških ciljev, med katerimi je bil tudi zeleni prehod. Z njim je želela spodbuditi družbo, zlasti gospodarstvo, k prenovi poslovnih modelov v bolj zelene in trajnos-tne smeri. V obdobju 2025–2029 želi ta prizadevanja še okrepiti, hkrati pa poenostaviti že vzpostavljene za-konodajne in izvedbene (standardi ESRS) zahteve. V ta namen je v letu 2025 pripravila sveženj sprememb Omnibus, katerega cilj je zmanjšati administrativno breme podjetjem in drugim organizacijam pri zelenem prehodu. Da bi podjetja in druge organizacije bila čim bolj pripravljena na te spremembe, potrebujejo ustrez-na znanja in programe usposabljanja, ki zagotavljajo posredovanje zelenih kompetenc različnim skupinam deležnikov. V tem avtorskem prispevku predstavljamo prizadevan-ja inštituta IRDO od leta 2016 do 2025 na tem področju. Poseben poudarek bo namenjen certifikacijski shemi na 31 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse treh stopnjah usposabljanja pri inštitutu IRDO, v katero je vključenih več kot 350 strokovnjakov, podjetnikov in drugih. Zanje smo v letu 2024 dodatno razvili IRDO tra-jnostno supervizijo, ki jim olajša težave pri ustvarjanju prehoda v bolj zelene poslovne modele. Predstavili bomo izkušnje z usposabljanji, sestavo programov in kompetence, ki jih posamezniki pri tem pridobijo. Literatura https://www.efrag.org/en/sustainability-reporting https://finance.ec.europa.eu/capital-markets-union-and-finan- cial-markets/company-reporting-and-auditing/company-report- ing/corporate-sustainability-reporting_en www.irdo.si www.csreurope.org Predstavitev avtorice Mag. Anita Hrast je soustanoviteljica in direktorica inštituta IRDO – Inštituta za razvoj družbene odgovornosti (od 2004 dalje, www.irdo.si ). Je ekonomistka, univ. dipl. komuni-kologinja in magistrica znanosti. Od leta 2006 je raziskoval-ka, vpisana v evidenco raziskovalcev pori ARIS. Bibliografija raziskovalke je dostopna na povezavi: https://cris.cobiss. net/ecris/si/sl/researcher/21557 . Od leta 2011 je višja predavateljica na DOBA - Fakulteti za uporabne poslovne in družbene študije Maribor (dodiplomski in podiploms-ki študij), kjer je nosilka več predmetov. Od leta 2023 je delno zaposlena tudi kot asistentka v projektu Družbena odgovornost podjetij, kot odgovornost direktorjev na Prav-nem inštitutu Znanstveno-raziskovalnega središča Koper. Od leta 2016 pri inštitutu IRDO usposablja managerje in strokovne delavce za upravljanje trajnostnosti in družbene odgovornosti v podjetjih in organizacijah. Aktivno sodeluje 32 s CSR Europe, kjer je IRDO nacionalna partnerska organi-zacija za Slovenijo od leta 2011, pa tudi z drugimi medn-arodnimi (OECD, SIA idr.) in slovenskimi organizacijami (GZS, Združenje Manager, Združenje delodajalcev Slovenije, Društvo za odnose z javnostmi, Društvo za marketing, CN-VOS idr.). 33 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse »LEKCIJA NIČ ZA TRAJNOSTNI RAZVOJ« UNIVERZE V FIRENCAH Veščine trajnostnega razvoja za poklicni razvoj v visokem šolstvu Glenda Galeotti Univerza v Firencah Firence, Italija glenda.galeotti@unifi.it Ključne besede: izobraževanje odraslih za trajnost, akterji trajnostnih sprememb, željeni učni izidi IZVLEČEK Ta prispevek predstavlja teoretični okvir in prve rezul-tate pilotne izvedbe »Lekcije nič za trajnostni razvoj: veščine trajnostnega razvoja za poklicni razvoj v vi-sokem šolstvu«, pobude Univerze v Firencah v okviru italijanske univerzitetne mreže za trajnostni razvoj, ki jo spodbuja Konferenca rektorjev italijanskih univerz. Na podlagi opredelitve trajnosti kot sposobnosti »da-janja prednosti potrebam vseh oblik življenja in plane-ta, pri čemer se zagotovi, da človeška dejavnost ostane znotraj planetarnih meja « (Bianchi s sod., 2022, 12), je njen glavni cilj spodbujati trajnostno pismenost – znan-je, spretnosti in miselnost, potrebne za gradnjo trajnos-tne prihodnosti ter sprejemanje informiranih in učinko-vitih odločitev (UNESCO, 2017). V današnjem globalnem kontekstu so visokošolske ustanove (HEI) pozvane, da študente opolnomočijo kot 34 nosilce trajnostnih sprememb (UNESCO, 2022; Hold-sworth in Thomas, 2021), vendar pogosto ne zagotovijo potrebnih orodij (OECD, 2021). Da bi zapolnili to vrzel, mora izobraževanje upoštevati potrebe, strasti in po-tencial učencev (Schleicher, 2019). Naša »Lekcija nič« ne le ozavešča študente magistrske-ga študija o nujnih izzivih našega časa, ampak spodbu-ja tudi razvoj strokovnjakov, ki so sposobni sprejemati konkretne ukrepe skozi prizmo trajnostnosti. Tečaj, ki je trenutno v fazi testiranja, ponuja spletni pro-gram v obsegu 3 ECTS, sestavljen iz šestih medsektor-skih modulov in enega predmetno specifičnega modu-la. Razvit je v skladu z naslednjimi načeli:- Oblika tečaja je usklajena z želenimi učnimi izidi, navdihnjenimi z evropskim okvirom kompetenc Green-Comp. - Pri razvoju modulov in učnih enot, ki vključujejo vaje, ocene in končno projektno delo, je bil uporabljen inter-disciplinarni pristop. - Vključevanje raziskovalnih ugotovitev iz različnih akademskih disciplin v proces poučevanja.- Ustvarjanje akademske skupnosti s strokovnim znan-jem na področju trajnostnosti. - Podelitev mikro-potrdila vsem udeležencem, ki uspeš-no zaključijo tečaj. Tečaj spodbuja kritično ukvarjanje s temeljnimi vzroki netrajnostnosti in povezavami med sedanjimi družbe-no-ekonomskimi modeli ter okoljsko nepravičnostjo (Mochizuki, 2016). Spodbuja kontekstualizirano znanje, realne probleme in aktivno sodelovanje udeležencev, da se podpre kritično mišljenje, smiselno učenje in os-ebni razvoj (Sterling, 2013). Nazadnje, pobuda poudar-ja proaktivno vlogo visokošolskih institucij pri spod-bujanju vključujočega in inovativnega poučevanja, 35 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse napredku kulture trajnostnosti in prispevanju k social-nemu, kulturnemu in gospodarskemu napredku prek raziskav in njihove uporabe v vseh disciplinah. Literatura Holdsworth, S., Thomas, I. (2021). Competencies or capabilities in the Australian higher education landscape and its implications for the development and delivery of sustainability education. Higher Education Research and Development, 40(7), 1466-1481. Mochizuki, Y. (2016). Educating for Transforming Our World: Revisit- ing International Debates Surrounding Education for Sustainable Development. Current Issues in Comparative Education, 19(1), 109-125. OECD (2021). Education policy outlook 2021: Shaping responsive and resilient education in a changing world. OECD Publishing, Paris. Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing, Paris. Sterling, S. (2004). An analysis of the development of sustainability education internationally: Evolution, interpretation and transfor- mative potential. In C. Cullingford J. Blewitt (ed.). The sustainabili- ty curriculum (pp. 43-62). Routledge, London. Predstavitev avtorice Prof. dr. Glenda Galeotti je izredna profesorica za sploš-no in socialno pedagogiko na Oddelku za izobraževanje, jezike, medkulturno komunikacijo, književnost in psihologi-jo na Univerzi v Firencah. Je predstavnica za izobraževanje Univerze v Firencah v okviru italijanske univerzitetne mreže za trajnostni razvoj (RUS). 36 TRAVNIŠKA BIODIVERZITETA V SEDANJIH SLOVENSKIH UČNIH NAČRTIH BIOLOGIJE IN GEOGRAFIJE ZA OSNOVNO ŠOLO IN GIMNAZIJO V KONTEKSTU DOLGOROČNE ZGODOVINE TRAVNIKOV Žiga Zwitter Univerza v Ljubljani, Filozofska fakulteta Ljubljana, Slovenija ziga.zwitter@ff.uni-lj.si Ključne besede: izobraževanje, biodiverziteta, biologija, geografija, okoljska zgodovina IZVLEČEK Vrstno bogati travniki so najbolj biotsko raznovrstni habitatni tipi v Srednji Evropi, vendar iz pokrajine hitro izginjajo. Predvsem zaradi intenzifikacije gospodarjen-ja in opuščanja rabe travnikov v Sloveniji so populacije travniških ptic v državi v obdobju 2008–2018 upadle za okoli 40 % (Šumrada in sod., 2021). Prispevek predstavlja temeljne vsebine dolgoročne okoljske zgodovine travnikov na Slovenskem od leta 1500 dalje (Zwitter in Rasran, 2025), sodobno množično izumiranje pa postavi v kontekst procesa civiliziranja. Slednjega je Norbert Elias (1993, 1994) – nemški socio-log, filozof in kulturni zgodovinar, ki je interdisciplin-arno upošteval spoznanja psihologije – opredelil kot spreminjanje praga nelagodja in spreminjanje praga moralno nesprejemljivega v času. 37 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Izobraževanje je eden ključnih mehanizmov, ki proces civiliziranja človeške družbe lahko obrnejo v trajnos-tno smer ter na podlagi boljšega znanja o vseh treh stebrih trajnostnosti prispevajo k rešitvam, ki bodo hkrati omogočale ustrezen življenjski standard ljudi in ohranjanje biodiverzitete tudi s strani tistih akterjev, ki so (še) brez okoljevarstvene tradicije. Na področju biotske raznovrstnosti travnikov bi to pomenilo, da bi potrošniki občutili nelagodje ob nakupu več hrane, kot je potrebujejo; da bi potrošniki pazili na razmerje med intenzivno in ekstenzivno pridelano hrano in nakup višjega deleža intenzivno pridelane hrane od tistega, ki je potreben, da prehranimo prebivalstvo, bi prav tako vodil v nelagodje; da bi neohranjanje zadostnega deleža vrstno bogatih travnikov in njihove povezanosti v pokrajini postalo nesprejemljivo; tržna zakonodaja bi prepovedala (ne)posredno zavajajoče označevanje artiklov in embalaže, kar zadeva status ekosistemov, na katerih živinorejski proizvodi temeljijo; kmet, ki prispe-va k ohranjanju vrstno bogatih travnikov pa bi bil za svoje delo pravično plačan (Zwitter in Rasran, 2025). Le družba znanja v kompleksni stvarnosti lahko ustvari in ohranja kulturno pokrajino, za katero bo značilen (1) kompleksen preplet površin intenzivnega in eksten-zivnega kmetijstva na lokalni ravni ter (2) dovoljšna povezanost primerno obsežnih vrstno bogatih habita-tov, da preprečimo nadaljevanje množičnega izumiran-ja. Zato prispevek po predstavitvi okoljske zgodovine travnikov, umeščene v kontekst procesa civiliziranja, z vidika travniške biodiverzitete analizira učne načrte za biologijo in geografijo v slovenskih osnovnih šolah in gimnazijah. 38 Literatura Elias, N. (1993, 1994). Über den Prozeß der Zivilisation: Sozioge- netische und psychogenetische Untersuchungen. Zv. 1, Wandlun- gen des Verhaltens in den weltlichen Oberschichten des Abend- landes, in zv. 2, Wandlungen der Gesellschaft: Entwurf zu einer Theorie der Zivilisation. Suhrkamp, Frankfurt am Main. Šumrada, T., Kmecl, P., Erjavec, E. (2021). Do the EU’s Common Agri- cultural Policy Funds Negatively Affect the Diversity of Farmland Birds? Evidence from Slovenia. Agriculture, Ecosystems and Envi- ronment 306, article no. 107200, separate pagination 1–14. Zwitter, Ž. Rasran, L. (2025). Historical Biodiversity in the Alps: Grass- land Agroecosystems in the Last Millennium. Austrian Academy of Sciences, Vienna. Predstavitev avtorja Doc. dr. Žiga Zwitter, okoljski zgodovinar, je diplomiral iz zgodovine in geografije, doktoriral pa iz zgodovine. Je docent in raziskovalec na Oddelku za zgodovino Filozofske fakultete Univerze v Ljubljani. Podoktorski projekt je opravil na dunajskem Inštitutu za socialno ekologijo. Bil je gostujo-či profesor Univerze v Innsbrucku ter münchenske Univerze Ludvika in Maksimilijana. Vodi Dinarsko regijo Evrop skega okoljskozgodovinskega združenja. Je podpredsednik Zveze zgodovinskih društev Slovenije. 39 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse O ZELENIH KOMPETENCAH IN KOMPETENČNO ZASNOVANEM IZOBRAŽEVANJU Ivana Belasić Center RS za poklicno izobraževanje Ljubljana, Slovenija ivana.belasic@cpi.si Ključne besede: poklicno in strokovno izobraževanje, ze-lene kompetence, zelena delovna mesta IZVLEČEK Na Centru Republike Slovenije za poklicno izobraževan-je (CPI) nadaljujemo z razvojnimi aktivnostmi na po-dročju sistematičnega umeščanja trajnostnih kompe-tenc v poklicno in strokovno izobraževanje. Zavedamo se, da je celostna integracija znanj, spretnosti in vred-not s področja trajnostnosti in blaženja podnebnih sprememb ključna za opolnomočenje prihodnjih gen-eracij strokovnjakov. Ti bodo morali biti sposobni odgo-varjati na kompleksne izzive sodobnega sveta: pod-nebne spremembe, izčrpavanje naravnih virov, izgubo biotske raznovrstnosti, hkrati pa bodo morali razumeti pomen prehoda v krožno, brezogljično in pravično gos-podarstvo. Aktualne aktivnosti potekajo v okviru projekta »Mod-ernizacija poklicnega in strokovnega izobraževanja«, katerega cilj je posodobitev poklicnih standardov in izobraževalnih programov na način, da bodo dosled-no odražali načela trajnostnega razvoja in zahteve sodobnega trga dela. Podlage za ta proces smo razvili 40 že v projektu »Podnebni cilji in vsebine v vzgoji in izo-braževanju«, kjer so bile med drugim razviti kompe-tenčni okvirji za vse sektorje na podlagi ugotovljenih 10 ključnih področij trajnostnosti, ki se umeščajo v poklicne standarde in izobraževalne programe. Dodat-no strokovno podlago zagotavljata:- priročnik za učitelje »Na poti k trajnostnim izdel- kom oz. storitvam«, v katerem je predstavljen model za načrtovanje ali analizo izdelka oz. storitve z vidika tra-jnostnosti. Tak pristop omogoča razumevanje trajnos-tnosti ne le kot okoljski vidik, temveč tudi v povezavi z družbeno pravičnostjo, zdravjem uporabnikov, etično proizvodnjo in lokalnimi vplivi. - priročnik za vodstva šol in učitelje »Vodnik na poti do trajnostne šole – zakaj, kaj in kako?«, ki šolam nudi dobro popotnico na poti k trajnostnosti na način celost-nega institucionalnega pristopa. V okviru prispevka bomo razmišljali tudi o pomenu zelenih poklicev in zelenih delovnih mest – kako jih razumemo, katera znanja, veščine in vrednote jih opre-deljujejo ter kako se ta preoblikujejo v različnih gos-podarskih sektorjih. Vse večja potreba po trajnostnih storitvah in izdelkih ter zakonodajne spremembe na ravni EU pomenijo, da se bodo oblikovala nova delov-na mesta, ki zahtevajo nove kompetence za sistemsko razmišljanje, analizo okoljskih vplivov, uporabo tra-jnostnih materialov in načrtovanje po načelih krožnega gospodarstva. Literatura https://cpi.si/wp-content/uploads/2025/02/MPI_e-Vodnik-trajnos- tne-sole-2.pdf https://cpi.si/wp-content/uploads/2024/03/03_2024_Prirocnik_Za_ Umescanje_Trajnostnih_Kompetenc_V_Poklicne_Standarde_ 41 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse V2.pdf https://cpi.si/wp-content/uploads/2024/01/Prirocnik_Na-poti-k-tra- jnostnim-izdelkom.pdf Predstavitev avtorice Ivana Belasić je svetovalka za razvoj kurikula na področjih kmetijstva, hortikulture, varstva okolja ter vzgoje in izo-braževanja za trajnostni razvoj v poklicnem in strokovnem izobraževanju. 42 ONKRAJ PERSONALIZACIJE: IZOBRAŽEVANJE KOT EKOCENTRIČNA PRAKSA Ema Meden Andragoški center Slovenije Ljubljana, Slovenija ema.meden@acs.si Ključne besede: ekocentričnost, zelene kompetence, načrtovanje izobraževanja IZVLEČEK Sodobna izobraževalna stroka si pogosto prizadeva za personalizacijo oziroma individualizacijo izobraževan-ja, ki prilagaja vsebine, metode in tempo učenja posamezniku. Kljub plemenitemu namenu podpore raznolikim ciljnim skupinam ostaja personalizacija zasidrana v egocentričnem razumevanju izobraževanja kot sredstva za osebni napredek. V času okoljskih kriz pa postajajo meje takšne paradigme vedno bolj očitne. Ekocentrična perspektiva ne izključuje individualizaci-je, temveč jo nadgrajuje. V ospredje postavlja gradnjo skupnosti, ki ne goji le individualnih dosežkov, temveč ustvarja pogoje za vzajemni razvoj in trajnostno delo-vanje. Prispevek na primeru andragoškega cikla predstavi ekocentrični vidik izobraževanja. Temelji na teoriji sistemov ter evropski opredelitvi zelenih kompetenc, zlasti kompetenc za promoviranje narave, sistemskega mišljenja in pismenosti za prihodnost. V kontekstu izobraževanja odraslih, ki tradicionalno 43 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse poudarja avtonomijo in uporabnost znanja, takšna usmeritev zahteva temeljit premislek o načrtovanju in izvedbi izobraževanja. V nadaljevanju po štirih uveljavl-jenih fazah andragoškega cikla dodajamo ekocentrična vprašanja in relevantne primere: 1. faza – Analiza potreb: Vprašanja o željah posa-meznikov, potrebah trga dela in prioritetah financerjev je treba dopolniti z vprašanjem o tem, kakšno znanje in ravnanje od nas zahteva okolje. Izobraževalci naj up-oštevajo naravne značilnosti okolja – takšen primer je model Alpske šole, ki so ga za udejanjanje Alpske kon-vencije razvili mednarodni partnerji iz držav podpisnic. Alpska šola je model izobraževanja, ki naravno okolje Alp postavlja v središče učnega procesa in ga povezu-je z lokalnimi skupnostmi ter konkretnimi globalnimi izzivi, kot so podnebne spremembe. 2. in 3. faza – Načrtovanje in izvedba: Ekocentrična paradigma odpira vrata ohlapnejšemu načrtovanju, ki omogoča kreativnost in odpira prostor negotovosti namesto predvidljivih formatov in vsebin. Teži k sood-ločanju in soustvarjanju učečih, ki so hkrati udeleženci in načrtovalci procesa. Premišljen sistem načrtovanja takšnega učenja srečamo pri študijskih krožkih, kjer ohlapnejšemu začetnemu načrtovanju s strani an-dragogov sledi proces sooblikovanja učnih ciljev s stra-ni udeležencev. Takšen potek izobraževanja omogoča emergenco, spodbuja prilagajanje in prepoznavanje moči posameznikov v skupini, a zahteva podporo tis-tim, ki niso vajeni aktivne udeležbe ter terja prilago-ditev ustaljenih obrazcev za zapis učnih programov, ki pogosto zahtevajo podroben načrt pred izvedbo. 4. faza – Vrednotenje: Vrednotenje naj preseže prever-janje znanja in pridobivanje informacij o zadovoljstvu udeležencev. Ekocentričnni vidik ne sprašuje le, kaj smo 44 se naučili ali kako smo se počutili, temveč kako naše učenje vpliva na skupnost in okolje – kratko in dol-goročno. Takšen pogled na izobraževalni proces nas vabi k po-globljenemu razmisleku o tem, kaj pomeni učiti se za okolje in ne zgolj v okolju. Nakazuje na prihodnost par-ticipativnega okoljskega izobraževanja, ki je prožno in odzivno v vseh fazah načrtovanja in izvedbe. Literatura Urh, D., Dolžan Eržen, T., Cepin, M., Lajovic, F., in Bogataj, N. (2019). Študijski krožki: iz korenin k novim izzivom za življenje v skupnos- ti. Andragoški center Slovenije. Purser, R. E., Park, C., in Montuori, A. (1995). Limits to anthropocen- trism: Toward an ecocentric organization paradigm?. Academy of management review, 20(4), 1053-1089. Youngberg, K. (2021). Egocentric to ecocentric: An eco-integrative developmental framework for supporting holistic transformative growth of emerging adults (Publication No. 28646633) [Doctor- al dissertation, Sofia University]. ProQuest Dissertations Theses Global. https://www.proquest.com/dissertations-theses/egocen- tric-ecocentric-eco-integrative/docview/2566269724/se-2 Colchester, J. (2016) Systems+Thinking. Pridobljeno: 20.5.2025 https://www.coursehero.com/file/37572852/Systems-Think- ing-Bookpdf/ Meden, E. (2022). Alpska šola. EPALE – Elektronska platforma za izo- braževanje odraslih v Evropi. https://epale.ec.europa.eu/sl/blog/ alpska-sola Predstavitev avtorice Ema Meden je andragoginja, zaposlena na Andragoškem centru Slovenije ter na Filozofski fakulteti Univerze v Lju-bljani. Pri svojem delu raziskuje digitalne in zelene kom-petence ter vlogo telesnih praks v učenju. Priložnosti za 45 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse raziskovanje, razvoj novih programov in delo s skupinami ji nudijo nacionalni projekti povezani z zelenimi kompeten-cami in uporabo umetne inteligence, pa tudi mednarodne pobude, osredotočene na kombinirano učenje in metode utelešenega učenja. 46 PREDSTAVITEV UNESCO KATEDRE O IZOBRAŽEVANJU UČITELJEV ZA TRAJNOSTNI RAZVOJ Gregor Torkar Univerza v Ljubljani, Pedagoška fakulteta Ljubljana, Slovenija gregor.torkar@pef.uni-lj.si Ključne besede: vseživljenjsko učenje, vzgoja in izo-braževanje za trajnostni razvoj, UNESCO katedra IZVLEČEK Namen prispevka je predstaviti UNESCO katedro o izobraževanju za trajnostni razvoj na Univerzi v Lju-bljani, njeno delovanje in priložnosti za sodelovanje v procesih vseživljenjskega učenja. UNESCO katedra želi spodbujati integriran sistem raziskovanja, poučevanja in usposabljanja ter vključevanje v družbeno dogajanje in komuniciranje. Svet, ki ga zaznamujeta tehnološki napredek in globalna povezanost, zahteva, da se tradi-cionalno akademsko izobraževanje nadgradi z veščina-mi, kot so kritično mišljenje, ustvarjalnost, komunikaci-ja, sodelovanje in digitalne kompetence. Te sposobnosti omogočajo posameznikom, da ne le sledijo spremem-bam, temveč jih aktivno sooblikujejo in vodijo v vedno bolj kompleksnem in informacijsko bogatem svetu. UN-ESCO katedra spodbuja sodelovanje med vrhunskimi, mednarodno priznanimi raziskovalci in pedagoškimi delavci Univerze v Ljubljani in drugih institucij v državi, pa tudi drugod v regiji in v drugih območjih po svetu. 47 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Specifični cilji katedre so: a) spodbujati sistemski, ce-lovit institucionalni pristop k vzgoji in izobraževanju za trajnostni razvoj, z okrepljenim povezovanjem s predstavniki različnih zainteresiranih skupin iz univerz, fakultet, raziskovalnih ustanov, izobraževalnih organ-ov, UNESCO pridruženih šol, UNESCO območij svetovne dediščine, izobraževalnih centrov na prostem, muzejev, itd.; b) razviti izobraževalne strategije za učitelje, vzgo-jitelje in študente, da bi olajšali prehod v trajnostno prihodnost za vse; c) ustvarjati raziskovalne aktivnosti, usmerjene v izobraževanje in ozaveščanje o vprašanjih trajnostnosti pri vseh pomembnih skupinah deležnikov v vzgoji in izobraževanju; č) spodbujanje trajnostnih pobud in projektov z mednarodnimi konferencami, delavnicami, novimi študijskimi programi in tečaji, kot tudi ustvarjanje visokokakovostnih publikacij itd.; in d) tesno sodelovati z UNESCO-m, drugimi UNESCO kat-edrami in mrežami UNITWIN pri ustreznih programih in dejavnostih. Katedra v svojih ciljih namenja veliko pozornosti povezovanju formalnega, neformalnega in priložnostnega učenja ter oblikam participatornosti pri naslavljanju vprašanj trajnostnega razvoja v lokalnem okolju. Katedra namenja posebno pozornost povezo-vanju formalnega, neformalnega in priložnostnega učenja ter participativnim pristopom pri reševanju vprašanj trajnostnega razvoja v lokalnem okolju. Cilj je krepitev trajnostnega načina mišljenja od otroštva do odraslosti. S spodbujanjem različnih oblik medgener-acijskega sodelovanja – projektov, akcij, natečajev – želi spodbuditi aktivno državljanstvo in opolnomočiti posa-meznike kot nosilce pozitivnih sprememb, ki prispevajo k soustvarjanju trajnostne prihodnosti znotraj ome-jenih planetarnih zmogljivosti. 48 Predstavitev avtorja Prof. dr. Gregor Torkar je redni profesor didaktike biologije na Pedagoški fakulteti Univerze v Ljubljani. Pred tem je de-loval kot raziskovalec in predavatelj na Fakulteti za znanosti o okolju Univerze v Novi Gorici, kot učitelj naravoslov-ja v srednješolskem izobraževanju, kot avtor in urednik znanstvenih knjig in učbenikov ter kot naravovarstvenik. Diplomiral je leta 2001 na Pedagoški fakulteti Univerze v Ljubljani kot profesor biologije in gospodinjstva, doktoriral pa leta 2006 na Biotehniški fakulteti Univerze v Ljublja-ni iz biotehniških ved, smer varstvo naravne dediščine. Večkrat se je strokovno izpopolnjeval v tujini, med drugim na Trinity College v Dublinu (Irska), na Hedmark University College (danes Inland Norway University, Norveška) in ter na University of California, Berkeley (ZDA). Kot gostujoči predavatelj sodeluje na več evropskih univerzah. Njegovo raziskovalno delo se osredotoča na področje biološke in okoljske vzgoje in izobraževanja na primarni, sekundarni in visokošolski ravni. Trenutno raziskuje predvsem ekologijo, evolucijo, naravovarstveno vzgojo in izobraževanje, terens-ko poučevanje ter vzgojo in izobraževanje za trajnostni raz-voj. Sodeluje v več nacionalnih in mednarodnih raziskoval-nih projektih s področja naravoslovnega izobraževanja in varstva narave. Je nosilec UNESCO katedre o izobraževanju učiteljev za trajnostni razvoj na Univerzi v Ljubljani, član akademskega odbora mreže European Researchers in Di-dactics of Biology (ERIDOB) in programski koordinator cen-trov za šolskih in obšolskih dejavnosti (CŠOD) v Sloveniji. 49 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse POSAMEZNIKOVE PRILOŽNOSTI IN IZZIVI PARTICIPATIVNEGA OKOLJSKEGA IZOBRAŽEVANJA 50 PREPRIČANJA KOT TEMELJ RAVNANJA: PREOBLIKOVANJE OKOLJSKIH MITOV ZA TRAJNOSTNO PRIHODNOST Tanja Rupnik Vec Andragoški center Slovenije Ljubljana, Slovenija tanja.rupnik.vec@acs.si Ključne besede: okoljska prepričanja, spreminjanje veden-ja, izobraževanje odraslih IZVLEČEK Prepričanja so pomemben koncept različnih psiholoških disciplin. Opredeljujemo jih kot mentalne reprezentaci-je realnosti oz. miselne modele, ki obsegajo razumevanje sebe, drugih in sveta na sploh ter ideje o tem, kako v tem svetu ravnati in v njem preživeti. Pomembna so zato, ker vplivajo na interpretacije dogodkov v svetu, njihovo doživljanje ter ravnanje. Kadar so prepričanja racional-na in ustrezajo realnosti, so adekvatne tudi emocije oz. ravnanje. Če pa prepričanja realnost izkrivljajo oz. so napačna (mit), se to kaže v nefunkcionalnem doživljanju ter neustreznem, realnosti neprilagojenem ravnanju. Miti oz. realnosti neustrezna prepričanja so razširjena na vseh področjih življenja, tudi okoljskem, kar povzroča neustrezno, neodgovorno, okolje ogrožajoče ravnanje posameznika. V prispevku smo raziskali različne teorije spreminjanja prepričanj in trajnega spreminjanja vedenjskih vzorcev 51 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ter jih umestili v trajnostni kontekst. Navedli smo raz-novrstne principe, strategije in metode, usmerjene na spreminjanje prepričanj in ravnanja v odnosu do okol-jskih vprašanj. Raziskovanje je nesistematično in obse-ga pregled aktualne literature s področja psihologije spreminjanja vedenja. Raziskali smo nekatere novejše monografije ter dostopne znanstvene in strokovne član-ke s ključnikom »spreminjanje vedenja« in »spreminjanje klimatskih stališč« v bazah Research Gate, Google Schol-ar idr. Davis idr. (2015) so v preglednem prispevku iden-tificirali dvainosemdeset teorij z različnih področij druž-boslovja, ki pojasnjujejo posamezne dejavnike in pogoje trajnejšega spreminjanja ravnanja v odnosu do različnih fenomenov stvarnosti (okolje, zdravje). V prispevku smo se osredotočili na nekaj novejših psiholoških social-no-kognitivnih teorij vedenja in motivacije, ki pojasn-jujejo dejavnike in procese spreminjanja vedenja oz. ravnanja na različnih področjih življenja in dela: Teorija načrtovanega vedenja, Teorija motivacije za samozašči-to, Socialno-kognitivna teorija in Teorija samodetermi-nacije. Izbrane teorije so eksperimentalno podprte oz. imajo zadostno empirično validacijo konceptov in njihovih medsebojnih relacij. Prispevajo utemeljen vpogled v posamezne vidike kognitivno-emotivne dinamike posa-meznika in spreminjanja le-te; na tej osnovi podamo nekaj pravil za načrtovanje intervencij, usmerjenih na trajno spreminjanje stališč in neželenih ravnanj v odnosu do okolja udeležencev izobraževanj o okoljskih temah. Literatura Borges-Tiago, M.T., Almeida, A., Borges Tiago, F. G., Avelar, M. M. (2014). Bridging the innovative Attitude-Behavior Gap: a dual-lev- 52 el analysis. Journal of Innovation Knowledge, 9. https://doi.org/10.1016/j.jik.2024.100561 Bourke, A., Jabbour, S., Martin, A., Walsh, L in Hadfield, K. (2014). A Re- view of Climate Change Attitudes Using a Person-Centred Frame- work. Behavioral Insights Series: No. 1. Environmental Protection Agency. Wexford: Ireland. https://www.epa.ie/publications/mon- itoring--assessment/climate-change/EPA-BI-Series-No-1-(2024)- A-review-of-Climate-Change-Attitudes-Using-a-Person-Centred- Framework.pdf Davis, R., Campbell, R., Hildona, Z., Hobbs, L. in Michie, S. (2015). The- ories of behaviour and behaviour change across the social and behavioral sciences: a scoping review. Health Psychology Review, 9(3), 323–344, http://dx.doi.org/10.1080/17437199.2014.941722 Leiserowitz, A., Maibach, E., Rosenthal, S., Kotcher, J., Goddard, E., Carman, J., Myers, T., Verner, M., Marlon, J., Goldberg, M., Etting- er, J., Fine, J., Thier, K. (2024). Climate Change in the American Mind: Beliefs Attitudes, Fall 2024. Yale University and George Mason University. New Haven, CT: Yale Program on Climate Change Communication. https://climatecommunication.gmu. edu/wp-content/uploads/2025/02/climate-change-ameri- can-mind-beliefs-attitudes-fall-2024.pdf Liu, T., Shryane, N., Elliot, M. (2022). Attitudes to climate change risk: classification of and transitions in the UK population between 2012 and 2020. Humanit Soc Sci Commun 9, 279. https://doi. org/10.1057/s41599-022-01287-1 Predstavitev avtorice Dr. Tanja Rupnik Vec je doktorica psiholoških znanos-ti, specialistka supervizije in docentka za psihologijo na Fakulteti za zdravstvene vede Celje. Zaposlena je na An-dragoškem centru Slovenije, kjer vodi središče za raziskave in razvoj. Je avtorica številnih strokovnih in znanstvenih del z različnih področij psihologije: kritično mišljenje, social-no-čustveno učenje, skupinska dinamika idr. V tem okviru deluje tudi raziskovalno in razvojno ter izvaja raznovrstne delavnice. Je aktivna supervizorka. 53 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse PERSONALIZACIJA TRAJNOSTNIH VREDNOT V PARTICIPATIVNEM OKOLJSKEM IZOBRAŽEVANJU Zinka Kosec Akademija Akcija, Zavod za aktivni razvoj Domžale, Slovenija zinka@korporativni-velnes.si Ključne besede: vrednote, personalizacija, trajnost, izo-braževanje IZVLEČEK Trajnostne vrednote so osrednjega pomena za prehod v trajnostno družbo, saj posameznike in skupnosti us-merjajo k odgovornemu ravnanju z okoljem, naravnimi viri in družbenimi strukturami. V skladu z Evropskim zelenim dogovorom (2019) in okvirjem kompetenc za trajnostnost (GreenComp, 2022) se trajnostne vrednote nanašajo na zavedanje posameznikov in družbe o pos-ledicah današnjih dejanj za prihodnost. Eden ključnih izzivov je razvijanje trajnostnih vrednot, ki ne obsegajo zgolj zavedanja o okolju, temveč vključujejo osebne, družbene in kulturne dimenzije. Te vrednote so tesno povezane z izobraževanjem in vsakdanjim življenjem (Bianchi, Pisiotis Cabrera Giraldez, 2022). Poosebljanje teh vrednot v vsakdanjem življenju in uč-nem procesu je bistvenega pomena. Poudariti je treba vrednote, kot sta osebna odgovornost in angažiranost. Posamezniki, ki ponotranjijo trajnostne vrednote, so 54 bolj pripravljeni prispevati k trajnostnim rešitvam. Pov-ezovanje teh vrednot z zelenimi kompetencami pome-ni razvoj posameznikove sposobnosti za sprejemanje odločitev, ki temeljijo na okoljski, družbeni in ekon-omski trajnostnosti (Evropska komisija, 2019). Nadalje vključevanje solidarnosti in socialne pravičnosti v izo-braževalne programe pomaga pri razumevanju, da so okoljske spremembe pogosto povezane s socialnimi in ekonomskimi neenakostmi, kar zahteva vključevanje širših družbenih vrednot (Bianchi et al., 2022). Ob tem pa je pomembna tudi medgeneracijska odgovornost, pri kateri si s poudarkom na dolgoročnih posledicah naših dejanj prizadevamo za svet, ki bo enako dober za prihodnje generacije kot za današnje ter ozaveščanje o naših vplivih današnjih odločitev na prihodnost. To pa vključuje tudi sodelovanje in participacijo različnih skupin v trajnostnem odločanju, kar prispeva k večji učinkovitosti in krepitvi odgovornosti za okoljske spre-membe. Pri razvoju trajnostnih vrednot je ključno poudariti njihovo personalizacijo, saj posamezniki trajnostne prakse bolj učinkovito sprejemajo, kadar jih doživlja-jo kot lastne. To vključuje povezanost z lastnimi pre-pričanji, vrednotami in življenjskim slogom (Schmidt Schlegelmilch, 2020). Vrednote, kot so odgovornost, medsebojna povezanost in dolžnost do prihodnjih gen-eracij, so osnovne komponente trajnostnega razvoja, vendar je pomembno, da vsak posameznik prepozna tisto vrednoto, ki je zanj osebno najpomembnejša. Le tako se lahko trajnostnost dejansko implementira v vsakdanji ritem in odločanje posameznika. Raziskave so pokazale, da so pozitivni učinki trajnos-tnih vrednot vidni le, če so te vrednote sprejete kot osebno poslanstvo, saj le to omogoča njihov trajnostni 55 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse vpliv na vedenje ljudi (Schwartz, 2012). Programi, ki spodbujajo refleksijo o osebnih vrednotah in njihovem vplivu na trajnostni razvoj, dokazano povečujejo za-vezanost posameznikov k trajnostnemu ravnanju. Za uspešno spodbujanje trajnostnih vrednot je pomem-bno, da pri posameznikih spodbujamo občutek lastne odgovornosti in lastništva nad trajnostnimi odločitva-mi, saj je to pogoj za trajne spremembe. Pri tem je kl-jučno, da trajnostne vrednote ne predstavljajo dodatne obremenitve, temveč so naravno vtkane v vsakdanje iz-bire posameznikov. To vključuje ne le ekološko odgov-ornost, temveč tudi socialno in gospodarsko dimenzijo trajnostnega razvoja (Holladay Lofthouse, 2021). Trajnostne vrednote niso zgolj teoretični koncepti, tem-več gonilna sila, ki nas lahko usmerja k trajnostnemu delovanju. Ključno pa je, da vsak posameznik najde svojo vrednoto znotraj tega širšega okvira in jo sprejme kot osebno poslanstvo. Ko posameznik prepozna vred-noto, ki odraža njegova lastna prepričanja, jo bo lažje vključil v svoje vsakdanje odločitve in dejanja. Person-alizacija trajnostnih vrednot je bistvenega pomena – če želimo, da ljudje dejansko sprejmejo trajnostne prakse, jih moramo spodbuditi, da jih doživijo kot nekaj last-nega, ne kot zunanjo zahtevo. Če ljudem sporočimo, da morajo narediti preveč stvari, je zelo verjetno, da ne bodo naredili ničesar. Zato je pristop personalizacije iz-jemno pomemben – omogoča posameznikom, da prev-zamejo odgovornost za svoja dejanja in se angažirajo na način, ki jim najbolj ustreza. Samo tako lahko obliku-jemo trajnostni svet, ki ga bomo vsi aktivno soustvar-jali. 56 Literatura Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). GreenComp The European sustainability competence framework. Publications Office of the European Union. https://doi.org/10.2760/13286 Evropska komisija (2019). The European Green Deal. Publications Office of the European Union. Holladay, L. A., Lofthouse, M. (2021). Sustainability and Personal Val- ues: The Role of Values in Shaping Sustainable Actions. Journal of Sustainable Development, 14(3), 10-23. https://doi.org/10.5539/ jsd.v14n3p10 Schmidt, J. E., Schlegelmilch, B. B. (2020). Values in Sustainability: A Cultural Approach to Sustainability Education. Journal of Environ- mental Education, 51(4), 305-320. https://doi.org/10.1080/009589 64.2020.1795359 Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values. Online Readings in Psychology and Culture, 2(1). https:// doi.org/10.9707/2307-0919.1116 Predstavitev avtorice Dr. Zinka Kosec, spec. org. – manag., je ustanoviteljica in direktorica Akademije Akcija, ki se posveča aktivnemu razvoju posameznikov. Že dvajset let vodi različna uspos-abljanja, seminarje in delavnice za razvoj kadrov. Njena doktorska disertacija je bila osredotočena na napovedovan-je uspešnosti zaposlenih z uporabo različnih prediktorjev. Je avtorica Kartic vrednot, več strokovnih in znanstvenih člankov ter knjig, poleg tega pa je tudi predavateljica na več višjih in visokih šolah, kjer uspešno mentorira študente pri zaključnih nalogah. 57 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse iNATURALIST IN LJUBITELJSKA ZNANOST: KDO PRISPEVA PODATKE IN ZAKAJ? Žan Rode, Gregor Torkar Univerza v Ljubljani, Pedagoška fakulteta Ljubljana, Slovenija zan.rode@pef.uni-lj.si, gregor.torkar@pef.uni-lj.si Ključne besede: iNaturalist, ljubiteljska znanost, občanska znanost, biodiverziteta IZVLEČEK iNaturalist (https://www.inaturalist.org) je priljubljena aplikacija, ki temelji na konceptu občanske znanosti in omogoča beleženje ter določanje organizmov, hkrati pa spodbuja komunikacijo med uporabniki – tako ljubitel-jskimi kot profesionalnimi naravoslovci (About · iNatu-ralist, 2024; Boone in Basille, 2019). Zaradi enostavne uporabe ima velik potencial tudi v izobraževalnem kontekstu (Rode in Torkar, 2023). Cilj raziskave je bil pridobiti vpogled v tip uporabnikov aplikacije, saj je poznavanje ozadja pomembno pri pripravi nadaljnjih izobraževanj in pri uporabi tovrst-nih orodij v izobraževalnih kontekstih. Naš vzorec so sestavljali slovenski uporabniki te aplikacije, ki so za-beležili opažanja vrst iz reda bogomolk (Mantodea). Analizirali smo uporabnike, ki so v obdobju med letoma 2008 in 2021 v Sloveniji zabeležili vsaj eno opažanje bogomolk (N = 52) ter tri uporabnike, ki so na platformi zabeležili največ opažanj. Kontaktirali smo jih preko 58 platforme iNaturalist in jih povabili k sodelovanju v pol-strukturiranih intervjujih. Vprašanja so se osredotočala na razloge za uporabo aplikacije, ozadje uporabnikov (poklic, izobrazba, hobiji), načine uporabe aplikacije ter njihovo naravoslovno znanje. Intervjuje smo analizirali kvalitativno, z iskanjem skupnih tem. Odzvalo se je 19 uporabnikov. Rezultati kažejo, da so uporabniki aplikacije zelo razno-liki. Približno polovica jih ima naravoslovno-biološko izobrazbo, druga polovica pa prihaja iz drugih področij in jih narava zanima zgolj kot hobi. Med pogostimi hobiji so navajali fotografijo, pohodništvo in opazovan-je narave. Nekateri uporabniki uporabljajo aplikacijo predvsem za dokumentiranje opažanj, drugi za prido-bivanje znanja. Večina jih pri določanju vrst uporablja določevalne ključe ali se zanese na pomoč skupnosti znotraj aplikacije. Uporabniki pogosto poročajo, da so se s pomočjo aplikacije naučili več o vrstah bogomolk in o biodiverziteti nasploh. Iz rezultatov lahko sklepamo, da ima iNaturalist pomembno vlogo pri spodbujanju zanimanja za naravoslovje tudi med tistimi, ki nimajo formalnega izobraževanja s tega področja. Aplikacija se zato kaže kot primerna tudi za vključevanje v širše izo-braževalne in ozaveščevalne programe, zlasti v kontek-stu spodbujanja naravoslovne pismenosti in aktivnega opazovanja narave. Literatura About · iNaturalist. (2024). iNaturalist. https://www.inaturalist.org/ pages/about Boone, M. E., in Basille, M. (2019). Using iNaturalist to Contribute Your Nature Observations to Science. EDIS, 2019(4), 5. https://doi. org/10.32473/edis-uw458-2019 59 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Rode, Ž., in Torkar, G. (2023). The iNaturalist Application in Biology Education: A Systematic Review. International Journal of Edu- cational Methodology, 9(4), 725–744. https://doi.org/10.12973/ ijem.9.4.725 Predstavitev avtorjev Žan Rode je asistent na področju didaktike biologije na Pedagoški fakulteti Univerze v Ljubljani. Njegov glavni ra-ziskovalni interes je uporaba informacijsko-komunikacijskih tehnologij v naravoslovnem izobraževanju in ozaveščenost o rastlinah. Leta 2020 je zaključil magistrski študij pred-metnega poučevanja kemije in biologije, trenutno pa je doktorski študent na Univerzi v Ljubljani. Je tudi ilustrator, sodeloval je pri prilagoditvi slovenske ustave v projektu La-hko berljiva ustava RS, kjer je ustvaril številne ilustracije kot dodatke za razumevanje besedila. Ilustriral je tudi prirejene pesmi Franceta Prešerna. Prof. dr. Gregor Torkar je redni profesor didaktike biologije na Pedagoški fakulteti Univerze v Ljubljani. Pred tem je de-loval kot raziskovalec in predavatelj na Fakulteti za znanosti o okolju Univerze v Novi Gorici, kot učitelj naravoslovja v srednješolskem izobraževanju, kot avtor in urednik znanst-venih knjig in učbenikov ter kot naravovarstvenik. Diplomi-ral je leta 2001 na Pedagoški fakulteti Univerze v Ljubljani kot profesor biologije in gospodinjstva, doktoriral pa leta 2006 na Biotehniški fakulteti Univerze v Ljubljani iz bioteh-niških ved, smer varstvo naravne dediščine. Večkrat se je strokovno izpopolnjeval v tujini, med drugim na Trinity College v Dublinu (Irska), na Hedmark University College (danes Inland Norway University, Norveška) in na Univer-sity of California, Berkeley (ZDA). Kot gostujoči predavatelj sodeluje na več evropskih univerzah. Njegovo raziskovalno delo se osredotoča na področje biološke in okoljske vzgoje in izobraževanja na primarni, sekundarni in visokošolski 60 ravni. Trenutno raziskuje predvsem ekologijo, evolucijo, nar-avovarstveno vzgojo in izobraževanje, terensko poučevanje ter vzgojo in izobraževanje za trajnostni razvoj. Sodeluje v več nacionalnih in mednarodnih raziskovalnih projektih s področja naravoslovnega izobraževanja in varstva narave. Je nosilec UNESCO Katedre o izobraževanju učiteljev za trajnostni razvoj na Univerzi v Ljubljani, član akademskega odbora mreže European Researchers in Didactics of Biology (ERIDOB) in programski koordinator centrov za šolskih in obšolskih dejavnosti (CŠOD) v Sloveniji. 61 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse VKLJUČUJOČA TEMATSKA POT KOT STRATEGIJA ZA UČENJE V JAVNEM ODPRTEM PROSTORU Meta Furlan1, Nives Ličen2, Urška Gruden3 in Mojca Leskovec3 1Ljudska univerza Ajdovščina 2Filozofska fakulteta, Modra fakulteta Ljubljana 3Filozofska fakulteta Ajdovščina, Ljubljana, Slovenija meta.furlan@lu-ajdovscina.si, niveslicen.7@gmail.com, urska.gruden@ff.uni-lj.si , mojca.leskovec@ff.uni-lj.si Ključne besede: tematska pot, priložnostno učenje, javni prostor, kulturna dediščina IZVLEČEK Prispevek prikazuje razvojno-raziskovalni projekt, v ok-viru katerega je bila načrtovana in realizirana tematska pot kot vključujoča strategija za učenje, medgeneraci-jsko povezovanje in turistično izkušnjo. Projektno delo je bilo interdisciplinarno – sodelovali so strokovnjaki in študenti s področij izobraževanja, turizma, etnologije, glasbene umetnosti in kmetijstva. Teoretski okvir razvojno-raziskovalnega projekta so tvorili koncepti: trajnostni in dostopni turizem, učenje v javnem odprtem prostoru (Furlan, 2024), kulturna ded-iščina (Fakin Bajec, 2024; Caloggero, 2025), medgener-acijsko sodelovanje in učenje ter ekološko izobraževan-je in etika skrbnosti (Mortari, 2020). Izhajali smo iz 62 potreb lokalnega okolja (Zgornja Vipavska dolina) po večjem medgeneracijskem povezovanju in vključevanju kulturne dediščine v medgeneracijski prenos ter razvoj trajnostnega ravnanja. Raziskovalno vprašanje se je glasilo: kaj je značilno za proces interdisciplinarnega razvoja nove strategije za priložnostno učenje? Cilj projektnega dela je bil raz-voj možnosti za srečevanje, priložnostno in naključno učenje ter povezovanje, brez poseganja v naravno okol-je. Za razvoj tematske poti je bila uporabljena meto-da oblikovalskega razmišljanja (ang. design thinking method), ki je bila uporabljena kot participativna meto-da v okviru postantropocentrične paradigme (Quinn, 2024). V celotnem procesu nastajanja in preverjanja so sodelovali lokalni prebivalci. Zbiranje podatkov je potekalo z uporabo intervjujev in opazovanja na terenu. Izvedli smo trideset intervjujev v različnih fazah razvoja »turističnega produkta« oziro-ma strategije za priložnostno učenje. Rezultat projekta je tematska pot, ki je namenjena (tudi) ljudem z ovi-ranostmi. Poteka v Vipavi, dolga je 1,4 km in ima šest »postaj« z nalogami o lokalni kulturni dediščini, ki obis-kovalce in domačine ozaveščajo o naravni in kulturni dediščini. Da bi se izognili fizičnemu posegu v okolje in da bi lahko naloge enostavno zamenjali z novimi, smo uporabili aplikacijo Actionbound. Po prvih testiranjih poti ugotavljamo, da so tematske poti primerna strategija za ozaveščanje o trajnostnem razvoju in kulturni dediščini ter lahko vodijo v transfor-mativno učenje in transformativni turizem. 63 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Caloggero, I. (2025). Interpretazione del Patrimonio Culturale: Principi, Metodi e Tecniche. Centro Studi Helios. Fakin Bajec, J. (2024). Izzivi uporabe dediščine za reševanje okoljskih izzivov na primeru ustvarjanja vodne dediščine na Krasu. Etnolog, 34, 17–46. Furlan, M. (2024). Pomen javnega prostora za učenje pri različnih družbenih skupinah. Doktorska disertacija. Univerza v Ljubljani. Mortari, L. (2020). Educazione ecologica. Editori Laterza. Quin, J. (2024). Invisible Education: Posthuman Explorations of Every- day Learning. Routledge. Predstavitev avtoric Asist. dr. Meta Furlan se raziskovalno ukvarja z učenjem v javnem odprtem prostoru in medgeneracijskim učenjem. Prof. dr. Nives Ličen raziskuje področje skupnostnega učenja in izobraževanja ter izobraževanja starejših. Urška Gruden, dipl. ped. in spec., je doktorska študent-ka programa Humanistika in družboslovje. Raziskuje izo-braževanje učiteljev s poudarkom na izobraževanju učitel-jev za starejše. Doc. dr. Mojca Leskovec vodi Center za izobraževanje na Filozofski fakulteti v Ljubljani ter se raziskovalno ukvarja s specialno didaktiko tujih jezikov. 64 KREPITEV ZELENIH KOMPETENC IN VEŠČIN V PROCESU PRAVIČNEGA PREHODA: PRILOŽNOSTI IN IZZIVI V ZASAVJU Anja Šerc, Barbara Avsenak Regionalna razvojna agencija Zasavje Zagorje ob Savi, Slovenija anja.serc@rra-zasavje.si, barbara.avsenak@rra-zasavje.si Ključne besede: zelene kompetence in veščine, pravični prehod, Zasavje, participativno učenje, regionalni razvoj IZVLEČEK Zasavska regija je od leta 2019 ena od dveh pre-mogovnih regij v Sloveniji, ki sta vključeni v Sklad za pravični prehod. Kazalniki kakovosti življenja regijo uvrščajo na 6. mesto med 12 slovenskimi regijami, medtem ko je BDP na prebivalca najnižji v Sloveniji (Poročilo o regionalnem razvoju Slovenije 2018–2022, 2023). Avtorici sva v prvem delu prispevka na prime-ru Zasavja osvetlili specifičnost regionalnega razvoja regije v tranziciji, v drugem delu predstavili teorijo participativnega učenja in najpogosteje uporabljene kompetenčne okvirje ter v zaključku obravnavali dva primera participativnega okoljskega izobraževanja. Namen prispevka je kritično ovrednotiti vpliv partic-ipativnega izobraževanja na razvojni potencial ter prepoznati dejavnike, ki vplivajo na njihovo uspešno uresničevanje. Vključevanje krožnih vsebin v vzgojno-izobraževalne procese ter krepitev kompetenc brezposelnih in 65 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse iskalcev zaposlitve z znanji za zelena delovna mesta predstavljajo temelj za dolgoročno preoblikovanje kompetenčnega profila regije. Razvoj in nadgradnja zelenih kompetenc je kot razvojna priložnost opredel-jena tudi v dokumentu Zasavje – Beyond 2027 (START tehnična pomoč, 2025) ter Območnem načrtu za pravični prehod (2021). Za uspešno trajnostno trans-formacijo je ključno, da izobraževalni proces ne ostane le v domeni formalnega sistema, ampak se s participa-tivnim pristopom razširi v širšo skupnost, kar spodbu-ja »aktivno državljanstvo in omogoča posameznikom ter skupnostim, da postanejo soustvarjalci trajnostne prihodnosti« (UNESCO, 2017). Za premostitev poten-cialnih izzivov kot so konflikti interesov, pomanjkanje angažiranosti in dolgotrajni procesi odločanja, so za uspešno izvajanje participativnih izobraževalnih pro-cesov ključni jasni mehanizmi sodelovanja, dostop do virov ter zaupanje v institucije. Eden ključnih ukrepov pravičnega prehoda je tako tudi izboljšanje lokalnega izobraževalnega sistema. V okviru JR Obogateno izvajanje kakovostnega in dostopnega učenja ter uvajanja krožnih vsebin bo izbrani konzorcij nadgrajeval didaktične pristope z vključevanjem dobrih praks za razvoj digitalnih, pod-jetnostnih in zelenih kompetenc, ob poudarku na karierni orientaciji, krožnih vsebinah in vsešolskem pristopu. V prispevku predstavljava projektno idejo Preplet in jo osvetliva s primerjalno analizo švedskega projekta The School of the Future. S primerjavo sva avtorici analizirali možnosti nadgradenj projekta in prepoznavanja tveganj z namenom prispevanja k tra-jnosti rezultatov projekta. 66 Literatura Ministrstvo za kohezijo in regionalni razvoj (2023). Poročilo o regio- nalnem razvoju 2018–2022. START tehnična pomoč (2025). Zasavje – Beyond 2027: Regional de- velopment narrative and regional development priorities. UNESCO (2017). Education for sustainable development goals: Learn- ing objectives. UNESCO Publishing. Slovenia’s EU Cohesion Policy Programme 2021-2027 (2021). 2021 TJTP – Območni načrt za pravični prehod. Predstavitev avtoric mag. Anja Šerc je direktorica Regionalne razvojne agencije Zasavje. Na svoji profesionalni poti se ukvarja z razvojem skupnosti, ljudi in projektov, ki podpirajo trajnostni razvoj. Tako na teoretični kakor tudi na praktični ravni podpira razvoj inovativnih pristopov, ki podpirajo spremembe v sk-upnostih, organizacijskih kulturah, kompetencah in načinih povezovanja znotraj in izven organizacij. Barbara Avsenak je strokovna sodelavka Regionalne raz-vojne agencije Zasavje. Zaposlena na Oddelku za pravični prehod in projekte pri Regionalni razvojni agenciji Zasavje, kjer se ukvarja s pripravo in izvajanjem razvojnih projek-tov, povezanih s prestrukturiranjem regije ter prehodom v trajnostno in vključujočo prihodnost. Njeno delo vključuje sodelovanje z lokalnimi skupnostmi, občinami, podjetji in drugimi deležniki, s ciljem oblikovati celovite rešitve, ki podpirajo gospodarsko prenovo in družbeno odpornost regije. Poseben fokus posveča področju izobraževanja in razvoju kompetenc kot ključnih dejavnikov za krepitev zmogljivosti skupnosti in spodbujanje trajnostnega razvoja. 67 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ZELENE VEŠČINE IN PLEMENITE KOVINE Marko Gabrovšek Zavod za zaposlovanje Slovenije Vrhnika, Slovenija marko.gabrovsek@ess.gov.si Ključne besede: človek, zeleno delo, veščine, plemenite kovine IZVLEČEK Veščine so v evropskem kvalifikacijskem okviru (EQF) – za razliko od znanja, ki zaobjema dejstva, načela in teorije – opredeljene predvsem z vidika praktičnih in kognitivnih elementov, kot so način razmišljanja ali reševanje problemov. Kompetence predstavljajo izkazan sklop znanja, veščin, sposobnosti in tudi osebnostnih lastnosti, vrednot, mo-tivacije, samopodobe, čustev, vzorcev razmišljanja ipd. Pomenijo, da imamo ne le znanje in razumevanje ter zmožnosti za izvedbo, temveč smo tudi motivirani, da nekaj dejansko storimo. Kompetence se kažejo v uspeš-no opravljenem delu glede na postavljene zahteve ozi-roma celo omogočajo nadpovprečno delovanje. Opaziti jih je mogoče šele pri našem ravnanju v različnih de-lovnih in življenjskih situacijah (ZRSZ, 2025). Okolje in medsebojni odnosi so v času obilja pod pritis-kom. Izobilje za vse ni mogoče v neskončnost. Zato ne presenečajo občutki ne-varnosti spričo vremenskih ekstremov, mednarodnih konfliktov in trga, ki določen-im skupinam ljudi – na primer nezaposlenim – omejuje 68 prehransko in druge oblike varnosti. Srebro, kot podcenjena plemenita kovina je na dan, ko pišem, vredno 1 € na gram, medtem ko gram zlata stane 90 €. Torej je razmerje med zlatom in srebrom 1 : 90. Cena in razmerja plemenitih kovin se s časom spreminja, zato se velja vprašati, ali so danes zelene kompetence, zelene veščine primerno (o)cenjene. Ali so oziroma bodo ob nadaljevanju varnostnih izzivov post-ale vredne srebra in zlata? A pri tem ne gre zgolj za tržno vrednost – gre za člove-ka in naravo. Tu moramo iskati pravo pot. Morda prav preko rok, veščin, kompetenc ter osebnostnih vrlin. Vsaka, še tako drobna veščina šteje in ni samoumevna, nepomembna. Morda korenini v zgodnjem otroštvu ali v rosni mladosti ter se je razvila ob hkratnem v stiku z naravo in preteklimi generacijami. Čeprav formalno morda ni priznana (ali celo hoté ni priznana), čutimo njeno vrednost in jo delimo, ji iščemo pot. V tem je vgrajena participativnost in tudi okoljska dimenzija našega iskanja. Trud bo nekoč poplačan. Morda tudi v srebru in zlatu. Literatura Gabrovšek, M. (2016). Študijski krožki kot vir zaposlitvenih možnosti v sistemu zelenih delovnih mest, Biotehniška fakulteta, Ljubljana. Korošec, M. (2023). Zlata vredna, Zlata vredne skrivnosti bogatih rod- bin o zlatu in srebru: Rdeča oranža, Maribor. EQF https://europass.europa.eu/sl/orodja-europass/evropsko-ogrod- je-kvalifikacij oz. SOK – Slovensko ogrodje kvalifikacij, https:// www.nok.si/, 25. 3. 2025 ZRSZ, (2025). https://esvetovanje.ess.gov.si/KajZnam/KajSoKompe- tence/, 25. 3. 2025 Pervanje M., (2022). Skrita moč, Šest stebrov učinkovitega kadrovanja. Kranj. 69 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Predstavitev avtorja Mag. Marko Gabrovšek je po izobrazbi gozdarski tehnik, univerzitetni diplomirani teolog in magister varstva nara-vne dediščine. Srčno rad dela z ljudmi. Je odkritelj zelenega dela in promotor zelenih delovnih mest. Ob priložnosti je prejel prvo nagrado za poezijo na literarnem natečaju Skala – Srce preživi menjavo časov. Spomladi 2025 je v okviru mednarodnega projekta Ambasadorji znanj prejel priznan-je REFERENCA za ozaveščanje na področju razvoja zelenih delovnih mest. 70 ETIKA ZA SONARAVNI RAZVOJ KOT PODSTAT IN REŠITEV ZA SOBIVANJE ČLOVEKA Z OKOLJEM IN NARAVO Kritična infrastrukura in mikroplastika v našem življenju Nada Pavšer Ljubljana, Slovenija nada.pavser@guest.arnes.si Ključne besede: mikroplastika, kritična infrastruktura, hi-drofobna površina, endokrini motilci, rakotvorne spremembe IZVLEČEK Povezava mikroplastike s kritično infrastrukturo zajema več področij, ki so ključna za varnost vsake države. Še posebej pomembni so: oskrba z vodo, zdravstvo, ravnan-je z odpadki, energetika in transport. Mikroplastika je prisotna v našem okolju zaradi industrijske proizvod-nje, potrošnje in neustreznega ravnanja z odpadki, pri čemer kritična infrastruktura igra ključno vlogo pri njen-em nadzoru in omejevanju. Napredne tehnologije (npr. filtracija z membranami, aktivno oglje) v okviru kritične infrastrukture pomagajo zmanjšati prisotnost mikroplas-tike v pitni vodi. Mikroplastični delci delujejo kot spužve za različne okoljske onesnaževalce. Njihova hidrofobna površina privlači in adsorbira toksine iz vode, zraka ali hrane. Ko zaužijemo mikroplastiko, lahko ti toksini pre-hajajo v telo in povzročajo različne bolezni. Nekatere sestavine plastike (npr. bisfenol A – BPA) delujejo kot 71 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse endokrini motilci, kar pomeni, da vplivajo na hormonsko ravnovesje in lahko povzročijo neplodnost, debelost ter različne rakotvorne spremembe. Literatura United Nations Environment Programe, Legal Limits on Single-Use Plastics and Microplastics: A Global Review of National Laws and Regulations, dosegljivo: https://wedocs.unep.org/bitstream/han- dle/20.500.11822/27113/plastics_limits.pdf (Datum dostopa: 10. 3. 2025) Abreu, A., Pedrotti, M. L. Microplastics in the oceans: the solutions lie on land, Field Actions Science Reports, str. 62-67, 20193. Joksić Šomen, A. (2021). Problematika mikroplastike: okol- je-zdravstveni vidik, Dosegljivo: https://nijz.si/wp-content/ uploads/2021/12/problematika_mikroplastike_okolje-zdravstve- ni_vidik_a._somen_joksic-1.pdf Grolms, M. Advanced science news, Global Alliance to End Plastic Waste, (2019). Dosegljivo: https://www.advancedsciencenews. com/global-alliance-to-end-plastic-waste/ (Datum dostopa: 10. 03. 2025) Prepoved za mikroplastiko (sprejeta) http://www.sigov.si/mop/ Predstavitev avtorice: Dr. Nada Pavšer je slovenska okoljska znanstvenica, ped-agoginja, strokovnjakinja in politična aktivistka. Njena posebna področja so ekologija, trajnostni razvoj, okoljski kriminal in ekološka vzgoja. Sodeluje pri lokalni samoupra-vi. Nagrajena je z najvišjim državnim priznanjem ter odloč-no nastopa v okoljski politiki. Pomembno je prispevala k razvoju in izvajanju inovativnih izobraževalnih praks predvsem s projektom Ekošol, ki ga je pred 30 leti začela umeščati v slovenski prostor. Dr. Pavšer je znana po svo-jem delu na področju izobraževalnih reform, usposabljanja učiteljev in izboljšanja metod poučevanja. 72 SPOJ SKUPNOSTI IN OKOLJA IZRAŽA PARTICIPATIVNOST IN TRAJANJE 73 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse IZOBRAŽEVANJE PREK MREŽENJA: OBLIKOVANJE SKUPNOSTI PRAKSE NA PODROČJU OKOLJA Marco Bassi Univerza v Palermu Palermo, Italija marco.bassi@unipa.it Ključne besede: skupnost, okolje, mreženje IZVLEČEK Ta predstavitev osvetljuje izkušnje ob vzpostavitvi Rete Italiana dei Territori di Vita (RITeVi), neformalne mreže, ki se nahaja na stičišču italijanskega gibanja za skupno rabo podeželja in konzorcija ICCA, globalnega združenja avtohtonih ljudstev in lokalnih skupnosti, ki se ukvarjajo z ohranjanjem okolja. Kroženje vrednot in informacij med različnimi področji izkušenj je ustvarilo učinek medsebojnega oplajanja, ki spodbuja splošni izobraževalni vpliv na posameznike, vključene v vsa-kodnevno upravljanje okolja. Teoretično koncept skup-nosti prakse (CoP) ponuja pedagoški okvir, ki je najbolj usklajen z izkušnjo RITeVi. Vendar mreža še ni razvila posebnih instrumentov, ki so običajno povezani s CoP. Kljub temu njene hibridne kompetence uvajajo inovaci-je, ki jih je smiselno upoštevati za nadaljnji razvoj teori-je CoP. 74 Literatura Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Wenger-Trayner, E., Wenger-Trayner, B. (2015). Communities of prac- tice: A brief introduction. Wenger-Trayner. https://wenger-trayner. com/introduction-to-communities-of-practice/ Bigaran, F., Bassi, M. (2024). Comunità locali, terre collettive, territori di vita: Riconoscimento e contributi allo sviluppo sostenibile. Asuc Notizie, 47–51. Predstavitev avtorja: Izr. prof. dr. Marco Bassi je izredni profesor za antropologi-jo na Univerzi Palermo (Italija). Ima status na univerzi Ad-dis Ababa, Alma Mater Studiorum Univerze v Bolonji, na Univerzah Johns Hopkins (ZDA), Oxford (Velika Britanija) in Trento (Italija). Prejel je nagrado za ugledno štipendijo Združenja za Oromo študije (2011). Med letoma 2021 in 2023 je predsedoval italijanskemu združenju za aplikativno antropologijo (SIAA) in še vedno so-predseduje njeni reviji Antropologia Pubblica. Je svetnik za Evropo pri konzorciju ICCA. 75 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse PARTICIPATIVNO ODLOČANJE IN SKUPNOSTNI MODELI KOT TEMELJ RAZVOJA ZELENIH KOMPETENC V IZOBRAŽEVANJU ODRASLIH Janja Rudolf, Andrej Udovč Biotehniška fakulteta, Univerza v Ljubljani Ljubljana, Slovenija janja.rudolf@bf.uni-lj.si, andrej.udovc@bf.uni-lj.si Ključne besede: participacija, zelene kompetence, izo-braževanje, okolje IZVLEČEK V tem prispevku trdimo, da participativno odločanje in skupnostno upravljanje naravnih virov predstavlja-ta ključna mehanizma za razvoj teh kompetenc v izo-braževanju odraslih. Participativno odločanje presega zgolj vključevanje deležnikov. Gre za transformativni proces, ki podpira kolektivno refleksijo, skupinsko analizo kompleksnih vprašanj ter iskanje legitimnih in izvedljivih rešitev. Družbeni kapital – zaupanje, norme sodelovanja in povezanost med akterji – se izkaže za ključen dejavnik, ki omogoča uspešno skupinsko delovanje (Bourdieu, 1986). Ostrom (1990) pa pokaže, da lahko skupnosti s participativnim upravljanjem naravnih virov presežejo "tragedijo skupnega" in dolgoročno vzdržujejo trajnos-tne prakse. Empirične ugotovitve iz študij kolektivnih kmetijs- 76 ko-okoljskih shem v Evropi kažejo, da udeležba v teh shemah omogoča deljenje znanja med različnimi akter-ji, medgeneracijski prenos izkušenj ter skupno iskanje rešitev (Westerink in sod., 2020), kar sovpada z zelenimi kompetencami, kot jih opredeljuje GreenComp. V okvi-ru raziskave smo razvili metodološki model, ki združuje večkriterijsko odločanje (MCDM), analizo prednosti, sla-bosti, priložnosti in nevarnosti (SWOT) ter metodo DEXi za kvalitativno modeliranje odločitev. Ta kombinacija omogoča kompleksno presojo okoljskih, družbenih, ekonomskih in institucionalnih dejavnikov z aktivnim vključevanjem deležnikov (Rudolf in Udovč, 2022). Kl-jučno je, da tovrsten pristop ne deluje le kot analitično orodje, temveč kot pedagoški proces, kjer udeležen-ci postopoma razvijajo razumevanje medsebojnih povezav, razmišljajo o dolgoročnih posledicah svojih odločitev in se učijo skupinskega reševanja problemov – vse to pa so temeljne veščine trajnostnega državljanstva. Takšna metodologija, implementirana v okviru študij kolektivnih kmetijsko-okoljskih praks, se je izkazala kot izredno učinkovita ne le za boljše upravljanje (Viaggi in sod., 2011), temveč tudi za razvoj kompetenc, kot so sistemsko razmišljanje, sodelovanje, komunikacija in presoja posledic – torej ravno tistih, ki jih GreenComp prepoznava kot osrednje za zeleno preobrazbo. V an-dragoškem kontekstu bi podobne metode lahko upora-bljali pri razvoju skupnostno zasnovanih učnih modulov, participativnih delavnic in projektov, ki se odzivajo na konkretne okoljske izzive. Zato v zaključku predlagamo, da se participativno odločanje ne obravnava le kot vsebina izobraževanja odraslih, temveč tudi kot metoda učenja – orodje, ki omogoča preplet formalnega znanja, izkušenj in vrednot učečih se odraslih. 77 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Bourdieu, P. (1986). The forms of capital. V J. G. Richardson (Ured.), Handbook of theory and research for the sociology of education (Greenwood). Ostrom, E. (1990). Governing the commons: The evolution of institu- tions for collective action. Cambridge University Press. Rudolf, J., Udovč, A. (2022). Introducing the SWOT scorecard tech- nique to analyse diversified AE collective schemes with a DEX model. Sustainability, 14(2), 785. https://doi.org/10.3390/ su14020785 Viaggi, D., Fontana, M., Bartolini, F. (2011). Multi-criteria decision making for environmental sustainability: The case of collective agri-environmental contracts. Ecological Economics, 70(10), 2018–2024. Westerink, J., Melman, D., Schrijver, R. A. M., et al. (2020). Collective action for sustainable agriculture: A review of effectiveness and challenges. Agricultural Systems, 183, Article 102857. Predstavitev avtorjev Dr. Janja Rudolf je raziskovalka, ki se prednostno ukvarja z razvojem novih metodologij povezovanja podatkov na področju agrarne ekonomike in kolektivnih povezovanj med kmeti. Je tudi zaprisežena sodna cenilka in izvedenka za kmetijska zemljišča ter mama treh otrok. Prof. dr. Andrej Udovč je redni profesor agrarne ekonomike na oddelku za agronomijo, Biotehniške fakultete. Njegovo raziskovalno zanimanje je osredotočeno na upravljanje kmetij, soobstoj podeželske ekonomike z naravnimi kra-jinami in skupno upravljanje virov. Je sodni izvedenec za kmetijska gospodarstva. Redno sodeluje na nacionalnih in mednarodnih projektih s področja svoje stroke. 78 PRILOŽNOSTI ZA IZOBRAŽEVANJE ZA TRAJNOSTNI RAZVOJ (ITR) ZA VKLJUČEVANJE EVROPSKIH TRADICIONALNIH SKUPNOSTI Olivier Hymas Univerza Lausanne Lausanne, Švica olivier.hymas@unil.ch IZVLEČEK Prispevek želi podati kratek povzetek Evropske konfer-ence o skupnih dobrinah 2024, da bi podprl morebitno izmenjavo idej o tem, kako se lahko izobraževanje za trajnostni razvoj (ESD), teorija in praksa, uporabi za obveščanje odločevalcev in strokovnjakov, da priznajo prispevek, ki ga evropske skupne dobrine prinašajo ra-zličnim mednarodnim, evropskim in nacionalnim politi-kam. Na tak način so evropske skupne dobrine vključene in aktivno sodelujejo v razpravah. Eurostat podcenjuje, da je 7 % evropskih zemljišč v skupni lasti. To dejstvo postavlja pod vprašaj splošno prepričanje, da v Evropi obstajata le dve vrsti lastništva – zasebno in javno. Medtem ko se lastništvo zasebnih in javnih zemljišč pogosto spreminja, so nekatera skupna zemljišča v lasti istih skupnosti že od srednjega veka. Danes je ta tretja oblika lastništva prisotna v številnih evropskih državah. Skupna zemljišča so pogosto bogata tako s kulturno dediščino kot z biotsko raznovrstnostjo – dejavniki, ki so med seboj tesno povezani. Neprepoznav-nost skupnih zemljišč se še dodatno poglablja z dejst-vom, da je tudi njihovo upravljanje in vodenje nevidno, 79 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse čeprav so njihove dejavnosti oblikovale pokrajino, biots-ko raznovrstnost in kulturo, ki obdaja skupna zemljišča. Mnoge od teh skupnih dobrin že stoletja prispeva-jo k uresničevanju ciljev trajnostnega razvoja (SDG), ohranjanju biotske raznovrstnosti, zagotavljanju eko-sistemskih storitev ter uresničevanju številnih drugih ciljev in politik. Za skupnostne člane to ni nova politika. Vendar pa njihov prispevek ni le neviden, ampak lahko izvajanje teh politik ovira prispevek skupnostnih članov ali, še huje, privede do prisvajanja skupnih dobrin. Konec leta 2024 so se evropske podružnice Mednarod-nega združenja za preučevanje skupnega (IASC) ter konzorcija za avtohtona in skupnostno upravljana ob-močja (ICCA) sestale, da bi razpravljale o skupnih dobri-nah v Evropi. Med njihovimi zaključki je bila potreba po izobraževanju splošne javnosti, še pomembnejše pa je izobraževanje politikov, javnih uslužbencev in drugih, ki zagovarjajo in izvajajo različne mednarodne, evropske in lokalne cilje, kot so cilji trajnostnega razvoja, podnebni cilji in cilji zaščite biotske raznovrstnosti. Literatura Giacomo, P., et al. (2025). Territories of commons: a review of common land organizations and institutions in the European Alps - https:// iopscience.iop.org/article/10.1088/1748-9326/add1f4 Sithole, S., Walters, G. and Hymas, O. (2024). Zoos and Aquariums are Changing their Exhibits to Represent Indigenous Peoples and Local Communities’ Perspectives – WAZA - https://www.waza. org/wp-content/uploads/2024/01/WAZA-magazine-2023-Web- spreads.pdf Seillier, R., Shulz, S., Annereau, C., Hymas O., Joye J.-F., Walters G. (2024). Foncier en communs: vers une propriété partagée des lieux essentiels - Société des Communs - https://societedescom- muns.com/wp-content/uploads/2024/02/LIVRET-4-FONCIER.pdf Walters, G. and Hymas, O. (2022). France’s invisible land commons under threat – IUCN CEESP newsletter. https://www.iucn.org/ 80 news/202212/frances-invisible-land-commons-under-threat Smith, G., Walters, G., and Hymas, O. (2021). Dwelling in the relational commons: exploring the contemporary role and significance of a section de commune in the Jura Mountains, France. In Les bien communaux / propriétés foncières collectives au 21ème siècle: De l’histoire aux utilités modernes (Ed. J.F. Joye). Edition Universi- té Savoie Mont Blanc, Chambery, France Predstavitev avtorja Aktivistični raziskovalec, ki presega meje disciplin. V znanstven-emu raziskovanju daje prednost skupnosti, in trdi, da je treba pomembne raziskave o lokalni skupnosti in okoljskih vprašanjih najprej raziskati skupaj s skupnostmi, preden se določi, katere akademske discipline s svojimi ločenimi teorijami in metodami so najbolj relevantne. Čeprav je bil prvotno izobražen kot eko-log, se je kasneje preusmeril v antropologijo, danes pa se veliko posveča preučevanju zgodovinskih arhivov, analizi zbledelih zemljevidov, računovodskih preglednic za analizo stroškov in koristi ter preteklih pandemij. Že več kot dve desetletji si priza-deva za integracijo z lokalnimi skupnostmi v Afriki in Evropi, da bi razumel njihovo interakcijo z okoljem in kako zunanji posegi vplivajo na njihovo dinamiko. Trenutno se osredotoča na ev-ropske lokalne skupnosti, zlasti na teritorialne skupnosti, kjer evropske ideologije ohranjanja narave vidi kot zastarele, in vse bolj zaostajajoče za priznanimi globalnimi dobrimi praksami. Zagovarja vključevanje praks evropskih teritorialnih skupnosti, pogosto prostovoljnih, v različne agende za leti 2030 in 2050. Predvideva vrnitev k razsvetljenskemu znanstvenemu pristopu, podobnemu Sokratovi filozofiji, kjer lahko vsakdo, ne glede na formalno izobrazbo, pomembno prispeva razvoju, ki nastaja sodelovalno. Ta vizija je skladna z vse večjim mednarodnim priznanjem znanosti avtohtonih ljudstev kot veljavne. 81 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse SKUPNOSTNO UPRAVLJANJE, SEZONSKA SELITEV ŽIVINE IN EKOLOGIJA PAŠNIKOV Francisco Godoy1, Santiago Parra2, Adrià Peña2 3, Pau Sanosa2, Pablo Dominguez4 1 CITEC (UDP/PUC), Čile 2 Univerza Aix Marseille, Marseille, Francija 3 Autonomna univerza Barcelona, Cerdanyola del Vallès, Bellaterra, Španija 4 Univerza Girona, Girona, Španija Univerza Pariz, Pariz, Francija eco.anthropologies6@gmail.com Ključne besede: Pastoralizem, sezonska selitev živine, sk-upna lastnina, ohranjanje okolja, trajnostnost POVZETEK Upravljanje naravnih virov na ravni skupnosti je vse bolj cenjeno, zlasti zaradi njegovega potenciala za boj proti izgubi biotske raznovrstnosti in podnebnim spre-membam, pa tudi zaradi številnih drugih ekosistemskih storitev ter družbeno-kulturnih vrednot in koristi (Zan-jani s sod., 2023). Osredotočili smo se na tri sosednje gorske skupne pašnike, ki se nahajajo v severovzhodnih andaluzijskih gorah v Španiji, Castril, Santiago in Pon-tones, ki imajo podobne fizikalno-kemijske razmere, a se razlikujejo po oblikah skupnostne organiziranoti in dveh glavnih vrstah mobilnosti: transhumanci na dolge razdalje in transhumanci na kratke razdalje (v nadalje-vanju LDT in SDT) (Godoy s sod., 2024; Parra et al., 2025). Pravila uporabe teh pašnikov so skupno dogovorjena 82 med vsemi uporabniki, vendar se v Pontonesu izvajajo strožje kot v Castrilu, medtem ko Santiago predstavlja vmesno obliko. Transdisciplinarno antropološko in ekološko študijo smo želeli v teh treh skupnih zemljiščih primerjati, kako ra-zlične vrste skupnostnega upravljanja in načini sezonske selitve (LDT proti SDT) vplivajo na rastlinske skupnosti in fizikalno-kemijske lastnosti tal na visokogorskih pašni-kih CSP. Izvedli smo dolgoročno etnografsko raziskavo (2017–2023), da bi se povezali z lokalnimi deležniki in razumeli oblike skupnostnega upravljanja, pastirsko ravnanje in druge povezane dejavnike, kot so vplivi javnih politik in globalnih trgov na te skupne površine. Hkrati smo izvedli ekološko vzorčenje in analize, da bi preverili vpliv teh treh vrst skupnostnega upravljanja in dveh vrst mobilnosti (LDT proti SDT) na ekologijo pašnikov (vzorčili smo 72 vegetacijskih transektov, 18 v Castrilu, 42 v Santiagu in 20 v Pontonesu, ki so bili pod-vrženi dvema glavnima načinoma sezonske selitve živine (SDT in LDT). Na splošno smo ugotovili, da lokalno pastirstvo pozi-tivno vpliva na okolje. Med posameznimi pašniki in ob-likami mobilnosti so se pokazale razlike, pri čemer je bil pozitiven vpliv povezan predvsem z bolj tesnimi oblika-mi sodelovanja med pastirji in vsakodnevnim vodenjem čred, skupaj s sezonsko transhumanco na dolge razdalje, zlasti kadar je slednja kombinirana s strožjimi formal-nimi pravili skupnosti. Da bi razširili znanje in trajnostne prakse, je bistveno spodbujati sodelovanje med razoskovalci, pastirji, loka-lnimi deležniki in predstavniki javnosti, da bi tako prido-bili bolj zanesljive podatke in omogočili lažjo uporabo rezultatov s strani drugih prek usposabljanja in okoljske-ga izobraževanja z vključitvijo vseh teh akterjev. To pred- 83 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse stavlja prvi korak k boljši povezanosti antropološkega, ekološkega in lokalnega znanja deležnikov za bolj celo-vito razumevanje in oživitev skupnih pašnikov. Literatura Parra, S., Ramos-Font, M.E., Buisson, E., Robles, A.B., Vidaller, C., Pavon, D., Baldy, V., Domínguez, P., Godoy-sepúlveda, F., Mazurek, H., Peña-Enguix, A., Sanosa-Cols, P., Corcket, E., Genin, D. (2024). “How Transhumance and Pastoral Commons Shape Plant Com- munity Structure and Composition”. Rangeland Ecology Man- agement, Volume 98: 269-282. ISSN 1550-7424. https://doi. org/10.1016/j.rama.2024.10.002 Godoy-sepúlveda, F., Sanosa-Cols, P., Parra, S.A. et al. (2024). “Gover- nance, Mobility, and Pastureland Ecology. An Eco-Anthropologi- cal Study of Three Pastoral Commons in Northeastern Andalusia”. Human Ecology 52: 303-318. https://doi.org/10.1007/s10745-024- 00495-4 Zanjani, L. V, Govan, H., Jonas, H. C., Karfakis, T., Mwamidi, D. M., Stewart, J., Walters, G., Dominguez, P. (2023). Territories of life as key to global environmental sustainability. Current Opinion in Environmental Sustainability, 63, 1–20. https://doi.org/10.1016/j. cosust.2023.101298 Predstavitev glavnega avtorja Dr. Pablo Dominguez je diplomiral iz okoljske biologije (UAM – Madrid in AMU – Marseille) ter doktoriral iz socialne antropologije (EHESS – Pariz in UAB – Barcelona). Speciali-ziran je za agro-silvo-pastoralne sisteme v sredozemskem prostoru – v Maroku, Španiji, Franciji in na Balkanu – ter ima več kot 20 let izkušenj na tem področju. Njegovo raziskoval-no delo se osredotoča na trajnostno skupnostno upravljanje naravnih virov in življenjskih prostorov kot ključni element globalne trajnosti ter kot vir kulturne dediščine, ki predstavlja temelj za ohranjanje teh sistemov. 84 OPRAVILA V SISTEMIH SKUPNIH ZEMLJIŠČ: ORODJE ZA IZOBRAŽEVANJE O ZELENIH KOMPETENCAH Ambrosio Julia, Chavanon Olivier Univerza Savoie Mont Blanc, Annecy, Chambéry, Francija julia.ambrosio@etu-univ.smb Ključne besede: izkušnje, prenos, podeželje, GreenComp, družbe IZVLEČEK V podeželskih skupnostih, kjer sistemi skupne zemlje še vedno obstajajo, so skupna opravila že dolgo običajen način upravljanja lokalnih virov. Gre za kolektivno delo, organizirano v skladu s posebnimi pravili za vzdrževanje SKUPNE lastnine. Te prakse niso le strogo funkcional-na nujnost, temveč temeljijo na skupnih moralnih ob-veznostih in medsebojni odgovornosti, kar zagotavlja trajnost kolektivnega premoženja in prenos strokovnega znanja, ki je za njegovo upravljanje bis tveno. S sodelo-vanjem pri vzdrževanju skupnih zemljišč člani skupnosti pridobivajo in uporabljajo tehnične spretnosti, hkrati pa razvijajo podrobno razumevanje ekoloških ciklov in družbeno-okoljskih interakcij. Lahko upravljajo go-zdove, nadzorujejo namakalne kanale ali čistijo pašnike. Na ta način tim. "opravila" temeljijo na medgeneraci-jskem učenju, povezanem s prakso, kjer se znanje o pros-toru in njegovi dinamiki prenaša skozi kolektivno delo-vanje. 85 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse V nekaterih gorskih regijah Francije kolektivno vzdrževanje gorskih pašnikov ostaja praksa za ohranjan-je pašnih ekosistemov, preprečevanje zapiranja pokra-jine in ohranjanje biotske raznovrstnosti. To pomaga spodbujati naravo in pomen njenega ohranjanja med mlajšimi in novimi člani skupnosti. Nekatera skupnostna zemljišča so tudi del regionalnih parkov, območij Natu-ra 2000 ali narodnih naravnih rezervatov, kar dodatno krepi interes za ohranjanje opravil kot sreds-tva za tra-jnostno upravljanje teh območij. Tako je bilo to znanje že dolgo pred institucionalizacijo t. i. »zelenih veščin« v evropskih kontekstih, kot je GreenComp, uporabljeno s strani imetnikov pravic kolektivnih lastniških sistemov. Danes je prenos tega znanja bolj ali manj živ in ritual-iziran, odvisno od območja. Postopno izginjanje te di-namike, povezano zlasti z odhodom mlajših s podeželja, sproža vprašanje erozije lokalnega ekološkega znanja in upada neposredne interakcije z okoljem. Hkrati smo priča ponovnemu oživljanju participativnih oblik kolek-tivnega ukrepanja v okoljskem upravljanju, kot so par-ticipativni delovni tabori, ekološko prosto voljstvo in državljanske pobude za obnovo krajine. Analiza opravil v kolektivnih lastninskih razmerjih poudarja pomen prenosa spomina in izkustvenega učenja pri oblikovanju sodobnih ekoloških veščin. Ta ponavljajoča se praksa je lahko pomembno orodje za kolektivno delovanje v ko-rist okolja ter za varstvo in obnovo narave z namenom trajnostne rabe naravnih prostorov in virov. Literatura Joye, J.-F. (Eds.) (2021). Les communaux au XXIe siècle. Une propriété collective entre histoire et modernité. Chambéry, Presses de l’USMB. Crosetti, A., Joye, J.-F. (Eds.) (2021). Mountains and the Collective Man- 86 agement of the Commons: Influences and Interactions, Journal of Alpine Research, n° 109-1/2021 (10 international contributions). doi : https://doi.org/10.4000/rga.8071 Ambrosio, J., Joye, J.-F. (2025). La persistance des communs fonciers en France : des systèmes à valoriser pour protéger populations et territoires alpins. In LOUVIN, R. (Eds.), Les communs fonciers dans l’espace Mont Blanc, (pp. 29-49). Edizioni scientifiche italiane. ISBN : 978-88-495-5583-7. Chavanon, O. (2025). A Common Experience of Ageing: The Social Role of Ancestral Collective Land Tenure Systems in Rural Upland Areas, in « Vieillir en commun (s) », Revue de géographie alpine (RGA), 113-1. doi : https://doi.org/10.4000/13wov Pagot, G., Šmid, Hribar, H., Rail, L. F., Walters, G., Hymas, O., Joye, J.-F., Liechti, K., Haller, T., Urbanc, M, Dalla Torre, C., Joye, J.-F., Lorenzz- ini, S., Bogataj, N., Penker, M., Bender, O., Manzoni, A. (2025). Ter- ritories of Commons: A Review of Common Land Organizations and Institutions in the European Alps, Environmental Research Letters, 20 063001. doi : 10.1088/1748-9326/add1f4 Predstavitev glavne avtorice Julia Ambrosio, doktorska študentka javnega prava na Univerzi Savoie Mont Blanc. Naslov doktorske disertacije: Collective Obligation. A Study of the Resurgence and Na-ture of Individual Duties in a Society of Commons (Kolektiv-na obveznost: Študija oživljanja in narave posamezni(kovi)h obveznosti v družbi skupnih dobrin). 87 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse TRADICIONALNO EKOLOŠKO ZNANJE IN UPRAVLJANJE Z NARAVNIMI VIRI NA OBMOČJIH ALPSKIH SKUPNIH POSESTI Giacomo Pagot, Elena Pisani, Paola Gatto Univerza Padova, Legnaro (PD), Italija giacomo.pagot@unipd.it Ključne besede: skupne posesti, tradicionalno ekološko znanje, pašniki, Benečija, Regole IZVLEČEK Gorska območja so še posebej ranljiva zaradi globalnih izzivov, kot so podnebne spremembe in družbeno-gos-podarske spremembe. Ta ranljivost se pogosto kaže v opuščanju zemljišč, kar povzroča izgubo ekosistemskih storitev, ki lahko negativno vplivajo na mestne skup-nosti v dolini. Gorske skupnosti so ključnega pome-na za trajnostno upravljanje zemljišč zaradi svojega tradicionalnega ekološkega znanja (TEK v Evropi je opredeljeno kot »znanje, ki temelji na desetletjih os-ebnih izkušenj na ozemlju prebivališča, pridobljenih z neposrednim upravljanjem zemljišč, in vsebuje stoletja skupnih izkušenj skupnosti« (Molnàr s sod., 2008). TEK obsega poznavanje lokalnih rastlin za medicinske ali kulinarične namene, zgodovinske meje ter prakse up-ravljanja pašnikov in gozdov. Na nek način lahko TEK razumemo razumemo za osnovo zelenih kompetenc lokalnih skupnosti. Naša raziskava preučuje stanje in prenos TEK v dveh gozdnih skupnostih v italijanskih 88 Alpah. To so starodavne oblike kolektivnega lastništva, katerih člani skupaj lastijo sredstva za kmetijsko, goz-darsko in pašniško rabo. Naši cilji so bili: i) identificirati znanje in prakse, ki jih je mogoče opredeliti kot tradi-cionalne v provinci Belluno, ii) razumeti njihovo raven uporabe v obeh skupnostih in iii) identificirati glavne metode prenosa TEK. Uporabili smo mešani kvalitativ-no-kvantitativni pristop, kot so poglobljeni intervjuji s 6 ključnimi strokovnjaki, pregled literature, vprašalniki in fokusna skupina z lokalnimi ključnimi informatorji. Identificirali smo 10 tradicionalnih praks, povezanih z uporabo naravnih virov, in 16 elementov tradicional-nega ekološkega znanja. Ti vključujejo znanje o loka-lnih drevesnih vrstah, posebnih gozdnih območjih z okoljskim pomenom, območjih z visokokakovostnim lesom in posebnih uporabah različnih drevesnih vrst. Tradicionalne prakse vključujejo zbiranje zdravilnih in kulinaričnih zelišč ter tehnike sekanja lesa. Naši rezul-tati so namenjeni podpori skupnostim pri ohranjanju njihovega tradicionalnega ekološkega znanja. Možni pristopi vključujejo razvoj programov trajnostnega turizma, kot so delavnice izkušenj, ki temeljijo na tradi-cionalnem znanju, organizacija kulturnih dogodkov in izvajanje programov spremljanja okolja, ki vključu-jejo elemente tradicionalnega ekološkega znanja za sprem ljanje vplivov podnebnih sprememb. Te pobude bi lahko obravnavali tudi kot participativne dejavnosti okoljskega izobraževanja, saj idealno vključujejo veliko število obiskovalcev in se osredotočajo na trajnostno rabo naravnih virov. 89 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Molnár, Z., Bartha, S., Babai, D. (2008). Traditional ecological knowl- edge as a concept and data source for historical ecology, vegeta- tion science and conservation biology: a Hungarian perspective. Human nature. Studies in historical ecology and environmental history, 14-27. Predstavitev glavnega avtorja Dr. Giacomo Pagot je podoktorski raziskovalec na oddelku TESAF Univerze v Padovi. Njegovo raziskovalno delo se osredotoča na podeželsko skupno lastnino, lastnike go-zdov, gozdno politiko EU ter razvoj gorskih in podeželskih območij. 90 PREVAJANJE TRADICIONALNIH SKUPNIH ZEMLJIŠČ: POKRAJINE, KI PRISPEVAJO K TRAJNOSTNEMU RAZVOJU V FRANCIJI Gretchen Walters1, Olivier Hymas1, Alise Meuris2, Clara Baquedano3, Ilanne Kaczmarek3, Alys Crétier1, Raymond Vacheron4, Alain Chateauneuf4 1 Univerza Lausanne, Institute of Geography and Sustainability Lausanne, Švica 2 Paysagiste Le Marin, Francija 3 Univerza Savoie Mont Blanc Chambéry, Francija 4 Commune of Chanaleilles, Chanaleilles, Francija gretchen.walters@unil.ch , clara.baquedano@univ-smb.fr chanaleilles@wanadoo.fr Ključne besede: skupna zemljišča, trajnostni razvoj, Franci-ja, pokrajina, prevajanje politik IZVLEČEK Evropska skupna zemljišča prednikov so ozemlja, ki jih upravljajo lokalni prebivalci, pogosto z uporabniškimi pravicami do pašnikov, gozdov, vode in drugih virov. Te tradicionalne oblike upravljanja virov evropske države pogosto ne priznavajo, saj jih enačijo s staromodnimi oblikami rabe zemljišč. V Franciji jih je več kot 40.000, na ravni občine pa lahko predstavljajo do 50 % ali več zemljišč. Ta skupna zemljišča ostajajo nevidna v javnih 91 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse politikah, na primer tistih, ki se nanašajo na trajnostnost, deloma zato, ker njihove prakse niso bile prenesene v sodobne politične okvire, kot so trajnostni razvoj, eko-sistemske storitve ali zelene kompetence. Predstavljamo interdisciplinarno in participativno metodo, ki uporablja t. i. »dvojno gledanje «, ki prinaša več perspektiv, skupaj s tradicionalnim znanjem, da bi pridobili celostno ra-zumevanje sistema in tako lokalizirali prispevke k ciljem trajnostnega razvoja. V začetku leta 2025 je skupina interdisciplinarnih raziskovalcev in lokalnih prebivalcev združila svoje metode in prakse v območju Margeride v departmaju Haute-Loire, pri čemer je uporabila par-ticipativna srečanja in sprehode, upodobitve pokrajine, zemljevide, intervjuje in skupno analizo ciljev trajnost-nega razvoja, da bi skupno zem ljišče v pokrajini (v tem primeru sections de commune) smiselno "prevajala" v trajnostne sisteme za upravljanje gozdov in vode, ki hkrati prispevajo k preživetju, prehrani, biot ski raz-novrstnosti, energiji, blaženju podnebnih sprememb in prilagajanju nanje, dostopu do vode in kulturni dedišči-ni. Predlagamo, da se ta metoda prevajanja, ki v politiko trajnosti vnaša perspektivo skupnosti, uporabi za pod-poro tehničnemu in političnemu priznanju teh sistemov, s čimer se pokaže, kako prispevajo k naslavljanju da-našnjih družbenih izzivov. Literatura Bartlett, C., Marshall, M., Marshall, A. (2012). Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340. https://doi.org/10.1007/s13412-012-0086-8 Jones, P., Comfort, D. (2020). A commentary on the localisation of the sustainable development goals. Journal of Public Affairs, 20(1), 92 e1943. https://doi.org/10.1002/pa.1943 Joye, J.-F. (2021). Les “communaux” au XXIe siècle : Une propriété col- lective entre histoire et modernité. Centre de recherche en droit Antoine Favre, Presses Universitaires Savoie Mont Blanc. Pagot, G., Šmid, Hribar, H., Rail, L. F., Walters, G., Hymas, O., Joye, J.-F., Liechti, K., Haller, T., Urbanc, M, Dalla Torre, C., Joye, J.-F., Lorenzz- ini, S., Bogataj, N., Penker, M., Bender, O., Manzoni, A. (2025). Ter- ritories of Commons: A Review of Common Land Organizations and Institutions in the European Alps, Environmental Research Letters, 20 063001. doi : 10.1088/1748-9326/add1f4 Zanjani, L. V., Govan, H., Jonas, H. C., Karfakis, T., Mwamidi, D. M., Stew- art, J., Walters, G., Dominguez, P. (2023). Territories of life as key to global environmental sustainability. Current Opinion in Envi- ronmental Sustainability, 63, 101298. https://doi.org/10.1016/j. cosust.2023.101298 Predstavitev glavne avtorice Prof. dr. Gretchen Walters, profesorica na Fakulteti za geoznanosti in okolje Univerze Laussane in na Inštitutu za geografijo in trajnostnost. Izvaja akcijsko. raziskovanje z imetniki pravic do skupnih zemljišč v Evropi, zlasti v Franciji in Švici. Je imetnica pravic v sekciji občine v Franciji in čast-na članica konzorcija ICCA. 93 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse OHRANJENI STARI MEJNIKI KATASTRSKIH OBČIN IN AGRARNIH SKUPNOSTI KOT VEZ DOMAČINOV Z LOKALNIM PROSTOROM Mihaela Triglav Čekada Geodetski inštitut Slovenije in Univerza v Ljubljani, Fakulteta za gradbeništvo in geodezijo Ljubljana, Slovenija mihaela.triglav@gis.si Ključne besede: stari mejniki, participativnost, povezava lokalne skupnosti s prostorom IZVLEČEK V okviru aplikativnega raziskovalnega projekta L2-50090 Geodetska znamenja kot materialni pričevalci razvoja geodetskih mrež na Slovenskem, ki ga sofinan-cirata ARIS in GURS, smo v letih 2024-2025 izvedli več predavanj o lokalni geodetski zgodovini. Predavanja so bila namenjena lokalnim prebivalcem južne Pri-morske in osrednje Slovenije. Po koncu predavanj smo v debati s slušatelji na večini predavanj pridobili infor-macije o nam neznanih še ohranjenih starih geodetskih znamenjih iz njihovega lokalnega okolja – tako smo identificirali informatorje. Pridobljene podatke smo kasneje preverili na terenu, kjer smo popisali napise na še ohranjenih mejnikih, izmerili njihove dimenzije in točno lokacijo. Kasneje smo skozi pregled geodetskih in zgodovinskih virov podrobno preučili pomen teh geo-detskih znamenj. Izsledke smo individualno predstavili 94 posameznemu informatorju, nekatere smo predstavili širši strokovni javnosti v obliki strokovnih objav v Geo-detskem vestniku ali bolj poljudnih knjižicah Geodetski utrinki (Triglav Čekada s sod., 2022; Triglav Čekada, 2023; Triglav Čekada in Bratož-Ježek, 2024; Geodetski utrinki, 2022). Večina tako identificiranih geodetskih znamenj, ki so lahko stara 200 ali več let, ima še danes uradno veljavno vlogo mejnikov katastrskih občin ali parcelnih mej. Nekatera so v preteklosti predstavljala še mejnike okrajev, okrožij ali še starejših gospostev. Najbolj zanimive najdbe so bili stari mejniki agrarnih skupnosti, ki danes predstavljajo le mejnike parcelnih mej. S takim načinom dela smo veliko hitreje odkrili zgodovinsko zanimive stare mejnike ali druge geo-detske točke, kot bi jih zgolj z analizo arhivskih virov. Obojestranska korist je bila očitna: predavatelji so pridobili informacije o pomembnih, a pozabljenih geo-detskih točkah, domačini pa so prejeli poljudno razla-go o vlogi geodetske zgodovine pri upravnem razvoju njihovega okolja. S tem je posamezni ohranjeni star mejnik za domačine postal »govoreči kamen« ali priča o lokalni zgodovini. Izobraževanje pa jim je poleg tega predstavilo še druge zanimivosti o geodetskih znamen-jih v bližini njihove lokalne skupnosti. Tako smo s pre-davanji spodbudili participativnost lokalne skupnosti – deljenje informacij o pozabljenih starih mejnikih iz njihovega lokalnega okolja, ki ima dvostransko korist. Literatura Triglav Čekada, M., Bratož-Ježek, B. (2024). Mejna jama in drugi zanimivi katastrski mejniki okoli Socerba in doline Glinščice. Geodetski vestnik, 68(1), 11-39, DOI: 10.15292/geodetski-vest- nik.2024.01.11-39 95 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Triglav Čekada, M. (2023). Meje katastrskih občin pod Krimom: po sledeh meje med Bistro in Engelshausi iz leta 1726. Geo- detski vestnik, 67(3), 325-342, DOI: 10.15292/geodetski-vest- nik.2023.03.325-342 Triglav Čekada, M., Rože, A., Škafar, R. (2022). Mejna znamenja katastr- skih občin na Krasu, Matarskem podolju in v Brkinih: med dejstvi in mitologijo. Geodetski vestnik, 66(3), 367-386, DOI:10.15292/ geodetski-vestnik.2022.03.367-386. Geodetski utrinki (2022). https://gis.si/geodetski-utrinki/ Predstavitev avtorice Doc. dr. Mihaela Triglav Čekada je vodja področja geo-dezije na Geodetskem inštitutu Slovenije. Zadnjih nekaj let se intenzivno ukvarja z raziskovanjem zgodovine različnih starih geodetskih znamenj in geodetskih mrež. Delno je zaposlena še na Univerzi v Ljubljani, na Fakulteti za grad-beništvo in geodezijo, kjer izsledke svojih raziskav prenaša na nove generacije geodetov. 96 PREZRTE, A DRAGOCENE: AGRARNE SKUPNOSTI KOT VARUHI NARAVE, BIODIVERZITETE IN KULTURNE POKRAJINE Mateja Šmid Hribar Znanstvenoraziskovalni center Slovenske akademije znanosti in umetnosti, Geografski inštitut Antona Melika Ljubljana, Slovenija mateja.smid@zrc-sazu.si Ključne besede: skupna zemljišča, upravljanje, vseživljenjs-ko učenje, vzdrževanje biodiverzitete, ekosistemske storitve IZVLEČEK Slovenija ima dolgo zgodovino upravljanja skupnih zemljišč prek agrarnih skupnosti, ki danes poleg ekon-omske pridobivajo tudi ekološko in družbeno vlogo. Kljub nekaterim študijam in zakonskim spremembam ostajajo ključni podatki o številu, lokaciji in delovanju aktivnih agrarnih skupnosti ter njihovih zemljiščih po-manjkljivi. Prispevek s pomočjo empirične analize na območju Za-hodne in Osrednje Gorenjske preverja trenutno stanje registracije ter prostorsko razporeditev skupnih zem-ljišč. Dodatna prostorska (GIS) analiza, osredotočena na območje Triglavskega narodnega parka, razkriva, da več kot polovico teh skupnih zemljišč predstavljajo gozdovi, približno 4 % travniki oziroma planinski pašni-ki, skoraj 35 % pa visokogorska območja. Čeprav imajo ta zemljišča nizko ekonomsko vrednost, predstavljajo 97 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ključen ekološki in družbeni kapital, saj prispevajo k ohranjanju biotske raznovrstnosti, značilne kulturne pokrajine in ekosistemskih storitev. Vendar pa smo v neformalnih pogovorih s člani ra-zličnih agrarnih skupnosti zaznali, da imajo kljub bo-gatemu tehničnemu znanju – zlasti na področju gospo-darjenja z gozdovi in pašniki – omejeno razumevanje širših koristi, ki jih njihova skupna zemljišča prinašajo družbi. Njihovo poznavanje politik na področju varst-va narave in okolja je pogosto (pre)šibko, tudi zaradi pomanjkanja raziskav in informacij o tej temi. Boljše razumevanje tovrstnih politik in večja ozaveščenost o družbeni in ekološki vrednosti skupnih zemljišč sta kl-jučna za opolnomočenje agrarnih skupnosti pri trajnos-tnem upravljanju z naravnimi viri, obenem pa odločev-alcem nudita utemeljene argumente za oblikovanje stabilnejše in dolgoročne podpore skupnostnemu upra-vljanju. Agrarne skupnosti s svojim dolgoletnim upravljanjem skupnih zemljišč predstavljajo nosilce lokalnega znanja o naravnih virih, gozdovih in pašnikih. To znanje ima visoko izobraževalno vrednost, ki pa ostaja premalo prepoznana in uporabljena. Vključevanje teh skupno-sti v participativno okoljsko izobraževanje, denimo skozi delavnice, študijske krožke ali sodelovanje v razlagalnih aktivnostih, omogoča dvosmerni prenos znanja: skupnosti prispevajo svoje praktične izkušn-je, hkrati pa pridobivajo boljše razumevanje okoljskih politik in ekosistemskih koristi svojega delovanja. Tak pristop krepi njihovo vlogo pri varstvu narave, spodbu-ja večjo zavzetost in povezanost z lokalnim okoljem ter prispeva k oblikovanju trajnostnih in vključujočih mod-elov upravljanja naravnih virov. 98 Literatura Šmid Hribar, M. (2025). Deset let po novem Zakonu o agrarnih skup- nostih – kako aktivne so agrarne skupnosti v Sloveniji? / Ten years after the new Agrarian communities Act – How active are agrari- an communities in Slovenia? Geografski vestnik, 97. (in Prep) Predstavitev avtorice Dr. Mateja Šmid Hribar je raziskovalka na ZRC SAZU in docentka na Podiplomski šoli ZRC SAZU. Raziskuje odnose med ljudmi in naravo Proučuje upravljanje tradicionalnih in novih skupnostnih praks ter vlogo ekosistemskih storitev pri upravljanju naravnih virov. Pri svojem delu uporablja različne metodološke pristope, kot so kvalitativni podatki, pridobljeni z izvajanjem intervjujev, fokusnih skupin, te-renskih obiskov, pa tudi analiza kvantitativnih podatkov. 99 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse OD ŠTRNINE DO PLANINE: ODNOS ČLANOV AGRARNE SKUPNOSTI DO ZEMLJE IN IZROČILA PREDNIKOV KOT VIR ZELENIH KOMPETENC Marica Uršič Zupan Agrarna skupnost Merče-Plešivica Plešivica, Slovenija marica.ursic.zupan@gmail.com Ključne besede: skupnost, odnos, vrednote, trajnost IZVLEČEK Agrarne skupnosti so stara oblika organiziranega delo-vanja skupine ljudi na določenem ozemlju z namenom ohranitve agrarne namembnosti zemljišč. Kljub šte-vilnim družbenim, političnim, gospodarskim in kapi-talskim pritiskom so ohranile agrarno namembnost in naravno vrednost svojih zemljišč. To dokazuje, da že stoletja izvajajo trajnostno upravljanje zemljišč in izka-zujejo močne zelene kompetence. Prispevek na primeru Agrarne skupnosti Merče in Plešivica razišče elemente zelenih kompetenc, na katerih temelji ta trajnostnost. Agrarna skupnost Merče in Plešivica je obudila delo-vanje na prelomu stoletja, potem ko je 50-letna razlas-titev z nacionalizacijo povzročila vrzel, v kateri se je izgubilo veliko skupnostnega izročila, delovanja, znan-ja in vrednot. Glavna vez, ki je ostala, je bil teritorij: 140 hektarjev zemljišč med dvema parcelama: Štrnino nad Plešivico, kjer je bil nekoč kal, in Planino nad Merčami. Uporabljeni raziskovalni pristopi vključujejo analizo ar- 100 hivskih dokumentov, intervjuje z izbranimi člani, popis terenskega stanja in vrednosti zemljišč, opis terenskih značilnosti in ledinskih imen. Z njimi sem preverila štiri ključne hipoteze: 1. Člani agrarne skupnosti so močno povezani s konkretnimi zemljišči, ki jih zaznamujejo imena, re-liefne značilnosti, rastlinske skupnosti in druge poseb-nosti. 2. Pri odnosu do teritorija so pomembni spomini (osebni in pripovedovanj) o konkretnih delih teritorija (skale, meje, kali, poti …), navadah (skupna raba), do-godkih (veselih, tragičnih, povezanih z živino, vremen-om …) in izročilih. 3. Ta dediščina in izročilo prednikov predvsem na čustveni ravni vplivata na sedanja obnašanja članov agrarne skupnosti, da sprejemajo takšne odločitve, s katerimi ohranjajo to dediščino za naslednike. 4. Spoštovanje teritorija kot takega in spoštovanje skupnostne dediščine vplivata na individualna stališča članov agrarne skupnosti, da je agrarna skupnost vred-nota, četudi nima velike ekonomske vrednosti. Rezultati kažejo, da je čustveni in vrednotni odnos čla-nov do zemlje in izročila bistven, da pri večini odločitev (o infrastrukturnih posegih, gospodarjenju ipd.) vred-note skupnosti in trajnostnosti prevladajo nad sicer večjimi (individualnimi) ekonomskimi interesi. Na ta način člani sprejemajo trajnostne odločitve, ne da bi se tega racionalno zavedali. Ni pa to prisotno med vsemi člani, zato je pomembno te vrednote ozavestiti kot zelene kompetence in jih širiti na vse člane in tudi zunaj skupnosti. 101 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Bogataj, N. (2021). Kaj vemo o agrarnih skupnostih v Sloveniji? V Bogataj, N. (Ur.), Slovenske srenje kot izročilo in priložnost (str. 17- 28). Ljubljana. Ministrstvo za kmetijstvo, gozdarstvo in prehrano, 2022 Peresin Meden, N. (2017). Vloga vaške skupnosti in zemljiškega gos- poda pri upravljanju srenjske zemlje v zgodnjem novem veku na primeru devinskega gospostva na Krasu. Magistrsko delo. Koper: Univerza na Primorskem, Fakulteta za humanistične študije, 2017. Dostopno na: https://share.upr.si/fhs/PUBLIC/mag-bolon/Meden-Nikita.pdf Slovenc Grasselli, M. (2024). Etnografija moralnih ekonomij pri sodelovalnih odnosih med kmeti. Doktorska disertacija. Ljubljana: Univerza v Ljubljani, Biotehniška fakulteta. Dostopno na: https:// repozitorij.uni-lj.si/Dokument.php?id=194075 lang=slv Predstavitev avtorice Marica Uršič Zupan je univ. dipl. novinarka. Kot novinar-ka in urednica je veliko pozornosti posvečala okoljskim temam, trajnostnemu razvoju in agrarnim skupnostim. Te je od blizu spremljala tudi kot pobudnica ponovne oživi-tve Agrarne skupnosti Merče in Plešivica in kasneje več let njena predsednica. V obeh vlogah je poudarjala trajnostni pomen agrarnih skupnosti tako z vidika ohranjanja okolja kot tudi demokratičnih in dolgoročnih načinov odločanja. 102 KREPITEV ZMOŽNOSTI SKUPNOSTI V SINGAPURJU: SOCIALNO UČENJE IN DRUŽBENA INOVATIVNOST ZA ODPORNE LOKALNE SKUPNOSTI Blaž Križnik1, Jan H. M. Lim2 1 Univerza v Ljubljani Ljubljana, Slovenija 2 KU Leuven, Leuven, Belgija blaz.kriznik@ff.uni-lj.si, huiminjan.lim@kuleuven.be Ključne besede: družbena inovativnost, krepitev zmožnos-ti, lokalna skupnost, podnebne spremembe, socialno učen-je IZVLEČEK Krepitev zmožnosti lokalnih skupnosti je ključnega pom-ena za izgradnjo odpornih sosesk, ki se lahko učinkovito odzivajo na podnebne in družbene spremembe. Vkl-jučuje mobilizacijo virov, razvoj kompetenc, vodstveno usposabljanje, socialno učenje in družbeno inovativnost. Socialno učenje je rezultat vzajemne izmenjave idej in znanja med deležniki in spodbuja družbeno inovativ-nost, kot so nove ideje, storitve in strategije, ki lahko lokalne skupnosti opolnomočijo, da se skupaj soočajo, prilagajajo in vplivajo na spremembe. S tem se odzivajo na notranje in zunanje trajnostne izzive. Družbena ino-vativnost je hkrati povezana z medsektorskimi partner-stvi, ki spodbujajo socialno učenje med deležniki. 103 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Namen študije je razumeti vlogo socialnega učenja in družbene inovativnosti pri krepitvi zmožnosti lokalnih skupnosti za odzivanje na podnebne spremembe. Osre-dotoča se na sosesko Pek Kio v Singapurju kot primer vladnega pilotnega projekta, katerega cilj je bil ob-likovati odporno lokalno skupnost z okrepitvijo njenih zmožnosti za prepoznavanje in odzivanje na podnebne spremembe v mestu. Kljub omejenem obsegu in rezul-tatom pilotni projekt kaže na pomen socialnega učenja in oblikovanja partnerstev med prebivalci, civilno-družbenimi organizacijami in vladnimi agencijami pri oblikovanju lokalnih skupnosti, ki lahko skupaj pred-vidijo, načrtujejo in izvajajo inovativne skupnostne strategije blaženja in prilagajanja na podnebne spre-membe. Slednje so bile osredotočene na obvladovanje ekstremne vročine v soseski in so vključevale skupno-stno vrtnarjenje ter ozelenitev soseske, aktiviranje in vzdrževanje skupnih prostorov, okoljsko izobraževanje in socialno učenje o podnebnih ukrepih skupnosti. Soseska Pek Kio v Singapurju predstavlja oddaljen, a dragocen primer, ki kaže na pomen socialnega učenja in družbene inovativnosti pri krepitvi zmožnosti loka-lnih skupnosti za odzivanje na podnebne spremembe. Poleg tega študija poudarja potrebo po alternativnih modelih upravljanja podnebnih sprememb, ki lahko preoblikujejo odnos med državo in lokalnimi skupno-stmi ter omogočajo učinkovito participativno okoljsko izobraževanje in podnebne ukrepe skupnosti. Literatura Centre for Liveable Cities. (2022). Building community resilience. Sin- gapore: Centre for Liveable Cities. Cho, I. S., Križnik, B., Hou, J. (2022). Emerging civic urbanisms in Asia: Hong Kong, Seoul, Singapore, and Taipei beyond developmental 104 urbanization. Amsterdam: Amsterdam University Press. Ho, K. C. (2019). Neighbourhoods for the city in Pacific Asia. Amster- dam: Amsterdam University Press. Leong, C.-H., L.-C. Malone-Lee. (2020). Building Resilient Neighbour- hoods in Singapore, The Convergence of Policies, Research and Practice. Singapore: Springer. Lim, Jan H. M., L. Yeung and P. Van den Broeck (2022). ‘Building com- munities through neighbourhood-based participatory planning in Singapore.’ Emerging civic urbanisms in Asia: Hong Kong, Seoul, Singapore, and Taipei beyond developmental urbanisa- tion, edited by I. S. Cho, B. Križnik and J. Hou. Amsterdam: Amster- dam University Press, 221-244. Predstavitev avtorjev Prof. Blaž Križnik je izredni profesor na Oddelku za azijske študije Univerze v Ljubljani. V preteklosti je učil na Podip-lomski šoli za urbane študije Univerze Hanyang v Seulu. Delal je na Inštitutu za napredno arhitekturo Katalonije v Barcelo-ni, na Inštitutu za razvoj Seula, na Azijskem centru Seulske nacionalne univerze in na Azijskem raziskovalnem inštitutu v Singapurju. Pri raziskovalnem delu se ukvarja s primerjalnimi urbanimi študijami, razvojem skupnosti in azijskimi študija-mi. Je soustanovitelj Inštituta za politike prostora v Ljubljani. Jan H. M. Lim je prostovoljna podoktorska raziskovalna sodelavka na Oddelku za arhitekturo na KU Leuven v Belgiji. V svojih raziskavah o vključevanju skupnosti, načrtovalski politiki in upravljanju mest preučuje, kako politično-insti-tucionalni kontekst načrtovanja mest vpliva na sodelovanje javnosti in aktivizem civilne družbe v Singapurju. Trenutno se ukvarja s podnebnim upravljanjem v mestih, kolektivnim de-lovanjem in podnebno pravičnostjo. Je soustanoviteljica ter direktorica za raziskave in strategije pri neprofitni organizaciji Participate in Design v Singapurju. 105 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse KAKO LAHKO SKUPNOSTNO IZOBRAŽEVANJE PRISPEVA K BOLJ VKLJUČUJOČIM JAVNIM IN ZELENIM POVRŠINAM Lovro Snoj, Lana Valič Saksida, Tjaša Breznik Univerza v Ljubljani, Filozofska fakulteta Ljubljana, Slovenija ls47704@student.uni-lj.si , lv31193@student.uni-lj.si tb04220@student.uni-lj.si Ključne besede: javne in zelene površine, ranljive skupine, skupnostno izobraževanje, dobre prakse, trajnostni razvoj IZVLEČEK Namen je bil raziskati, kako lahko izobraževanje in učenje odraslih prispevata k uresničevanju podcilja 11.7 Agende 2030, katerega namen je zagotavljanje dostopa do varnih, odprtih in dostopnih zelenih in javnih površin, zlasti za invalide, starejše, otroke in žen-ske. Urbane javne zelene površine nudijo zdravo okolje mestnemu prebivalstvu in so ključne za zviševanje standarda življenja prebivalstva, tudi ranljivih sk-upin. Poleg fizične in komunikacijske dostopnosti, ki je pomembna zlasti za funkcionalno ovirane skupine, je pomembno, da so javne in zelene površine odprte vsem, neglede na njihovo kulturno ozadje (Atikur in Zhang, 2018, str. 1–2). Pomemben element, ki zagotav-lja enakost dostopa do javnih zelenih površin je tudi varnost, saj že sama percepcija nevarnosti omejuje pri 106 svobodni rabi teh površin (Iqbal, 2021, str. 1–3). Kot ključna dejavnika za doseganje sprememb sta se pokazala oblikovanje skupnosti in skupnostno izo-braževanje, to je definirano kot izobraževanje v skup-nosti za skupnost. Gre za približevanje izobraževanja potrebam ljudi in skupnosti, kar spodbuja sodelovanje za učinkovito uresničevanje zastavljenih ciljev. Ena ključnih značilnosti skupnostnega izobraževanja je, da je nadzor nad njim v rokah skupnosti, kar spodbuja participacijo sodelujočih, saj ponuja možnost soobliko-vanja vsebin (Močnik, 2009, str. 55–57). Raziskave kaže-jo, da skupnosti, ki združujejo aktivnosti z dialoškim in transformativnim učenjem, pripomorejo k razvoju trajnostne družbe z ustvarjanjem novih praks (Ličen idr., 2017, str. 37). Podrobneje sta bila obravnavana dva primera dobrih praks, prvi zadeva oblikovanje vključujoče tematske poti v Vipavi. Tematske poti imajo poleg informacijs-kega, izobraževalnega in rekreacijskega namena, tudi vlogo varovanja in ohranjanja narave ter kulturne ded-iščine (Prah, 2023, str. 153). V luči trajnostnega razvoja je bila tematska pot v Vipavi zasnovana na način, da ne spreminja prostora, v katerem poteka, poleg tega pa deluje kot izobraževalna in turistična aktivnost. Pri ob-likovanju poti je bila vključena tudi lokalna skupnost, ki je imela možnost participacije pri oblikovanju trase. Drugi primer se nanaša na projekt LivadaLAB (Livada-LAB, b. d.), ki prestavlja primer skupnostnih vrtov v Sloveniji. LivadaLAB svoje delovanje opisuje kot partic-ipativno upravljanje, samooskrba s hrano in trajnostno urejanje prostora. Predstavlja prostor skupnosti, ki eks-perimentira z načini sobivanja, soustvarjanja in sodelo-vanja mladih in jih spodbuja k aktivaciji za naslavljanje podnebne krize. 107 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Atikur Rahman, K. M. in Zhang, D. (2018). Analyzing the Level of Accessibility of Public Urban Green Spaces to Different Socially Vulnerable Groups of People. Sustainability, 10(11), 1–27. Iqbal, A. (2021). Inclusive, Safe and Resilient Public Spaces: Gateway to Sustainable Cities? V M. Wallhagen in M. Cehlin (ur.), Urban Transition – Perspectives on Urban Systems and Environments (str. 1–17). London: IntechOpen. Ličen, N., Findeisen, D. in Fakin Bajec, J. (2017). Communities of prac- tice as a methodology for grassroots innovation in sustainable adult education. Andragoška spoznanja, 23(1), 23–39. LivadaLAB. (b. d.). Dostopno na: https://dovoljzavse.si/praksa/livadal- ab/ Močnik, V. (2009). Skupnostno izobraževanje kot nova oblika izo- braževanja odraslih na podeželju. Andragoška spoznanja, 15(4), 52–63. Prah, J. (2023). Klepet na naj poti 2022. Gozdarski vestnik, 81(3/4), 152–154. Predstavitev avtorjev Lovro Snoj, profesor pedagogike in andragogike (UN) in diplomirani zgodovinar (UN), magistrski študent an-dragogike in zgodovine na Filozofski fakulteti Univerze v Ljubljani.. Lana Valič Saksida, profesorica pedagogike in an-dragogike (UN) in diplomirana geografinja (UN), magistrska študentka andragogike in geografije na Filozofski fakulteti Univerze v Ljubljani.. Tjaša Breznik, diplomirana etnologinja in kulturna antro-pologinja (UN) in diplomirana filozofinja (UN), magistrska študentka etnologije in kulturne antropologije na Filozofski fakulteti Univerze v Ljubljani.. 108 PRAKSE IN PRISTOPI PARTICIPATIVNEGA OKOLJSKEGA IZOBRAŽEVANJA 109 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse POTENCIALI ŠTUDIJSKIH KROŽKOV ZA SPREMINJANJE VREDNOT ODRASLIH O BIODIVERZITETI Mateja Šmid Hribar, Daniela Ribeiro, Selina Strasser, Haris Paliogiannis Znanstvenoraziskovalni center Slovenske akademije znanosti in umetnosti, Geografski inštitut Antona Melika Ljubljana, Slovenija Koroška univerza za uporabne znanosti Celovec, Avstrija Sredozemski informacijski center za okolje, kulturo in trajnostni razvoj Atene, Grčija mateja.smid@zrc-sazu.si, daniela.ribeiro@zrc-sazu.si S.Strasser@fh-kaernten.at paliogiannis@mio-ecsde.org Ključne besede: študijski krožki, vrednote biodiverziteta, Zeleni dogovor IZVLEČEK Izguba biodiverzitete, habitatov in ekosistemskih storitev, ki jih ti zagotavljajo, predstavlja eksistenčno grožnjo za Evropo in svet. Doseganje vizije Evropskega zelenega dogovora – zaščititi 30 % kopnega in mor-ja v Evropi ter obnoviti vsaj 20 % teh območij do leta 2030 (in vse degradirane ekosisteme do leta 2050) – bo zahtevalo korenite družbene spremembe. Ti cilji so usklajeni z EU Biodiverzitetno strategijo 2030, ki jo je 110 sprejela Evropska komisija. Vendar uresničevanje teh ambicij ni zgolj stvar politik, temveč zahteva tudi te-meljit premik v tem, kako ljudje razumejo, vrednotijo in se v vsakdanjem življenju povezujejo z biodiverziteto. Da bi raziskali in prispevali k temu obratu, smo v okviru projekta Horizon 2020 SHARED GREEN DEAL (2022– 2027; https://sharedgreendeal.eu/) z uporabo metode študijskih krožkov (ŠK), ki temelji na neformalnem skupnostnem učenju, izvedli družbene eksperimente v štirih evropskih državah (Irska, Grčija, Slovenija in Švedska). V okviru eksperimenta so se skupine po 10–15 odraslih srečevale mesečno med majem 2023 in aprilom 2024, da bi med udeleženci spodbudili spre-membo vrednotenja biodiverzitete. Na podlagi 40 strukturiranih intervjujev smo ugotovili, da je prišlo do premikov v dojemanju, znanju in včasih tudi v vedenju udeležencev glede dojemanja narave in biodiverzitete. V ŠK se je razvilo močno občutje skupnosti in veselje do skupnega učenja, kar poudarja moč družbene in-terakcije in učenja med vrstniki pri spodbujanju okol-jsko odgovornega vedenja. Poleg tega so intervjuji pokazali močno podporo skupnostnim pobudam za ohranjanje biodiverzitete, kot so skupnostni vrtovi, obnova habitatov, fotografske razstave, popisi ptic in izobraževalni izleti. Ti so se izkazali kot učinkoviti načini za ozaveščanje, spodbujanje sprememb vedenja, krepi-tev družbenih vezi in vključevanje lokalnega znanja ter tradicije. Metoda ŠK se je izkazala kot učinkovita pri: 1) povečan-ju znanja in zavedanja odraslih o biodiverziteti, 2) krep-itvi državljanske participacije pri njenem varovanju ter 3) spodbujanju osebne vključenosti v lokalne pobude, ki spodbujajo izmenjavo znanja in skupnostne prakse. Ti izsledki poudarjajo potencial ŠK kot močnega orod- 111 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ja za podporo družbenim spremembam, potrebnim za doseganje ciljev na področju biodiverzitete. Z ustvar-janjem vključujočih prostorov za dialog, ŠK pomagajo odraslim ponovno premisliti svoj odnos do narave, okrepiti vezi v skupnosti ter spodbujati dolgoročno okoljsko odgovornost in angažiranost na ravni lokalnih skupnosti. Literatura Šmid Hribar, M., Ribeiro, D., Strasser, S., Paliogiannis, H. (2025). Explor- ing the Study Circle approach in fostering change in biodiversi- ty values among adults. Findings and Recommendations from the SHARED GREEN DEAL Social Experiments. SHARED GREEN DEAL Project. https://sharedgreendeal.eu/resources/explor- ing-study-circle-approach-fostering-change-biodiversity-val- ues-among-adults (20. 6. 2025) Predstavitev glavne avtorice Dr. Mateja Šmid Hribar je raziskovalka na ZRC SAZU in docentka na Podiplomski šoli ZRC SAZU. Raziskuje odnose med ljudmi in naravo. Proučuje upravljanje tradicionalnih in novih skupnostnih praks ter vlogo ekosistemskih storitev pri upravljanju naravnih virov. Pri svojem delu uporablja različne metodološke pristope, kot so kvalitativni podatki, pridobljeni z izvajanjem intervjujev, fokusnih skupin, ter-enskih obiskov, pa tudi analiza kvantitativnih podatkov. 112 DAN ZA ZELENO ZNANJE V SVETOVALNI DEJAVNOSTI V IZOBRAŽEVANJU ODRASLIH Urška Pavlič Andragoški center Slovenije Ljubljana, Slovenija urska.pavlic@acs.si Ključne besede: svetovanje, izobraževanje odraslih, terens-ko delo, promocija IZVLEČEK Dan za zeleno znanje je bil tematski dan, ki smo ga leta 2024 izpeljali kot del tradicionalnih Dnevov svetovan-ja za znanje, vsakoletnega strokovno-promocijskega dogodka, s katerim želimo dejavnost svetovanja v izobraževanju odraslih (IO), ki se izvaja kot javna služ-ba (Andragoški center Slovenije, n.d.), približati na-jširšemu krogu odraslih. Izpeljavo dogodka koordinira Andragoški center Slovenije, izvajajo pa ga vseh 35 izobraževalnih organizacijah za odrasle po Sloveniji, ki svetovalno dejavnost v IO izvajajo kot javno službo. Z namenom informiranja odraslih o različnih možnostih svetovanja, učenja in izobraževanja, izvajalske orga-nizacije v času dogodka še posebej na široko odprejo svoja vrata, odrasle pa nagovarjajo tudi zunaj svojih prostorov, na mestnih trgih in ulicah, v parkih, prek lokalnih medijev in s pomočjo raznolikih partnerjev v svojem okolju. Vsako leto je eden od treh dni, kolikor trajajo Dnevi, 113 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse tematski. Pod imenom Dan za zeleno znanje smo leta 2024 povezali svetovanje v IO z vsebinami, povezanimi s skrbjo za naravo, varovanjem okolja ter trajnostnim življenjem in delom. Izvajalci so pripravili najrazličnejše dogodke, delavnice, stojnice, dneve odprtih vrat itd., pri čemer so sledili tematskim poudarkom Dneva za zeleno znanje, izhaja-li pa iz potreb in značilnosti lokalnega okolja. »Zelene vsebine« so se izkazale za aktualne in privlačne (npr. Izmenjevalnica, Biodinamično vrtnarjenje in zeliščarst-vo, Trajnostna kuhinja itd.), Dan za zeleno znanje pa je naletel na dober odziv odraslih in partnerskih organi-zacij v lokalnih okoljih. V prihodnje želimo ozaveščanje, informiranje in motivi-ranje odraslih za vključevanje v učenje in izobraževanje za trajnostno delovanje in razvoj, vključno z različnimi oblikami participativnega okoljskega izobraževanja (Robinson, Gradišek, Bevk, Bogataj, 2024), razvijati kot eno od stalnih vsebin svetovalne dejavnosti v IO. V evropskem prostoru so to vsebino svetovanja že poi-menovali kot »green guidance« (Plant, 2021). Svetovalci v IO so lahko pomembni akterji, ki lahko odrasle informirajo o participativnem okoljskem izo-braževanju, jih spodbudijo k vključitvi ali motivirajo, da se organizirajo sami (npr. v Središču za samostojno učenje, študijskih krožkih). Pogoj za to pa je, da svetov-alci dobro poznajo te vsebine, so ozaveščeni o njihovem pomenu za sodobno družbo in človekovo (delovno in osebno) življenje ter seznanjeni z možnostmi, ki so na voljo v lokalnem okolju in tudi širše. Ena od vlog svetovalca je, da deluje kot vezni člen med odraslimi in izobraževanjem (Jelenc Krašovec, 2009) ter da odrasle spodbuja k vključevanju (Pavlič, Vilič Klenovšek, 2020). 114 Literatura Andragoški center Slovenije. (n.d.). Svetovalna dejavnost v izo- braževanju odraslih. https://svetovanje.acs.si/ Jelenc Krašovec, S. (2009). Andragoško svetovalno delo kot de- javnik spodbujanja družbene vključenosti odraslih. Andragoška spoznanja, 15(4), 38–51. Plant, P. (2021). Utopia revisited: Green guidance. Journal of the Na- tional Institute for Career Education and Counselling, 47, 53–58. https://doi.org/10.20856/jnicec.4708 Robinson, J., Gradišek, A., Bevk, D., Bogataj, N. (2024). Skupnostno učenje odraslih kot ogrodje za občansko znanost. In A. Medvešek (Ed.), Svetovalna dejavnost v izobraževanju odraslih: Izhodišča, razvoj in aktualni izzivi (pp. 183–195). Pedagoški inštitut. https:// doi.org/10.32320/978-961-270-357-8.183-195. Pavlič, U., Vilič Klenovšek, T. (Eds.). (2020). Kazalniki kakovosti svetovalne dejavnosti v izobraževanju odraslih. Andragoški cen- ter Slovenije. Predstavitev avtorice Urška Pavlič je univerzitetna diplomirana sociologinja in japonologinja (Univerza v Ljubljani). Na področju svetovanja v izobraževanju odraslih ima več kot desetletje izkušenj, uk-varja pa se tako z razvojnimi dejavnostmi kot z neposredno podporo javni mreži izvajalcev svetovanja v izobraževanju odraslih, vključno s pripravo strokovnih gradiv, program-ov itd. za podporo tej mreži in spodbujanje sodelovanja z deležniki. Je (so)avtorica različnih strokovnih gradiv in pre-davateljica v programih usposabljanja svetovalcev v izo-braževanju odraslih. 115 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse SOUSTVARJANJE ZELENIH SKUPNOSTI: VPLIV LJUDSKIH UNIVERZ NA RAZVOJ ZELENIH KOMPETENC Irena Bohte, Dragica Glažar, Viki Ivanuša, Sanda Jerman, Eva Mermolja, Alenka Kučan, Maja Marija Sadar Zveza ljudskih univerz Slovenije Ljubljana, Slovenija sanda.jerman@cene-stupar.si, irena.bohte@zik.si dragica.glazar@cene-stupar.si, viki.ivanusa@lu-ormoz.si eva.mermolja@lua.si, alenka.kucan@lums.si maja.marija.sadar@lura.si Ključne besede: zelene kompetence, GreenComp, vseživl-jenjsko učenje, participativnost, lokalna skupnost IZVLEČEK Predlagani panel naslavlja vlogo ljudskih univerz kot soustvarjalk zelenih skupnosti, ki s programi za odrasle razvijajo zelene kompetence, opredeljene v okviru GreenComp (EC, 2022). Predstavljen bo nabor pristop-ov in praks, ki povezujejo trajnostne vrednote , sistems-ko razmišljanje, ukrepanje in prihodnjo usmerjenost s konkretnimi dejavnostmi v lokalnih skupnostih. Poudarek bo na interdisciplinarnosti, participativnosti, medsektorskem sodelovanju, ozaveščanju in trajnost-nem ravnanju ter družbenem vplivu programov LU na spreminjanje okoljskih navad in vrednot. S poudarjan-jem izkustvenega učenja in vpetosti v lokalno okolje 116 panel prikazuje konkretne načine, kako vseživljenjsko učenje lahko postane orodje za krepitev zelenih kom-petenc odraslih ter njihovo prenašanje na mlajše gen-eracije. Ob tem odpira razpravo o dilemah merjenja teh kompetenc, vlogi izobraževalcev pri odzivanju na okoljske izzive in vključevanju ciljev ReNPIO 22–30 v formalne in neformalne izobraževalne oblike. Namen panela je spodbuditi razmislek o vlogi ljudskih univerz kot ključnih akterjev v prehodu v bolj trajnostno pri-hodnost. Eva Mermolja; LU Ajdovščina gradi na dolgotrajni loka-lni prisotnosti in z VGC programi v oddaljenih skupnos-tih zagotavlja dostopnost vsebin s področja trajnostne-ga razvoja, predvsem skozi medgeneracijsko učenje in sodelovanje z deležniki. Irena Bohte; ZIK Črnomelj s projektom Dnevi zeliščarst-va v Beli krajini že devet let združuje izobraževan-je, prenos znanja in krepitev lokalne samooskrbe, s poudarkom na tradicionalnih znanjih, medgeneraci-jskemu sodelovanju in povezovanju. Dragica Glažar; Cene Štupar – CILJ nadgrajuje obsto-ječe prakse vključevanja trajnostnih vsebin v zaporski sistem z uvedbo celostnega izobraževanja za zaposlene in učitelje, s ciljem širjenja zelenih znanj in spodbujanja dolgoročnih vedenjskih sprememb zaprtih oseb tudi po prestani kazni. Alenka Kučan; LU Murska Sobota z izvirnim študijskim krožkom Lipovci razvija zelene kompetence skozi ohranjanje obrti (pletenje košar), uporabo lokalnih surovin ter praktične učne aktivnosti za skupnost. Viki Ivanuša; LU Ormož poudarja vlogo narave kot učil-nice in vključevanje zelenih tem v neformalne in pro-jektne vsebine – vse od študijskih krožkov do evropskih projektov zanimivih za vse generacije. 117 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Maja Marija Sadar; LU Ravne na Koroškem prek pro-jekta PLANET B NE OBSTAJA ponuja celosten trajnos-tni izobraževalni okvir, ki temelji na osebni izkušnji udeležencev in skupnostnem delovanju. Literatura Cene Štupar – CILJ, Centar za izobrazbu. (2025). Knjižica dobrih navad trajnostnih praks [Digitalna brošura]. V okviru Erasmus+ projekta Krepitev osebne odgovornosti v zaporniškem sistemu za trajnost v družbi. Pridobljeno s https://www.cene-stupar.si/me- dia/Dokumenti%20v%20pdf/KNJIŽICA_Dobrih_navad_trajnost- nih_praks.pdf Cene Štupar – CILJ, Centar za izobrazbu. (2025). Aktivacija za trajnos- tni razvoj [Digitalni program usposabljanja]. V okviru Erasmus+ projekta Krepitev osebne odgovornosti v zaporniškem sistemu za trajnost v družbi. Pridobljeno s https://www.cene-stupar.si/ media/Dokumenti%20v%20pdf/(SLO)%20Program%20Aktivaci- ja%20za%20trajnostni%20razvoj.pdf Predstavitev avtoric Zveza ljudskih univerz Slovenije (ZLUS) združuje 22 ljud-skih univerz iz celotne Slovenije. Deluje kot zagovorniška in razvojna organizacija, ki krepi vlogo ljudskih univerz v raz-voju lokalnih skupnosti ter podpira kakovostno in dostopno vseživljenjsko učenje. Ključno področje njenega delovanja je razvoj in krepitev vseh temeljnih kompetenc, vključno z razvojem trajnostnih in zelenih kompetenc pri odraslih, skladno z evropskimi in nacionalnimi usmeritvami. 118 ORODJA OBČANSKE ZNANOSTI ZA VKLJUČUJOČE PRILAGAJANJE NA PODNEBNE SPREMEMBE Liliana Vižintin Znanstveno raziskovalno središče Koper, Mediteranski inštitut za okoljske študije Koper, Slovenija liliana.vizintin@zrs-kp.si Ključne besede: občanska znanost, podnebne spremem-be, prilagajanje, izobraževanje IZVLEČEK Ohranjanje in obnova obalnih ekosistemov pomembno prispevata k prilagajanju na podnebne spremembe in zmanjševanju tveganj (Spalding idr., 2014). Uspešnost ukrepov je v veliki meri odvisna od participacije skup-nosti ter vzpostavljanja globljih ravni sodelovanja pri sooblikovanju in soupravljanju ukrepov, temelječih na ekosistemih (Toxopeus idr., 2020). Občanska znanost la-hko k temu pomembno prispeva, saj omogoča učinko-vitejše zbiranje podatkov, hitrejši odziv ter okrepljeno sodelovanje med odločevalci, raziskovalci in aktivno civilno družbo, ki so vključeni v iniciative prilagajan-ja na podnebne spremembe (Neset idr., 2021). Ta vse bolj razširjen pristop znanstvenoraziskovalnega dela, pri katerem so v raziskave na različne načine vključeni neprofesionalni raziskovalci, lahko hkrati prispeva k širjenju ozaveščenosti in znanja o trajnostnosti med 119 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse različnimi deležniki, tudi učenci in učitelji (Rodrí-guez-Loinaz idr., 2022). Prispevek predstavlja orodje za občansko znanost, razvito v okviru projekta ECO2SMART (www.ita-slo.eu/ eco2smart). Projekt, ki je potekal v letih 2023–2025, je sofinancirala Evropska unija v okviru Programa Interreg VI-A Italija–Slovenija. Njegov namen je bil spodbujanje participacije prebivalstva pri snovanju in izvajanju na ekosistemih temelječih ukrepov za prilagajanje na pod-nebne spremembe in zmanjševanje tveganj naravnih nesreč. V prvem delu prispevek podaja pregled raziskovalne literature o ključnih konceptih, povezanih z vključevan-jem deležnikov in širše javnosti v pobude za prilaga-janje na podnebne spremembe z uporabo občanske znanosti – na primer za kartiranje tveganj in ranljivosti ter soustvarjanje rešitev (Freschi idr., 2024). V drugem delu pa bo predstavljen prispevek k tem prizadevan-jem, tj. orodje občanske znanosti, razvito v okviru projekta, ki je dostopno na spletnem izobraževalnem portalu projekta (www.eco2smart.si). To orodje spod-buja prebivalce obalnih območij severnega Jadrana k aktivnemu sodelovanju z raziskovalci in k prispevanju podatkov o dobrih praksah na ekosistemih temelječega prilagajanja na podnebne spremembe. Na ta način se pospešujeta prenos znanja in večje povezovanje med različnimi deležniki na obmejnem območju, kar do-datno prispeva h krepitvi vzajemnega razumevanja in navzkrižni izmenjavi izkušenj. Ustvarjanje novih mrež med prebivalci je ključno za skladen trajnostni razvoj in učinkovitejše prilagajanje obmejnega območja na posledice podnebnih sprememb. 120 Literatura Freschi, G., Menegatto, M., Zamperini, A. (2024). Conceptualising the link between citizen science and climate governance: A systemat- ic review. Climate, 12(5), 60. https://doi.org/10.3390/cli12050060 Neset, T.-S., Wilk, J., Cruz, S., Graça, M., Rød, J. K., Maarse, M. J., Wallin, P., Andersson, L. (2021). Co-designing a citizen science climate service. Climate Services, 24, 100273. https://doi.org/10.1016/j. cliser.2021.100273 Rodríguez-Loinaz, G., Ametzaga-Arregi, I., Palacios-Agundez, I. (2022). ICT tools and citizen science: a pathway to promote science learning and Education for Sustainable Development in schools. Journal of Biological Education, 58(3), 609–625. https://doi.org/10 .1080/00219266.2022.2092192 Spalding, M. D., Ruffo, S., Lacambra, C., Meliane, I., Hale, L. Z., Shepard, C. C., Beck, M. W. (2014). The role of ecosystems in coastal pro- tection: Adapting to climate change and coastal hazards. Ocean Coastal Management, 90, 50–57. https://doi.org/10.1016/j.oce- coaman.2013.09.007 Toxopeus, H., Kotsila, P., Conde, M., Katona, A., van der Jagt, A. P. N., Polzin, F., (2020). How ‘just’ is hybrid governance of ur- ban nature-based solutions?”. Cities, 105, 102839. https://doi. org/10.1016/j.cities.2020.102839 Predstavitev avtorice Dr. Liliana Vižintin, univ. dipl. biologinja in doktorica znanosti s področja biotehnologije, je raziskovalka in vodja mednarodnih projektov v okviru Mediteranskega inštitu-ta za okoljske študije ZRS Koper. Njeno raziskovalno delo je osredotočeno predvsem na trajnostni razvoj, varstvo narave, prilagajanje na podnebne spremembe ter prenos znanja in tehnologij v prakso. V okviru projektov razvija orodja za vključevanje deležnikov, med drugim spletne izobraževalne igre in orodja za občansko znanost. 121 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse KOMPETENCE ZA TRAJNOSTNI RAZVOJ V KNJIŽNICAH NA PRIMERU DOBRE PRAKSE Urška Orešnik Knjižnica Logatec Logatec, Slovenija urska@knjiznicalogatec.si Ključne besede: knjižnice, ponovna uporaba, ozaveščanje, aktivno državljanstvo, prostovoljstvo IZVLEČEK Knjižnice so po svojem poslanstvu trajnostno nara-vnane, saj temeljijo na izposoji gradiva in s tem spod-bujajo ponovno uporabo. Že dolgo ne izposojajo le knjižnega gradiva, zemljevidov, avdio in video gradiva, ampak se vedno bolj usmerjajo tudi na druga področ-ja – v izposojo igrač, iger, bralnikov, prenosnih raču-nalnikov ter celo uporabnih predmetov, kot so različni gospodinjski aparati, orodje ipd. V Strategiji razvoja slovenskih splošnih knjižnic 2022–2027 so cilji trajnos-tnega razvoja postali del njihove vizije. Knjižnice tako prevzemajo tudi vlogo ozaveščanja uporabnikov o tra-jnostnem ravnanju. Dober primer je projekt Prevetrimo omare, ki ga Kn-jižnica Logatec izvaja v sodelovanju s Komunalnim podjetjem Logatec. Prvi dogodek je potekal maja 2019 in je vključeval izmenjevalnico oblačil, predmetov, igrač in knjig. Dogodek sta spremljali še bukvarna z odpisanimi knjigami knjižnice ter garažna razprodaja, 122 na kateri so občani Logatca na brezplačnih stojnicah prodajali rabljene predmete. Kljub prvotni zadržanosti obiskovalcev je bil dogodek uspešen ter tako na željo uporabnikov prerasel v redni projekt z najmanj dvema dogodkoma letno. Pobudo za projekt je podala aktivna občanka, ki je prek participativnega proračuna pridobila tudi opremo za izvedbo dogodkov (prenosna zložljiva stojala za oblači-la, zložljive mize, zaboje za shranjevanje obešalnikov, lestve s policami, ogledalo). Na dogodkih smo izvedli nekaj različnih aktivnosti (zbiranje in popravilo gospo-dinjskih aparatov) in delavnic (delavnico popravljan-ja oblačil, izdelavo svečk iz odpadnega olja, izdelava mahbunk/kokedam). Na dogodkih izpostavljamo tudi izobraževalne infografike o vplivu modne industrije na okolje. Zaradi visoke obiskanosti dogodkov ti ne bi bili izvedljivi brez dragocenih prostovoljcev, ki pomagajo pri postavitvi opreme, razvrščanju donacij in pospravl-janju po koncu dogodka. Po vsaki prireditvi komunal-no podjetje poskrbi za ustrezno reciklažo preostalega materiala, lepo ohranjena oblačila pa doniramo lokalni izpostavi Rdečega križa. Z naraščajočo udeležbo dogodkov skozi leta je projekt prispeval k razvoju trajnostnih navad med vsemi gen-eracijami – od otrok do starejših. Gre za zgleden pri-mer uspešnega sodelovanja dveh javnih ustanov, ki sta lokalno skupnost ozavestili o pomenu ponovne upora-be, zmanjšali količino zavrženih oblačil in pripomogli k bolj odgovornemu potrošniškemu vedenju ter varo-vanju okolja. Kot uspešna praksa bi lahko postal model za podobna sodelovanja tudi v drugih občinah, kjer so podobne akcije izpeljane zgolj na prostovoljni ravni. 123 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Literatura Eržen, M., Horžen, V., Kek, R., Klemen, A., Kovář, B., Likar, T., Malec, L., Orešnik, U., Podbrežnik Vukmir, B., Resman, S., Rozman Salobir, M., Videc, A., Žumer, M. (2022). Strategija razvoja slovenskih splošnih knjižnic 2022-2027 (str. 47). Združenje splošnih knjižnic. Predstavitev avtorice Urška Orešnik je bibliotekarka v Knjižnici Logatec, kjer že od samega začetka vodi projekt Prevetrimo omare. Je tudi soavtorica Strategije razvoja slovenskih splošnih knjižnic 2022–2027, pri kateri je še posebej prispevala k oblikovanju ciljev trajnostnega razvoja. Njeno delo združuje strokovno znanje iz področja knjižničarstva z zavezanostjo trajnos-tnemu razvoju in spodbujanju odgovornega ravnanja v skupnosti. 124 GOZDARSTVO – PRILOŽNOSTI IN IZZIVI MLADIH V ZELENI KARIERI PRIHODNOSTI Darja Stare, Nike Krajnc Gozdarski inštitut Slovenije Ljubljana, Slovenija darja.stare@gozdis.si, nike.krajnc@gozdis.si Ključne besede: podnebne spremembe, zelena delovna mesta, ženske v gozdarstvu, enakost IZVLEČEK Gozdarstvo kot eden ključnih zelenih sektorjev sedan-josti in prihodnosti pomembno prispeva k blaženju podnebnih sprememb, ohranjanju biotske raznovrstno-sti ter zagotavljanju ekosistemskih storitev. Zato goz-darski poklici postajajo vse pomembnejši del zelenih delovnih mest, ki vključujejo razvoj zelenih kompetenc – od trajnostnega upravljanja naravnih virov do sodelo-vanja v skupnostih in odgovornega ravnanja na osebni ter institucionalni ravni. Kljub temu ostaja gozdarstvo v Sloveniji še vedno zaz-namovano s tradicionalno predstavo o fizično zahtev-nem in predvsem moškem poklicu, kar predstavlja en-ega večjih izzivov pri vključevanju mladih – še posebej deklet in žensk – v ta sektor. Poklic gozdarja se pogosto enači z delom sekača, pri čemer se spregleda vloga go-zdarjev kot izobraževalcev, raziskovalcev in načrtoval-cev trajnostne rabe prostora, kar se odraža tudi v nizki zastopanosti žensk, zlasti na vodilnih položajih. Na 125 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse drugi strani pa je med lastniki gozdov kar 41 % žensk, kar Slovenijo uvršča v sam evropski vrh. Vendar to še ne pomeni njihove dejanske participacije pri odločanju o upravljanju gozdov, saj to vlogo pogosto prepuščajo moškim družinskim članom. Rezultati raziskave med dijakinjami in študentkami gozdarstva kažejo, da osebno zanimanje igra ključno vlogo pri izbiri poklica, pomembno pa vplivajo tudi finančni vidiki in ravnotežje med poklicnim in zasebnim življenjem. Gozdarski sektor ostaja zaznamovan s spol-nimi stereotipi, napačnimi predstavami o poklicu ter skrbmi glede varnosti in fizičnih naporov, kar ženskam predstavlja dodatno oviro. To kaže na potrebo po bolj participativnem okoljskem izobraževanju, ki mladim omogoča aktivno vlogo, povezano s praktičnimi izkuš-njami v naravi in krepitev zelenih kompetenc. Raziskave so pokazale, da ženske v gozdarstvu pri-našajo pomembno dodano vrednost – večjo pozornost posvečajo ekološkim in socialnim funkcijam gozda, vnašajo sveže poglede, ustvarjalnost ter spodbuja-jo inovacije. Z odpravo stereotipov in spodbujanjem enakih možnosti lahko gozdarski sektor postane bolj vključujoč. Priložnost za to ponujajo ciljno usmerjeni projekti, izobraževanja in promocijske kampanje, kot je prepoznavanje in promocija ženskih vzornic, ki la-hko navdihujejo prihodnje generacije. Le tako bodo mladi prepoznali gozdarstvo kot poklic prihodnosti, ki združuje delo v naravi, tehnološki napredek, razisko-vanje in družbeno odgovornost. Zahvala: Prispevek je nastal v okviru projekta Fem2fo rests, Ino-vativne poti za učinkovito vključevanje deklet in mladih žensk v gozdarski sektor, sofinanciranega v okviru programa Inter-reg Programme Danube Region (DRP0200118), ki poteka od 1. 126 1. 2024 do 30. 6. 2026. Več o projektu na: https://interreg-dan-ube.eu/projects/fem2forests. Literatura Hafner, P., Flajšman, K., Krajnc, N., Karničnik, M., Pavlič, T., Šumenjak, E., Goznik, T., Pezdevšek Malovrh, Š., Uhan, Z., Skiba, A. (2024). Barriers and needs for inclusion of girls and young women: Joint report (Deliverable D.1.1.1). Gozdarski inštitut Slovenije. https:// dirros.openscience.si/IzpisGradiva.php?lang=slv id=19759 Hafner, P., Stare, D., Karisch-Gierer, D., Pretterhofer, H., van Zeist, K., Janusch, E., Gaube, H., Böhling, K., Schreiber, R., Handlos, M. (2021). Report on current situation and position of women in forestry in Danube region: Forest in women’s hands (Fem4Forest) (Deliverable D.T1.1.1). https://dirros.openscience.si/IzpisGradiva. php?lang=slv id=16218 Predstavitev avtoric Darja Stare, magistrica inženirka gozdarstva, je raziskoval-ka na Gozdarskem inštitutu Slovenije. V svojem raziskoval-nem delu se osredotoča na socio-demografske značilnosti zasebnih lastnikov gozdov, njihov odziv na ujme in prilaga-janje podnebnim spremembam, kar je tudi tema njene doktorske disertacije. Aktivno deluje na področju enakosti in raznolikosti v gozdarstvu, s poudarkom na vlogi žensk in vključevanju mladih v gozdarski sektor. Dr. Nike Krajnc je gozdarka, raziskovalka in od februarja 2023 direktorica Gozdarskega inštituta Slovenije. Nje-no raziskovalno delo se osredotoča na lesno biomaso, ekonomičnost proizvodnih verig in sodobne tehnologije rabe lesa. Aktivno sodeluje pri oblikovanju gozdarske poli-tike ter vodi domače in mednarodne projekte. V zadnjih letih posebno pozornost namenja vlogi žensk v gozdarstvu, saj verjame, da lahko ženske pomembno vplivajo na pri-hodnost gozdov in gozdarstva. 127 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse NEGA GOZDA KOT PLATFORMA ZA PARTICIPATIVNO OKOLJSKO IZOBRAŽEVANJE IN TRAJNOSTNO UPRAVLJANJE Jože Prah Gozdarski inštitut Slovenije, Zavod za gozdove Slovenije Ljubljana, Slovenija joze.prah@zgs.si Ključne besede: nega gozda, participativno okoljsko izo-braževanje, gozdnogospodarski načrti, trajnostno gospo-darjenje, družbena vključenost IZVLEČEK Slovenija je ena najbolj gozdnatih držav v Evropi, saj gozdovi pokrivajo skoraj 60 % njenega ozemlja. Članek predstavi, kako lahko nega gozda postane osrednja dejavnost participativnega okoljevarstvenega izo-braževanja, kjer lastniki, lokalne skupnosti in strokovn-jaki skupaj načrtujejo in izvajajo ukrepe za trajnostno upravljanje. Najprej predstavimo izzive pri izvajanju gozdnogospodarskih načrtov – le okoli 40 % predvi-denih ukrepov se dejansko uresniči. Nato pokažemo primere dobrih praks, kjer so vključevanje občanov in biotsko usmerjeni programi izobraževanja pripomogli k večji motivaciji lastnikov za nego gozda. Na koncu predlagamo model sodelovanja, ki ga je mogoče prila-goditi lokalnim razmeram in kapacitetam. 128 Literatura Bončina, A., Čas, A., Stojanović, D. (2013). Sustainable forest man- agement in Slovenia: The role of participation. Forest Policy and Economics, 28, 24–31. Reed, M. S. (2008). Stakeholder participation for environmental man- agement: A literature review. Biological Conservation, 141(10), 2417–2431. Dwyer, J. F., Hibbard, M., Brown, T. C. (2007). Public participation in natural resource decision making: Lessons from GOAL One forest restoration. Society Natural Resources, 20(9), 879–887. Stoddard, M., Pickett, S. T. (2018). Citizen science and education: Engaging communities in forest management. Environmental Education Research, 24(7), 1050–1067. Pretzsch, H., Forrester, D. I. (2017). Growth and yield of mixed vs. pure even aged stands: A meta analysis. Forest Ecology and Manage- ment, 405, 256–273. Predstavitev avtorja Jože Prah je revirni gozdar na Zavodu za gozdove Slo-venije v Ljubljani. Kot planinski in turistični vodič aktivno promovira sonaravno gospodarjenje z gozdovi ter razvoj gozdnih učnih poti. Je predsednik Društva oglarjev Sloveni-je in Komisije za evropske pešpoti ter gozdne učne poti pri ZGS. Avtor monografij in vodnikov, svoje poslanstvo vidi v trajnostni rabi gozdov in prenosu znanja med strokovnjaki, mladimi in lokalnimi skupnostmi. 129 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse KOMPETENCE ZA TRAJNOSTNOST IN KONTEKST IZVEDBE IZOBRAŽEVANJA TRAJNOSTNEGA VEDENJA Neva Maher Univerza v Mariboru Maribor, Slovenija neva.maher@telemach.net Ključne besede: izobraževanje za trajnostnost, zelene kom-petence, primer prakse, turistični produkt, vrednote trajnosti. IZVLEČEK Geopolitična in družbeno-ekonomska realnost leta 2025 poziva k resnemu jemanju ekološkega in okoljskega pre-hoda. Ekološki prehod je proces, katerega cilj je vzpostavi-ti nov ekonomski, kulturni in družbeni sistem, ki bo nare-dil družbo bolj trajnostno. Agenda Združenih Narodov od leta 2015 utira pot, da bodo rezultati ciljev trajnostnega razvoja do leta 2030 tudi doseženi: 17 ciljev obsega tri skupine vrednot: ekonomske, družbene in okoljske. Okol-jski prehod pomeni po definiciji sistemske spremembe v načinu proizvodnje in potrošnje, saj se mora družba pre-makniti k bolj trajnostni in odporni ekonomiji. Za premagovanje teh izzivov je evropski zeleni dogov-or nova evropska strategija rasti, s katero naj bi Unijo preoblikovali v sodobno, z viri učinkovito in konkurenč-no gospodarstvo. Evropska komisija pomaga državam članicam EU pri oblikovanju in izvajanju reform, ki pod-pirajo zeleni prehod, s potrebnim pravnim okvirom, 130 priporočili, instrumenti in metodologijami. V prispevku je prikazan primer participativnega izo-braževanja za trajnostnost na področju turizma: v raz-voju kompetenc učenja in usposabljanja managementa v turizmu so bile upoštevane zelene kompetence v kon-tekstu vrednot trajnostnega razvoja. Prvi sklop zelenih kompetenc predstavlja odgovornost za trajnostne vred-note, drugi sklop zelenih kompetenc služi preverjanju in razumevanju okoljskih in socio-družbenih problemov, tretji sklop razmišljanju o posledicah dejanj (kar so re-zultati) in četrti sklop opolnomočenju za trajnostno delovanje. Dodana vrednost analiziranja na praktičnem primeru so upoštevane vrednote trajnostnega razvoja pri načrtovanju priložnosti razvoja ponudbe turističnih produktov. Literatura Bianchi, G., Pisiotis, U. et al. (2022). GreenComp The European sustain- ability competence framework. Publications Office of the Europe- an Union Joint Research Centre. https://doi.org/10.2760/13286 EC Recovery and Resilient plan (2021).Commision Staff working doc- ument, Guidance to the member states Recovery and Resilience plans https://reform-support.ec.europa.eu/what-we-do/green-transition_ en https://reform-support.ec.europa.eu/publications-0/technical-sup- port-instrument-mid-term-evaluation-factsheet_en Predstavitev avtorice Neva Maher je raziskovalka iz virov strukturnih skladov na področju ekonomije, družbenih inovacij in upravljanja. Raz-polaga z obsežno prakso regionalnega načrtovanja na nacio-nalni in lokalni ravni. 131 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse ŠOLSKI UČNI VRTOVI KOT ODPRTI UČNI PROSTORI ZA VSE GENERACIJE Ana Vovk Univerza v Mariboru, Filozofska fakulteta Maribor, Slovenija ana.vovk@um.si Ključne besede: šolski vrtovi, izobraževanje, medgenera-cijsko učenje, samooskrba IZVLEČEK V času globalnih izzivov, kot so podnebne spremembe, degradacija okolja in družbena odtujenost, postaja-ta vzgoja in izobraževanje za trajnostni razvoj ključni orodji za doseganje pozitivnih sprememb. Eden na-jučinkovitejših pristopov k oblikovanju trajnostno naravnanih vrednot pri otrocih je njihovo zgodnje po vezovanje z naravnim okoljem. Prav zato je vklju-čevanje narave v vzgojno-izobraževalni proces vse bolj pomembno. Šolski učni vrtovi predstavljajo ene-ga izmed najučinkovitejših načinov, kako otrokom omogočiti neposreden stik z naravo in hkrati oblikovati prostor, ki spodbuja aktivno učenje, sodelovanje in odgovornost. Že več desetletij se v različnih okoljih po svetu, tudi v našem prostoru, spodbuja in vzpostavlja učne vrtove v vrtcih in osnovnih šolah. Vključevanje otrok, vzgojitel-jev, učiteljev in staršev v te projekte krepi medsebojne vezi, gradi skupnost in spodbuja razumevanje pomena samooskrbe. Vrtovi postajajo prostor izkustvenega 132 učenja, razvijanja kompetenc za trajnostni razvoj ter medgeneracijskega povezovanja.. Učni vrtovi so mnogo več kot le površine, kjer otroci sadijo, zalivajo in pobirajo pridelke. So kompleksni učni prostori, ki omogočajo razvoj številnih veščin – od načr-tovanja in praktičnega dela do razmišljanja, raziskovan-ja in skupinskega dela. Gre za odprte učne laboratorije, kjer se naravoslovne, družboslovne, matematične in celo umetniške vsebine povezujejo na smiseln, vsak-danji in doživljajski način. Poleg otrok pa vrtovi k sodelovanju vabijo tudi pred-stavnike drugih generacij. Starejši – na primer stari starši ali upokojeni vrtnarji – lahko prispevajo s svo-jim znanjem, izkušnjami in tradicionalnimi tehnikami pridelave. Na ta način vrt postane platforma za prenos znanja, ki presega formalne izobraževalne okvire. Pedagoški učinki šolskih učnih vrtov so večplastni. Poleg vsebinskega znanja (npr. rast rastlin, pomen opraševalcev, letni časi, tla, voda, vreme itd.) vrtovi razvijajo tudi socialne in emocionalne kompetence: odgo vornost, potrpežljivost, skrb za živa bitja, delo v skupini, spoštovanje narave in drugih ljudi. Učen-ci pridobivajo dragoceno izkustveno znanje, ki ga v klasični učilnici pogosto ni mogoče razviti v taki meri. Poleg tega učni vrtovi prispevajo k razvoju t. i. mehkih veščin (soft skills), kot so sodelovanje, komunikacija, reševanje problemov in inovativnost. Pomemben vidik učnih vrtov je spodbujanje razumevanja in vrednotenja samooskrbe. Otroci že v zgodnjem obdobju spoznajo pomen pridelave hrane, pomen lokalne sezonske pride-lave, kompostiranja, zmanjševanja odpadkov in kro-žnega gospodarstva. Namesto pasivnega sprejemanja dobrin iz trgovin se naučijo, kako nastajajo živila in kaj pomeni skrbeti za zemljo. 133 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse Takšno učenje spodbuja spoštovanje do hrane in nar-avnih virov, kar je še posebej pomembno v času, ko so globalne prehranske verige pogosto netrajnostne in odtujene. Hkrati pa vrt postaja prostor za razvijanje osebne in skupnostne odpornosti – veščina, ki je v času podnebnih in družbenih kriz neprecenljiva. Eden od ključnih elementov uspešnega razvoja učnih vrtov je bottom-up pristop, ki temelji na motivaciji in angažiranosti lokalnih skupnosti. To pomeni, da vrtovi ne nastajajo kot rezultat direktiv "od zgoraj", ampak iz konkretnih potreb in želja učiteljev, otrok, staršev in skupnosti. Tak pristop omogoča večjo trajnostnost, saj temelji na občutku lastništva in odgovornosti udeležencev. Ko otroci, učitelji in starši skupaj načrtujejo, oblikujejo in vzdržujejo vrt, se ustvarja močna povezanost, ki daleč presega klasične oblike šolskega dela. Hkrati se v lokal-nem okolju krepijo medsebojne vezi, kar prispeva k večji socialni koheziji. Učni vrtovi imajo izjemno vrednost kot medgeneraci-jski prostori. V mnogih primerih se v vrtove vključujejo stari starši, lokalni vrtnarji, društva upokojencev in dru-gi člani skupnosti, ki imajo dragoceno znanje in izkuš-nje. Otroci se tako učijo iz prve roke, poslušajo zgodbe, pridobivajo praktične nasvete in obenem razvijajo spoštovanje do starejših. Ta medgeneracijski dialog ni enosmeren – tudi starejši se učijo od mladih, predvsem v smislu novih pogledov, digitalnih veščin in ustvarjalnosti. Učni vrt tako postane prostor za dialog, sodelovanje in skupno iskanje rešitev za izzive, s katerimi se soočajo vse generacije. Eden od največjih dosežkov šolskih učnih vrtov je nji-hova sposobnost povezovanja ljudi. Šole, ki vzpostavijo vrtove, pogosto poročajo o večji vključenosti staršev, 134 boljšem sodelovanju med učitelji in večji odprtosti šole navzven. Vrt postane stičišče idej, srečanj in dogodkov – od skupinskih delovnih akcij do praznikov ob žetvi. Skupnostno učenje, ki se dogaja na učnem vrtu, ima dolgoročne pozitivne učinke: krepi zaupanje, spodbuja medsebojno pomoč ter ustvarja pogoje za gradnjo bolj odpornih in vključujočih skupnosti. V času družbene atomizacije in digitalne odtujenosti je to neprecenljiva vrednost. Naša organizacija je v zadnjih desetletjih sodelovala pri vzpostavitvi več kot 50 šolskih in vrtčevskih učnih vrtov. Vsak izmed njih ima svojo zgodbo, posebnosti in poudarke, a vsi temeljijo na skupnih vrednotah: sodelo-vanju, spoštovanju narave, učenju skozi izkušnjo in odprtosti za vse generacije. Med primeri dobre prakse lahko izpostavimo: • Vrt pri osnovni šoli na podeželju, kjer otroci sk- upaj s starši in lokalnimi kmeti obdelujejo vrtne grede, ob tem pa raziskujejo tradicionalne sorte in tehnike. • Mestni šolski vrt, ki je nastal na opuščenem asfal- tiranem dvorišču, danes pa združuje učence, učitelje, upokojence in lokalno društvo permakulture. • Vrtec s senzoričnim vrtom, kjer se otroci učijo preko vonja, dotika, zvoka in barv – hkrati pa sodelu-jejo z ostarelimi stanovalci bližnjega doma za starejše občane. V vseh primerih vrt ni le prostor za učenje biologije, temveč celostno učno okolje, ki spodbuja trajnostno naravnanost, kritično mišljenje in socialno povezanost. Učni vrtovi predstavljajo močan integrativni element v izobraževalnem sistemu. Povezujejo formalno in neformalno učenje, teorijo in prakso, naravoslovne in družboslovne vsebine, otroško ustvarjalnost in odras-lo izkušenost. Gre za okolja, kjer se prepletajo lokalni 135 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse razvoj, vzgoja za trajnostnost, socialna pravičnost in aktivno državljanstvo. Poleg tega učni vrtovi omogočajo tudi povezovanje z drugimi šolami in mednarodnimi projekti, kar prispeva k širjenju znanja in izmenjavi dobrih praks. Sodelovan-je v projektih Erasmus+, eTwinning, ali lokalnih mrežah učnih vrtov bogati izkušnje vseh vključenih. Šolski učni vrtovi niso samo orodje za boljše izo-braževanje – so seme spremembe. Predstavljajo odgov-or na mnoge izzive sodobnega sveta: od podnebnih sprememb do socialne izolacije, od prehranske varnosti do pomanjkanja praktičnih veščin. So simbol vrnitve k bistvenemu: povezanosti z naravo, sodelovanju med ljudmi in odgovornemu ravnanju z viri. V družbi, ki si prizadeva za pravičnejšo, bolj zeleno in bolj vključujočo prihodnost, imajo šolski učni vrtovi ključno vlogo. In kot vsako seme potrebujejo skrb, prostor in čas – a ko vzklijejo, lahko prerastejo v prave gozdove znanja, solidarnosti in upanja. Literatura Bavcon, J., Malovrh, K., Tomšič, M., Ravnjak, B. (2024). Educational activities in the Ljubljana University Botanic Gardens. Journal of Zoological and Botanical Gardens, 5(4), 788–804. https://doi. org/10.3390/jzbg5040052 mdpi.comDescribes structured edu- cational programmes from kindergarten to professional levels, based at Ljubljana’s botanic gardens. Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining pos- sibilities and challenges under different national educational pol- icies. Educational Process: International Journal, 13(2), 122–138. https://doi.org/10.22521/edupij.2024.132.8 Hake, B. J. (2017). Gardens as learning spaces: Intergenerational learn- ing in urban food gardens. Journal of Intergenerational Relation- ships, 15(1), 26–38. https://doi.org/10.1080/15350770.2017.1260 136 369 researchgate.net+4link.springer.com+4mdpi.com+4tandfon- line.com Lochner, J., Rieckmann, M., Robischon, M. (2019). Any sign of virtual school garden exchanges? Education for sustainable develop- ment in school gardens since 1992: A systematic literature review. Education for Sustainable Development, 23(3), 206–224. https:// doi.org/10.1177/0973408219872070 journals.sagepub.com Pogačnik, M., Žnidarčič, D., Strgar, J. (2012). Use of school gardens in elementary schools in Slovenia. Journal of Food, Agriculture Envi- ronment, 10(2), 1196–1199. Predstavitev avtorice Prof. ddr. Ana Vovk, redna profesorica na Filozofski fakulteti Univerze v Mariboru Univerzi v Mariboru, je mednarodno priznana strokovnjakinja za trajnostnost, permakulturo in celostno samooskrbo, ki temelji na geografskih značilnostih pokrajin. Njeno raziskovalno delo vključuje ekosistemske rešitve za podnebne spremembe, varstvo tal in vodnih virov. Kot vodja projektov v Mednarodnem centru za ekoreme-diacije razvija inovativne modele trajnostnega življenja ter sodeluje z občinami pri uvajanju naravnih načinov upravl-janja prostora. Njene objave v znanstvenih revijah, knjige in medijski prispevki osvetljujejo pomen celostnih pristop-ov. Aktivno sodeluje pri izobraževalnih programih, vodi delavnice, konference in ekskurzije ter spodbuja študente k raziskovanju samozadostnih življenjskih modelov. Njena prizadevanja povezujejo akademsko znanje s prakso za bolj trajnostno prihodnost. 137 Odkrivajmo moč narave. Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse 138 Discovering the Power of Nature Discovering the Power of Nature. Participatory Environ- mental Education for Sustainability: Opportunities, Challenges and Practices Ljubljana, 27.-28. 11. 2025 Editor: Nevenka Bogataj 139 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese TABLE OF CONTENT SYSTEMIC STEPS TOWARDS SUSTAINABILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 ENVIRONMENTAL HISTORY BETWEEN PAST AND PRESENT Žarko Lazarević . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 ADULT EDUCATION FOR SUSTAINABLE DEVELOPMENT BETWEEN INSTRUMENTALISATION AND EMANCIPATION Tadej Košmerl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 OPEN SCHOOLING IN THE CONTEXT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 THE KNOWLEDGE BASE OF THE EUROPEAN ENVIRONMENT AGENCY: HOW CAN IT BE USED TO DEVELOP GREENCOMP SUSTAINABILITY COMPETENCES? Darja Piciga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 CLIMATE CHANGE AND COMPETENCES TO ACT: A GAP IN ADULT EDUCATOIN OFFER Barbara Simonič . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 CLIMATE EDUCATION IN TIMES OF DECLINING POLITICAL AND PUBLIC ENGAGEMENT Janez Berdavs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 IRDO CERTIFICATION SCHEME FOR COMPETENCES IN SUSTAINABILITY AND SOCIAL RESPONSIBILITY Anita Hrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 “LESSON ZERO FOR SUSTAINABLE DEVELOPMENT” BY THE UNIVERSITY OF FLORENCE. SUSTAINABILITY SKILLS FOR PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION Glenda Galeotti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 MEADOW BIODIVERSITY IN TODAY'S SLOVENIAN BIOLOGY AND GEOGRAPHY CURRICULA FOR PRIMARY SCHOOL AND GRAMMAR SCHOOL IN THE CONTEXT OF THE LONG-TERM HISTORY OF MEADOWS Žiga Zwitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 140 ON GREEN COMPETENCES AND COMPETENCE-BASED EDUCATION Ivana Belasić . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 BEYOND PERSONALISATION: EDUCATION AS AN ECOCENTRIC PRACTICE Ema Meden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 PRESENTATION OF THE UNESCO CHAIR ON TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 INDIVIDUAL OPPORTUNITIES AND CHALLENGES OF PARTICIPATORY ENVIRONMENTAL EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 BELIEFS AS FOUNDATIONS OF BEHAVIOR: HANGING ENVIRONMENTAL MYTHS FOR A MORE SUSTAINABLE FUTURE Tanja Rupnik Vec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 PERSONALIZATION OF SUSTAINABILITY VALUES IN PARTICIPATORY ENVIRONMENTAL EDUCATION Zinka Kosec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 INATURALIST AND CITIZEN SCIENCE: WHO CONTRIBUTES AND WHY? Žan Rode, Gregor Torkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 INCLUSIVE THEMATIC PATH AS A STRATEGY FOR LEARNING IN PUBLIC OPEN SPACE Meta Furlan, Nives Ličen, Urška Gruden, Mojca Leskovec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 STRENGTHENING GREEN COMPETENCES AND SKILLS IN THE JUST TRANSITION PROCESS: OPPORTUNITIES AND CHALLENGES IN ZASAVJE Anja Šerc, Barbara Avsenak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 GREEN SKILLS AND PRECIOUS METALS Marko Gabrovšek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 ETHICS FOR SUSTAINABLE DEVELOPMENT AS A BASIS AND SOLUTION FOR COEXISTENCE BETWEEN HUMANS AND THE ENVIRONMENT AND NATURE Critical infrastructure and microplastics in our lives Nada Pavšer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 141 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese THE MERGING OF COMMUNITY AND ENVIRONMENT EXPRESSES PARTICIPATION AND SUSTAINABILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 EDUCATING THROUGH NETWORKING: BUILDING COMMUNITIES OF PRACTICE IN THE ENVIRONMENTAL FIELD Marco Bassi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 PARTICIPATORY DECISION-MAKING AND COMMUNITY-BASED MODELS AS FOUNDATIONS FOR DEVELOPING GREEN COMPETENCES IN ADULT EDUCATION Janja Rudolf, Andrej Udovč . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 OPPORTUNITIES FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) TO INTEGRATE EUROPEAN TRADITIONAL COMMONS Olivier Hymas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 COMMUNAL GOVERNANCE, TRANSHUMANCE AND PASTURELAND ECOLOGY Francisco Godoy, Santiago Parra, Adrià Peña, Pau Sanosa, Pablo Dominguez . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 THE “CHORES” IN THE COMMON LAND SYSTEMS : A TOOL FOR “GREEN COMPETENCES” EDUCATION Ambrosio Julia, Chavanon Olivier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 TRADITIONAL ECOLOGICAL KNOWLEDGE AND NATURAL RESOURCE MANAGEMENT IN ALPINE COLLECTIVE PROPERTIES Giacomo Pagot, Elena Pisani, Paola Gatto . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 TRANSLATING TRADITIONAL LAND COMMONS: LANDSCAPES CONTRIBUTING TO SUSTAINABLE DEVELOPMENT IN FRANCE Gretchen Walters, Olivier Hymas, Alise Meuris, Clara Baquedano, Ilanne Kaczmarek, Alys Crétier, Raymond Vacheron, Alain Chateauneuf . . . . . . . . . . . . . . . . . . 228 142 PRESERVED OLD BOUNDARY MARKS OF CADASTRAL MUNICIPALITIES AND AGRARIAN COMMUNITIES AS A LINK BETWEEN LOCAL RESIDENTS AND LOCAL SPACE Mihaela Triglav Čekada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 FORGOTTEN BUT VITAL: AGRARIAN COMMUNITIES AS GUARDIANS OF NATURE, BIODIVERSITY, AND CULTURAL LANDSCAPES Mateja Šmid Hribar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 FROM ŠTRNINA TO PLANINA: THE RELATIONSHIP OF AGRARIAN COMMUNITY MEMBERS TO LAND AND ANCESTRAL HERITAGE AS A SOURCE OF GREEN COMPETENCES Marica Uršič Zupan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 COMMUNITY CAPACITY BUILDING IN SINGAPORE: SOCIAL LEARNING AND SOCIAL INNOVATION FOR RESILIENT NEIGHBOURHOOD COMMUNITIES Blaž Križnik, Jan H. M. Lim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 HOW CAN COMMUNITY EDUCATION CONTRIBUTE TO MORE INCLUSIVE PUBLIC AND GREEN SPACES Lovro Snoj, Lana Valič Saksida, Tjaša Breznik . . . . . . . . . . . . . . . . . . . . . . . . . 244 PRACTICES AND APPROACHES OF PARTICIPATORY ENVIRONMENTAL EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 UNLOCKING THE POTENTIAL OF STUDY CIRCLES TO TRANSFORM ADULT BIODIVERSITY VALUES Mateja Šmid Hribar, Daniela Ribeiro, Selina Strasser, Haris Paliogiannis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 GREEN KNOWLEDGE DAY IN ADULT EDUCATION GUIDANCE Urška Pavlič . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 CO-CREATING GREEN COMMUNITIES: THE ROLE OF ADULT EDUCATION CENTRES IN DEVELOPING GREEN COMPETENCES Irena Bohte, Dragica Glažar, Viki Ivanuša, Sanda Jerman, Eva Mermolja, Alenka Kučan, Maja Marija Sadar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 143 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese CITIZEN SCIENCE TOOLS FOR INCLUSIVE ADAPTATION TO CLIMATE CHANGE Liliana Vižintin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 COMPETENCES FOR SUSTAINABLE DEVELOPMENT IN LIBRARIES: A CASE STUDY OF GOOD PRACTICE Urška Orešnik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 FORESTRY – OPPORTUNITIES AND CHALLENGES FOR YOUNG PEOPLE IN THE GREEN CAREERS OF THE FUTURE Darja Stare, Nike Krajnc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 FOREST MANAGEMENT AS A PLATFORM FOR PARTICIPATORY ENVIRONMENTAL EDUCATION AND SUSTAINABLE GOVERNANCE Jože Prah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 SUSTAINABILITY COMPETENCES AND EDUCATIONAL CONTEXT FOR SUSTAINABLE BEHAVIOUR PERFORMANCE Neva Maher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 SCHOOL LEARNING GARDENS AS OPEN LEARNING SPACES FOR ALL GENERATIONS Ana Vovk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 144 SYSTEMIC STEPS TOWARDS SUSTAINABILITY 145 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese ENVIRONMENTAL HISTORY BETWEEN PAST AND PRESENT Žarko Lazarević Institute of Contemporary History Ljubljana, Slovenia zarko.lazarevic@inz.si Keywords: economic development, nature, environmental histoy, long-term instability ABSTRACT Social changes and increased sensitivity to the hu-man environment in the 20th century had a profound impact on the social sciences and humanities. One of the most important consequences was a shift in focus away from prevailing anthropocentrism that charac-terized the humanities in the 19th century. By shift-ing attention to the interaction between society and nature, a new understanding of nature and climate as subjects, their long-term variability, and global dimensions was formed. The perspective of observa-tion also changed: the local became an integral part of global processes. The key foundation of environmen-tal history is the idea that views on the role of nature as a resource and living environment, on its protection or rehabilitation, have changed both globally and locally over time. We speak, therefore, of variability, continuity, and discontinuity in long-term processes. Environmental history, through its research agenda, responds to contemporary debates on environmen- 146 tal issues in modern societies, thus linking past and present into a coherent interpretation of historical relations between social modernization and nature. Nature is the fundamental source of economic life and accompanying social structures. In everyday economic practices, this awareness was self-evident, though not socially internalized. “The farmer is both master and servant of nature,” stated the journal Agricultural and Handicraft News (1890). The population was vitally de-pendent on the extraction and conversion of natural resources. Before World War II, two-thirds of the popu-lation in Slovenia relied on the exploitation of natural resources—more so in earlier periods. The literature clearly emphasizes the thesis that there is a strong correlation between the ability to extract and convert natural resources for everyday use and the level of social and economic development. This process in-volves complex economic, social, and environmental changes, which were the result of the scientific and technical revolution and fundamental innovations and applicative processes in the development of technolo-gy in the 19th and 20th centuries. The transfer of these achievements into real life had far-reaching conse-quences for the landscape, the economy, and the lives of people and societies. It was a long-term and gradual transition. Within this context, I aim to present instability as a feature of the long-standing relationship between hu-mans and nature. This relationship will be illustrated through various examples: concepts of nature, re-sponses to weather fluctuations, environmental pollu-tion and the fragile nutritional balance. 147 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Hughes D. (2016). What is Environmental History. Locher F., Quenet G. (2009). L'historie environmentale: origines, enjeux et perspectives d'un nouveau chnatier, Revue d'histoire moderne et contemporaine, 4, 56–4, 7–38). Winiwarter V. (2000). Zwischen Gesellschaft und Natur: Aufgaben und Leistungen der Umweltgeschichte. In: Bruckmüller E., Winiwarter V. (Hrg.), Umweltgeschichte. Zum historischen Verhältnis von Gesellschaft und Natur, 6–20). Winiwarter V. (2003). Approaches to Enviromental History: A Field Guide to Its Concepts. In: Szabo P., Laszlovsky J. (eds), People and Nature in Historical Perspective. Winiwarter V. (2014). The Emerging Long-Term View: Challenges and Opportunities of Writing Environmental Histories in Central Europe. In: Štih P. and Zwitter Ž., Man, Nature and Environment Between the Northern Adriatic and the Eastern Alps in Premod- ern Times. Short BIO Prof. dr. Žarko Lazarević is a research counsellor at the Institute of Contemporary History and a full professor of economic history at the University of Primorska. His re-search focuses on economic history, exploring various areas of Slovenia's economic development. His research covers the development of agriculture, the process of industrial-ization, cooperativism, and the evolution of financial insti-tutions in Slovenia. Additionally, he investigates the impact of economic processes on social structures, specifically the long-term structural changes in Slovenia's economic and social landscape. He leads the research program "Economic, Social and Environmental History of Slovenia" at the Insti-tute of Contemporary History. 148 ADULT EDUCATION FOR SUSTAINABLE DEVELOPMENT BETWEEN INSTRUMENTALISATION AND EMANCIPATION Tadej Košmerl University of Ljubljana, Faculty of Arts Ljubljana, Slovenia tadej.kosmerl@ff.uni-lj.si Keywords: adult education for sustainable development, instrumentalisation of education, emancipatory adult edu-cation, adult learning approaches ABSTRACT Adult education for sustainable development (AESD) is defined as adult education focused on promoting change in individuals and society through critical re-flection for the development of a more just society and the reduction of negative human impacts on the envi-ronment. In adult education policy and practice, two predominant approaches to AESD can be distinguished, which we discuss in this article using the example of non-formal AESD in Slovenia. The first is the instrumental approach, which is primar-ily aimed at changing the actions and behaviour of individuals, and the second is the emancipatory ap-proach, which is primarily aimed at changing their ways of thinking and knowing. The instrumental approach plays an important role in achieving concrete changes in individuals' behaviour and the development of spe-cific skills, while the emancipatory approach promotes 149 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese broader transformations at both the individual and societal levels through the development of critical and systemic thinking. Based on quantitative and qualitative data obtained in March 2023 from adult educators from 59 organi-sations, we conclude that Slovenian non-formal IOTR combines the emancipatory and instrumental ap-proaches, with the latter moderately prevailing. Prac-tices of the instrumental approach to AESD mainly include the manufacture of simple ecological products, the promotion of waste reduction, the encouragement of sustainable eating and clothing, the development of gardening and self-sufficiency skills, raising aware-ness of fire safety, and promoting the employment of members of vulnerable social groups. Emancipatory practices, meanwhile, deal primarily with global prob-lems and their local consequences, the social causes of the environmental and climate crisis, the links between individual and social transformations, critical reflection on sustainable development goals, and the promotion of active citizenship and collective action. The specific AESD approach is usually also reflected in the teaching approach used in educational pro-grammes. The practices of the instrumental approach are often very concrete and aimed at achieving specific behavioural changes in participants, while the prac-tices of the emancipatory approach are more often participatory in nature and adapted to a specific group of participants and their local environment. The topics covered are also often adapted to individual groups of participants, among which prevail the natural environ-ment and human relations to it, sustainable lifestyles, sustainable development goals, and climate change. 150 Literature Košmerl, T. (2025). The practice of non-formal adult education for sus- tainable development in Slovenia. International Review of Educa- tion, 71(4), 605–629. https://doi.org/10.1007/s11159-025-10134-9 Košmerl, T. (2024). Liberalism all the way down? Multilevel discourse analysis of adult education for sustainable development policies. European Journal for Research on the Education and Learning of Adults, 15(3), 261–279. https://doi.org/10.3384/rela.2000- 7426.5167 Košmerl, T. (2025, in press). Non-formal adult education for sustain- able development in practice: The case of Slovenia. International Review of Education, 71. Košmerl, T., Radovan, M., Makovec Radovan, D. (2024). The fund- ing puzzle in adult education for sustainable development: A case study of Slovenia. Sustainability, 16(18), 8239. https://doi. org/10.3390/su16188239 Mikulec, B. (2021). What should transform? Adult education, sus- tainable development and environmental movements. Studies in Adult Education and Learning/Andragoška spoznanja, 27(1), 3–21. https://doi.org/10.4312/as/9922 Wals, A. E. J., Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. https://doi.org/10.1111/ ejed.12250 Short BIO Dr. Tadej Košmerl is an Assistant Professor of Adult Educa-tion at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. He teaches courses in adult ed-ucation, including Socialisation in Adulthood, Programme Planning in Adult Education, and Community Education. Additionally. His research focuses on adult education for sustainable development, digital transformation in adult education, international adult education policies, and trans-formative learning. 151 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese OPEN SCHOOLING IN THE CONTEXT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT Gregor Torkar University of Ljubljana, Faculty of Education Ljubljana, Slovenia gregor.torkar@pef.uni-lj.si Keywords: Multipliers, open schooling, place-responsive education, education for sustainable development ABSTRACT Education for sustainable development (ESD) must transcend the boundaries of formal schooling and ex-tend into real-life contexts: the home, the community, museums, laboratories, nature, and beyond. Learning for sustainability is inherently a lifelong process that encompasses formal, non-formal, and informal learning modalities. Increasingly, open schooling is emerging as a future-oriented paradigm that redefines the "what," "where," and "when" of learning. Open schooling in-vites policymakers, educators, schools, parents, local communities, universities, researchers, businesses, and other stakeholders to participate in transforming the educational experiences that are more responsive to societal challenges. It reimagines learning as an "open" process—not only in terms of time and space, but also in relation to roles, pedagogies, access, and the broader function of education in society. The con- 152 cept lacks a single, universally accepted definition, as its implementation varies across cultural, social, and institutional contexts, adapting to diverse educational needs. In 2010, the European Commission published the strategy entitled "A Strategy for Smart, Sustainable and Inclusive Growth", which introduced three strategic pillars: smart, sustainable, and inclusive growth. These dimensions serve as an analytical lens for comparing open schooling initiatives worldwide. The theoretical exploration presented here is further substantiated by empirical insights from the European Horizon 2020 project MULTIPLIERS (2021-2024), which aimed to ex-pand science education through open schooling and strengthen cooperation between schools and society. The MULTIPLIERS project implemented the principles of open schooling within different geographical, cultural, and economic contexts (in countries Cyprus, Germa-ny, Italy, Sweden, Slovenia, Spain) in order to ensure high-quality science education accessible to all. he dif-ferences between countries and social contexts increase the likelihood of further international use and develop-ment of the proposed solutions. A core component of the project was the establishment of learning partnerships, also referred to as open sci-ence communities, involving schools, families, research institutions, industry representatives, providers of informal learning, policymakers, and the media. These partnerships facilitated place-responsive science edu-cation—teaching and learning embedded in the local environment and attuned to socially relevant, locally grounded socio-scientific issues. Such approaches en-abled learners to critically engage with sustainability challenges in their immediate surroundings, thereby linking the learning process to active citizenship and 153 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese ecological literacy. In conclusion, open schooling rep-resents both a pedagogical model and a societal strate-gy for fostering sustainable development. By dissolving traditional boundaries and promoting collaboration across educational, civic, and economic domains, open schooling not only enriches educational practice, but also builds community resilience and systemic com-petence for navigating complex global issues. Open schooling creates new opportunities for lifelong learn-ing and intergenerational cooperation in developing sustainability competences (Bianchi et al., 2023). Literature Bianchi, G., Pisiotis, U., Cabrera, M. (2023). GreenComp: evropski okvir kompetenc za trajnostnost: poročilo skupnega raziskovalnega središča v okviru znanosti za politiko: prevod (Spletna izd.). Zavod RS za šolstvo. https://www.zrss.si/pdf/greencomp.pdf Sataloff, R.T., Johns, M.M., Kost, K.M. (2010). A Strategy for Smart, Sus- tainable and Inclusive Growth. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:20 20:FIN:EN:PDF Short BIO Prof. dr. Gregor Torkar is a Full Professor of Biology Edu-cation at the Faculty of Education, University of Ljubljana. He previously worked as a researcher and lecturer at the School of Environmental Sciences at the University of Nova Gorica, as a science teacher in secondary education, as an author and editor of academic books and textbooks, and as a nature conservationist. He earned his bachelor’s degree in 2001 at the Faculty of Education, University of Ljubljana, qualifying as a teacher of biology and home economics. He obtained his PhD in 2006 at the Biotechnical Faculty of 154 the University of Ljubljana in the doctoral programme of biotechnical sciences, specializing in nature conservation. He has completed several extended professional training programmes abroad, including at Trinity College Dublin (Ireland), Hedmark University College (now Inland Norway University) (Norway), and the University of California, Berke-ley (USA). He also teaches as a visiting lecturer at various European universities. His research focuses on biology and environmental education across primary, secondary, and undergraduate levels. His current interests include ecolo-gy, evolution, conservation education, outdoor education, and education for sustainable development. He is involved in several national and international research projects in science education and nature conservation. He holds the UNESCO Chair in Teacher Education for Sustainable Devel-opment at the University of Ljubljana. He is also a member of the academic committee of the European Researchers in Didactics of Biology (ERIDOB) and the programme coordi-nator for Outdoor Education Centres in Slovenia. 155 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese THE KNOWLEDGE BASE OF THE EUROPEAN ENVIRONMENT AGENCY: HOW CAN IT BE USED TO DEVELOP GREENCOMP SUSTAINABILITY COMPETENCES? Darja Piciga Integral Green Slovenia and Center for Emeritus Professors and Retired Higher Education Teachers of the University of Maribor Ljubljana in Maribor, Slovenia dpiciga@gmail.com Keywords: European Environment Agency (EEA), SOER 2025, GreenComp sustainability competences, competitive green transition, systems innovation ABSTRACT The European Environment Agency (EEA) has announced the publication of a new five-year report, EUROPEAN ENVIRONMENT: STATE AND OUTLOOK 2025 (SOER 2025), for autumn 2025. This report will provide an important scientific and professional basis for a competitive green transition (in line with the Competitiveness Compass) in both the EU and Slovenia, and thus also for decisively addressing the triple planetary crisis of biodiversity loss, climate change and pollution. At the same time, the EEA treasury of knowledge (concepts, insights, findings) (e.g., in: European Environment Agency, 2019) can be used as learning material in the development of the compe-tences for environmental sustainability proposed in the GreenComp: The European sustainability competence 156 framework (Bianchi et al., 2022) and more broadly in the Education for sustainable development (ESD). The aim of the article is to show how several key con-cepts and findings from the EEA knowledge base, with the focus on the new SOER 2025 report and the current EU framework for a competitive green transition, pro-mote the development of the sustainability competences of the GreenComp framework. The competencies of the second and third GreenComp areas will be highlighted: Embracing complexity in sustainability (especially sys-temic and critical thinking) and Envisioning sustainable futures (future literacy, adaptability, and inquiry-based thinking). Concrete examples are used to show how it is possible to integrate three domains of great importance for a sustainable future for all of us can be integrated: un-derstanding and monitoring environmental challenges, developing competences in (adult) education, and work-ing towards sustainability by taking into account the tools and resources of the European Union. For example, the ecosystem model of development (placing funda-mental social systems in the context of ecosystems), developed by the EEA encourages the development of systemic thinking skills and is also necessary for effective sustainable and participatory action from the individual to the community level. The analysis of different climate change scenarios can make an important contribution to the future literacy competence and is a necessary basis for the development of responsible climate policies. The article builds on and extends the insights into sys-temic sustainable thinking and action presented in Conceptualising ESD with a climate change perspective (Piciga et al. 2023) (with annex: Piciga, 2023). 157 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework. Baciga- lupo, M., Punie, Y. (editors). Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/ JRC128040 Bianchi, G., Pisiotis, U., in Cabrera, M. (2023). Green-Comp: evropski okvir kompetenc za trajnostnost: Poročilo Skupnega raziskovalne- ga središča v okviru znanosti za politiko: prevod. Zavod Republike Slovenije za šolstvo. https://www.zrss.si/pdf/greencomp.pdf European Environment Agency. (2019). The European environment – state and outlook 2020: Knowledge for transition to a sustainable Europe. Publications Office of the European Union. https://www. eea.europa.eu/soer/2020 Piciga, D. (2023). Soočanje z okoljskimi in podnebnimi izzivi na tra- jnosten način, za zeleni prehod. Priloga h Konceptualizaciji VITR z umestitvijo tematike podnebnih sprememb. Zavod Republike Slovenije za šolstvo. https://www.zrss.si/pdf/Priloga_Konceptual- izacija_VITR Piciga, D., Torkar, G., Omladič, L., Ilc Klun, M., Dolinar, M., Ojsteršek, A., Perme, E., Ahčin, A., Korošec, P., Uršič, D., Belasić, I., Bogataj, N., Avguštin, L., Kregar, S., in Gabrovec, A. (2023). Konceptualizacija VITR z umestitvijo tematike podnebnih sprememb. Zavod Repub- like Slovenije za šolstvo. https://www.zrss.si/pdf/Konceptualizaci- ja_VITR .pdf Short BIO Dr. Darja Piciga, PhD in Psychology, has been working in the field of knowledge society (education, research and innovation) for several decades as a researcher, expert and educator. She is pioneering the transfer and development of modern European policies for the environment, the green transition and sustainable development, is the key figure in the Integral Green Slovenia initiative (e.g. Integral Green Slovenia, Routledge, 2016) and conceptually devel-ops the European approach of Integral Worlds. 158 CLIMATE CHANGE AND COMPETENCES TO ACT: A GAP IN ADULT EDUCATOIN OFFER Barbara Simonič University of Ljubljana, Faculty of social sciences Ljubljana, Slovenia simonic.barbara@gmail.com Keywords: education, climate change, sustainability com-petences ABSTRACT In Slovenia, there are several programmes for adult education in the field of sustainability, which are most-ly implemented by private providers. These programs are primarily intended for representatives of compa-nies that are required to report under EU Directive 2022/2464 on corporate sustainability reporting (known as ESG reporting). A market survey conducted in March 2025 showed that there were six active providers: Green Network, Forum Media, Slovenian Institute of Audit, IRDO, SIQ and the Center of Business Excellence of the School of Economics of the University of Ljubljana. The programmes last from one hour to 65.5 hours (for cer-tified auditors). Two programs are certified–one na-tionally and the other internationally (IQNET), but the significance of certification in an unregulated market is questionable. Training in the field of sustainability is also provided by non-governmental organisations (e.g., the Institute for Health and Environment has developed its own content 159 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese as part of a European project), but they do not market it; they are carried out at the invitation of schools, libraries, and other public institutions, if time permits, as it was stated in an interview with representatives from Focus on March 27, 2025. The analysis thus showed that the most of the train-ing courses on the market focus on ESG reporting for companies, while content related to climate change is covered to a lesser extent. All but one of the lecturers in these trainings have no proven experience in the field of climate change. As part of the Recovery and Resilience Plan (RRP), the University of Ljubljana has developed an online training course focusing on the physical basis of climate change (https://podnebnespremembe.fmf.uni-lj.si/domov). New micro-credential courses are also being developed. Nevertheless, there is a lack of training that addresses climate change from the perspective of both climate neutrality and climate resilience and also develops com-petencies for action in line with the GreenComp, the European sustainability competence framework. It is recommended to develop high-quality education to strengthen the green competencies of adults in the field of climate change in Slovenia, incorporating in all four areas of competencies of GreenComp. The leading role in this should be taken by the state, as in Austria, where the ministry certifies climate partners, while also en-suring the conditions for the development of such pro-grams and providing training for various categories of civil servants. It would be particularly important to ap-proach the measurement of competencies and address barriers to responsiveness, while developing approach-es to participatory environmental education within the community. 160 Literature European Commission: Joint Research Centre. (2022). GreenComp, the European sustainability competence framework. Publica- tions Office of the European Union. https://data.europa.eu/ doi/10.2760/13286. Univerza v Ljubljani, Fakulteta za matematiko in fiziko. (b. d.) Pod- nebne spremembe. https://podnebnespremembe.fmf.uni-lj.si/ domov Short BIO Barbara Simonič has more than 15 years of experience at the national and international level in the field of climate policies and system innovations. Within the state admin-istration, she designed key national climate policies and measures, and represented the country at the international level, and later collaborated with EIT Climate-KIC. She holds a master's degree from the College of Europe and is com-pleting a doctorate in climate change discourses. She cur-rently works as the director of Klimalaba and the founder of the Institute for Climate Solutions (IPRES). 161 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese CLIMATE EDUCATION IN TIMES OF DECLINING POLITICAL AND PUBLIC ENGAGEMENT Janez Berdavs Ministry of the Environment, Climate and Energy Ljubljana, Slovenia janez.berdavs@gov.si Keywords: Climate education, public awareness, climate policy, cross-sectoral cooperation ABSTRACT The article provides guidance for effective climate (and environmental) education and awareness-raising. In this respect, the paper also draws on the factors involved in the shift in priorities of public policies and public opinion away from the climate crisis and environmental issues in general. Two of the factors behind this shift include the lack of environmental education of the public and the often inadequate environmental public communication. Education and knowledge related to environmental challenges are in fact one of the essential conditions for the successful implementation of climate and environ-mental policies and, consequently, for addressing this civilizational issue (McCowan, 2021). Ambitious climate and environmental policy measures would have a signif-icant impact on the lifestyle of every individual in devel-oped societies. More importantly, the recognition that the design and implementation of environmental poli-cies require an understanding of the measures and their 162 background by the general public or citizens – especially because citizens are also consumers and voters. Without adequate prior knowledge, this cannot be achieved. Despite high awareness – 83% of the population recog-nizes climate change as a serious problem (European Commission, 2021) – willingness to change personal lifestyle is low: only 27% of respondents are willing to accept higher prices for environmental protection, and only 18% would accept higher taxes (Toš, 2021). This illustrates a gap between awareness and action (the so-called value-action gap), which can only be addressed through systematic education and awareness-raising. Drawing on the key directions of the global scientific and professional literature in the field of climate and environ-mental education, strengthening environmental compe-tencies requires interdisciplinarity (linking natural and social sciences) and holistic approaches (e.g., the whole-school approach), whereby educational institutions not only integrate climate-related content into the curricu-lum, but also reduce their own climate footprint by us-ing green building materials, efficient heating systems, sustainable staff mobility, etc. (e.g., Gibb, 2016). Key opportunities include integrating climate topics into the broader curriculum (e.g., localized case studies on floods or energy transition), developing job-specific competen-cies (e.g., circular economy in vocational education), and including experiential learning, such as joint projects with the local community (Mochizuki & Bryan, 2015). The final part of the article focuses on the challenges of cross-sectoral cooperation in the field of environmental education and awareness-raising, with a particular fo-cus on practical experiences of collaboration between the environmental and education sectors of Slovenian public administration from 2020 to 2023. Key barriers to 163 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese cross-sectoral cooperation are the different priorities of the sectors (e.g., education systems reward theoretical knowledge, while the economy rewards practical skills), lack of coordination between ministries (environment, education, energy), and financial inconsistencies (e.g., different funding sources and their requirements). Literature European Commission. (2021). Climate change: Special Eurobarome- ter 513. Brussels: European Union. Gibb, N. (2016). Getting climate ready: A guide for schools on climate action (20 pp.). Paris: UNESCO. McCowan, T. (2021). Climate change in higher education: A curricu- lum topography approach (Working Paper Series No. 6, 17 pp.). Transforming Universities for a Changing Climate. Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4–26. Toš, N. (2021). Slovensko javno mnenje 2020/3 – Poročilo o izvedbi raziskave in sumarni pregled rezultatov (1099 pp.). Ljubljana: Center za raziskovanje javnega mnenja in množičnih komunikacij, Fakulteta za družbene vede, Univerza v Ljubljani. Short BIO Dr. Janez Berdavs is an expert in environmental policy and international cooperation in public administration, with over 20 years of experience. He currently works in the fields of climate policy, climate change adaptation, and climate education. 164 IRDO CERTIFICATION SCHEME FOR COMPETENCES IN SUSTAINABILITY AND SOCIAL RESPONSIBILITY Anita Hrast IRDO – Institute for the Development of Social Responsibility Ljubljana, Slovenia anita.hrast@irdo.si Keywords: training, education, certificate, sustainability, social responsibility ABSTRACT The European Commission has set itself several strate-gic goals for the period 2019–2024, including the Green Transition, with which it aims to encourage society, and in particular the economy, to transform business mod-els into greener, more sustainable ones. In the period 2025-2029, it wants to strengthen these efforts while simplifying the legislative and implementation require-ments already in place (ESRS standards). To this end, it has prepared an Omnibus package of changes in 2025, which should reduce the administra-tive on companies and other organizations during this transition. In order for companies and other organisa-tions to be as prepared as possible for these changes, they need appropriate knowledge and training pro-grammes that ensure the transfer of green skills to vari-ous stakeholder groups. This article presents the efforts of the IRDO Institute in this area from 2016 to 2025. The focus will be on the 165 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese certification scheme at three levels of training at the IRDO Institute, which involves more than 350 profes-sionals, entrepreneurs and others. In 2024, we addition-ally developed the IRDO Sustainability Supervision for them, which eases their difficulties in creating a tran-sition to greener business models. We will present the training experience, the structure of the programmes and the competences that the individuals acquire. Literature https://www.efrag.org/en/sustainability-reporting https://finance.ec.europa.eu/capital-markets-union-and-finan- cial-markets/company-reporting-and-auditing/company-report- ing/corporate-sustainability-reporting_en www.irdo.si www.csreurope.org Short BIO Anita Hrast, MSc, is a co-founder and director of the IRDO Institute – Institute for the Development of Social Respon-sibility (since 2004, www.irdo.si ). She is an economist, has B.Sc. in Communication Scientology and is Master of Sci-ence. Since 2006, she has been a researcher registered in the ARIS Register of Researchers. Researcher Bibliography: https://cris.cobiss.net/ecris/si/sl/researcher/21557 . Since 2011, she has been a senior lecturer at DOBA - Faculty of Applied Business and Social Studies Maribor (undergrad-uate and postgraduate studies), where she is a lecturer in several courses. Since 2023, she has also been partially employed as an assistant in the Corporate Social Responsi-bility project, as the responsibility of directors at the Insti-tute of Law of the Science and Research Centre Koper. Since 2016, she has been training managers and professionals 166 for sustainability and social responsibility management in companies and organizations at the IRDO Institute. She actively cooperates with CSR Europe, where IRDO has been the national partner organization for Slovenia since 2011, as well as with other international (OECD, SIA, ...) and Slo-venian organizations (Chamber of Commerce and Industry, Association of Managers, Association of Employers of Slo-venia, Public Relations Association, Marketing Association, CNVOS...). 167 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese “LESSON ZERO FOR SUSTAINABLE DEVELOPMENT” BY THE UNIVERSITY OF FLORENCE. SUSTAINABILITY SKILLS FOR PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION Glenda Galeotti University of Florence Florence, Italy glenda.galeotti@unifi.it Keywords: Adult education for sustainability, Agents of sustainable change, Intended Learning Outcomes ABSTRACT This article presents the theoretical framework and initial results of the pilot implementation of “Lesson Zero for Sustainable Development: Sustainability Com-petences for Professional Development”, an initiative of the University of Florence within the Italian University Network for Sustainable Development, promoted by the Conference of Italian University Rectors. Based on the definition of sustainability as the capacity to “prioritize the needs of all forms of life and the Plan-et, ensuring that human activity stays within planetary boundaries” (Bianchi et al., 2022, 12), its main objective is to promote sustainability literacy —the knowledge, skills, and mindsets needed to build a sustainable fu-ture and make informed, effective decisions (UNESCO, 2017). 168 In today’s global context, Higher Education Institutions (HEIs) are called upon to empower students as agents of sustainable change (UNESCO, 2022; Holdsworth Thom-as, 2021), yet often fail to provide the necessary tools (OECD, 2021). To fill this gap, education must take into account learners’ needs, passions, and potential (Schle-icher, 2019). Much more than simply raising awareness among mas-ter’s students about the urgent challenges of our time, our "Lesson Zero" fosters the development of profes-sionals capable of taking concrete action through a sustainability-oriented lens. The course, which is currently in the testing phase, offers a 3-ECTS online program, structured around six cross-cutting modules and one subject-specific module. It has been developed in accordance with the following principles: - the course design is aligned with the intended learning outcomes, inspired by the European Green-Comp Competency Framework,- an interdisciplinary approach was adopted in the development of modules and learning units, which in-clude exercises, assessments, and a final project,- integration of research findings from various aca- demic disciplines into the teaching process,- creation of an academic community with exper- tise in in the field of sustainability,- awarding of a micro-credential to all participants who successfully complete the course. The course encourages critical engagement with the root causes of unsustainability and the links between current socio-economic models and environmental injustice (Mochizuki, 2016). It promotes contextualized knowledge, real-world issues, and active learner partic- 169 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese ipation to support critical thinking, meaningful learn-ing, and personal development (Sterling, 2013). Finally, the initiative highlights the proactive role of HEIs in fostering inclusive and innovative teaching, advancing a culture of sustainability, and contributing to social, cultural, and economic progress through research and its application across all disciplines. Literature Holdsworth, S., Thomas, I. (2021). Competencies or capabilities in the Australian higher education landscape and its implications for the development and delivery of sustainability education. Higher Education Research and Development, 40(7), 1466-1481. Mochizuki, Y. (2016). Educating for Transforming Our World: Revisit- ing International Debates Surrounding Education for Sustainable Development. Current Issues in Comparative Education, 19(1), 109-125. OECD (2021). Education policy outlook 2021: Shaping responsive and resilient education in a changing world. OECD Publishing, Paris. Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing, Paris. Sterling, S. (2004). An analysis of the development of sustainability education internationally: Evolution, interpretation and transformative potential. In C. Cullingford J. Ble- witt (ed.). The sustainability curriculum (pp. 43-62). Routledge, London. Short BIO Prof. dr. Glenda Galeotti is Associate Professor of Gener-al and Social Pedagogy at the Department of Education, Languages, Interculture, Literatures and Psychology at the University of Florence. She is the education representative for the University of Florence within the Italian University Network for Sustain-able Development (RUS). 170 MEADOW BIODIVERSITY IN TODAY'S SLOVENIAN BIOLOGY AND GEOGRAPHY CURRICULA FOR PRIMARY SCHOOL AND GRAMMAR SCHOOL IN THE CONTEXT OF THE LONG-TERM HISTORY OF MEADOWS Žiga Zwitter University of Ljubljana, Faculty of Arts Ljubljana, Slovenia ziga.zwitter@ff.uni-lj.si Keywords: Education, Biodiversity, Biology, Geography, Environmental History ABSTRACT Species-rich grasslands are the most biodiverse habi-tat types in Central Europe, but they are rapidly disap-pearing from landscapes. In Slovenia, grassland bird populations have declined by around 40% in the period 2008-2018, largely due to intensification or abandon-ment of meadow management (Šumrada et al., 2021). The article presents the main features of the long-term environmental history of hay meadows in Slovenian territory from 1500 onwards (Zwitter and Rasran, 2025), placing contemporary mass extinction in the context of the process of civilisation. Norbert Elias (1993, 1994), a German sociologist, philosopher and cultural historian who took an interdisciplinary approach to psycholo-gy defined the process of civilisation as the changing threshold of discomfort, the changing threshold of the 171 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese morally unacceptable over time. Education is one of the key mechanisms that can steer the process of civilising human society in a sustainable direction, contributing, through better knowledge of all three pillars of sustainability, to solutions that will simultaneously enable adequate standard of living for people and the preservation of biodiversity by vari-ous actors, many of whom do not have a tradition in environmental thinking. In the field of grassland bio-diversity, this would mean that consumers would feel uncomfortable buying more food than necessary based on intensive agriculture; that the failure to preserve a sufficient proportion of species-rich grasslands and their connectivity in the landscape would become unac-ceptable; market legislation would prohibit (in)directly misleading labelling of products and packaging as to the status of the ecosystems on which livestock prod-ucts are based; and farmers contributing to the preser-vation of high-nature-value grasslands would be fairly paid for their work (Zwitter and Rasran, 2025). In the complex reality, only a knowledge society can create and maintain a cultural landscape characterised by (1) a complex mosaic of areas of intensive and exten-sive farming at the local level, and (2) by sufficient con-nectivity of suitably extensive species-rich habitats to prevent the continuation of mass extinction. Therefore, after presenting the environmental history of meadows in the context of the process of civilisation, this article analyses, from the point of view of meadow biodiversi-ty, the curricula of biology and geography in Slovenian primary and secondary schools. 172 Literature Elias, N. (1993 1994). Über den Prozeß der Zivilisation: Sozioge- netische und psychogenetische Untersuchungen. Vols. 1, Wand- lungen des Verhaltens in den weltlichen Oberschichten des Abendlandes, and 2, Wandlungen der Gesellschaft: Entwurf zu einer Theorie der Zivilisation. Suhrkamp, Frankfurt am Main. Šumrada, T., Kmecl, P., Erjavec, E. (2021). Do the EU’s Common Agri- cultural Policy Funds Negatively Affect the Diversity of Farmland Birds? Evidence from Slovenia. Agriculture, Ecosystems and Envi- ronment 306, article no. 107200, separate pagination 1–14. Zwitter, Ž. Rasran, L. (2025). Historical Biodiversity in the Alps: Grass- land Agroecosystems in the Last Millennium. Austrian Academy of Sciences, Vienna. Short BIO Dr. Žiga Zwitter, an environmental historian (BA in his-tory and geography; PhD in history), is an asst. prof. and a researcher in the Department of History, University of Ljubljana’s Faculty of Arts. He was a postdoctoral research fellow at Vienna’s Institute of Social Ecology and a visiting professor at the University of Innsbruck. He is the represen-tative for Croatia–Serbia–Slovenia in the European Society for Environmental History; a vice-president of the Historical Association of Slovenia. 173 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese ON GREEN COMPETENCES AND COMPETENCE-BASED EDUCATION Ivana Belasić Institute of the Republic of Slovenia for Vocational Education and Training Ljubljana, Slovenia ivana.belasic@cpi Keywords: vocational education and training, green com-petences, green jobs ABSTRACT At the Institute of the Republic of Slovenia for Voca-tional Education and Training (CPI), we continue our development activities in the field of systematically incorporating sustainable competences into vocation-al and professional education. We are aware that the comprehensive integration of knowledge, skills, and values related to sustainability and climate change mitigation is crucial for empowering future genera-tions of professionals. These professionals will need to respond to the complex challenges of the modern world: climate change, depletion of natural resources, loss of biodiversity, while also understanding the im-portance of the transition to a circular, carbon-neutral, and fair economy. Current activities are taking place within the frame-work of the project "Modernisation of Vocational and Professional Education", which aims to update occu-pational standards and educational programmes in a 174 way that consistently reflects the principles of sustain-able development and the demands of the modern labour market. The foundations for this process were already established in the project "Climate Goals and Content in Education", which developed competence frameworks for all sectors based on ten key areas of sustainability that are incorporated into occupational standards and educational programmes. Further professional support is provided by:- the teacher's manual entitled "Towards Sustain- able Products and Services", which presents a model for designing or analysing a product or service from a sustainability perspective. This approach enables understanding sustainability not only as an environ-mental issue, but also in relation to social justice, user health, ethical production, and local impacts.- the manual for school administrators and teach- ers entitled "A Guide Towards a Sustainable School – Why, What and How?", which offers schools a strong foundation for progressing towards sustainability through a whole-institution approach. In our contribution, this article also reflects on the importance of green professions and green jobs – how we understand them, what knowledge, skills, and values define them, and how they are transforming in different economic sectors. The growing demand for sustainable products and services, along with legis-lative changes at the EU level mean that new jobs will be created requiring new competencies for systemic thinking, environmental impact analysis, the use of sustainable materials, and design based on circular economy principles. 175 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature https://cpi.si/wp-content/uploads/2025/02/MPI_e-Vodnik-trajnos- tne-sole-2.pdf https://cpi.si/wp-content/uploads/2024/03/03_2024_Prirocnik_Za_ Umescanje_Trajnostnih_Kompetenc_V_Poklicne_Standarde_ V2.pdf https://cpi.si/wp-content/uploads/2024/01/Prirocnik_Na-poti-k-tra- jnostnim-izdelkom.pdf Short BIO Ivana Belasić is employed at the Institute of the Republic of Slovenia for Vocational Education and Training, cur-riculum development advisor in the fields of agriculture, horticulture, environmental protection, and education for sustainable development in vocational and professional education. 176 BEYOND PERSONALISATION: EDUCATION AS AN ECOCENTRIC PRACTICE Ema Meden Andragoški center Slovenije Ljubljana, Slovenia ema.meden@acs.si Keywords: ecocentricity, green competences, educational design ABSTRACT Contemporary educational discourse often empha-sizes personalization or individualization of learning, adapting content, methods, and pace to the individual learner. Despite the noble intention to support diverse target groups, personalization remains rooted in an egocentric understanding of education as a means of personal advancement. In times of ecological crisis, however, the limitations of such a paradigm are becom-ing increasingly apparent. The ecocentric perspective does not exclude individualization, but rather builds on it. It focuses on building communities that not only fos-ter individual achievements, but also create conditions for mutual development and sustainable action. This article presents the ecocentric dimension of edu-cation using the example of the andragogical cycle. It is based on systems theory and the European framework of green competences, in particular the promotion of nature, systems thinking, and literacy for the future. 177 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese In the context of adult education, which traditionally emphasises autonomy and the usefulness of knowl-edge, such orientation requires thorough consideration of the design and implementation of education. Below, we add ecocentric issues and relevant examples, fol-lowing the four established phases of the andragogical cycle: Phase 1 – Needs Analysis: Questions about individual preferences, labour market needs and funders' priori-ties should be supplemented with questions on what knowledge and behaviour the environment requires of us. Educators should take into account the natural char-acteristics of the environment. One example is the Al-pine School model developed by international partners from the signatory states of the Alpine Convention. The Alpine School is an educational model that places the natural Alpine environment of the Alps at the centre of the learning process and links it to local communities and specific global challenges such as climate change. Phases 2 and 3 – Planning and Implementation: The ecocentric paradigm opens the door to more flexible planning allows for creativity and opens up a space for uncertainty instead of predictable formats and con-tent. It emphasizes co-decision-making and co-creation by learners, who are simultaneously participants and co-designers of the process. A refined planning system for such learning can be found in study circles, where more flexible initial planning is followed by a process of co-creation of learning objectives by participants. This type of educational process enables emergence, en-courages adaptation, and recognition of the strengths of individuals in the group. However, it also requires support for those unaccustomed to active participation, and demands adjustments to the traditional templates 178 for documenting educational programs, which often require detailed planning in advance. Phase 4 – Evaluation: evaluation should go beyond testing knowledge and obtaining information on par-ticipant satisfaction. An ecocentric perspective asks not only what we have learned or how we felt, but also how our learning impacts the community and the environ-ment in the short and long term. This view of the educational process invites a deeper re-flection on what it means to learn for the environment, and not just in the environment. It points toward the future of participatory environmental education that is flexible and responsive in all phases of planning and implementation. Literature Urh, D., Dolžan Eržen, T., Cepin, M., Lajovic, F., in Bogataj, N. (2019). Študijski krožki: iz korenin k novim izzivom za življenje v skupnos- ti. Andragoški center Slovenije. Purser, R. E., Park, C., in Montuori, A. (1995). Limits to anthropocen- trism: Toward an ecocentric organization paradigm?. Academy of management review, 20(4), 1053-1089. Youngberg, K. (2021). Egocentric to ecocentric: An eco-integrative developmental framework for supporting holistic transformative growth of emerging adults (Publication No. 28646633) [Doctoral dissertation, Sofia University]. ProQuest Dissertations Theses Global. https://www.proquest.com/dissertations-theses/egocen- tric-ecocentric-eco-integrative/docview/2566269724/se-2 Colchester, J. (2016). Systems+Thinking. Pridobljeno: 20.5.2025 https://www.coursehero.com/file/37572852/Systems-Think- ing-Bookpdf/ Meden, E. (2022). Alpska šola. EPALE – Elektronska platforma za izo- braževanje odraslih v Evropi. https://epale.ec.europa.eu/sl/blog/ alpska-sola 179 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Short BIO Ema Meden is an adult educator, employed at the Slove-nian Institute for Adult Education and the Faculty of Arts, University of Ljubljana. She researches digital and green competences and the role of embodied practices in learn-ing. She engages in research, programme development, and group facilitation through national projects focused on green competences and the use of artificial intelligence, as well as international initiatives centred on blended learning and embodied learning methods. 180 PRESENTATION OF THE UNESCO CHAIR ON TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT Gregor Torkar Univerza v Ljubljani, Pedagoška fakulteta Ljubljana, Slovenia gregor.torkar@pef.uni-lj.si Keywords: Lifelong Learning, Education for Sustainable Development, UNESCO Chair ABSTRACT The purpose of this paper is to present the UNESCO Chair on Education for Sustainable Development at the University of Ljubljana, its activities, and opportunities for cooperation in lifelong learning processes. The Chair aims to promote an integrated system of research, teaching, and training, as well as involvement in social action and communication. In a world marked by tech-nological advancement and global interconnectedness, traditional academic education must be enriched with skills such as critical thinking, creativity, communica-tion, collaboration, and digital competences. These abilities enable individuals not only to adapt to change, but also to actively shape and lead it in an increasingly complex and information-rich world. The UNESCO Chair fosters cooperation among leading, internationally recognized researchers and educators at the University of Ljubljana and other institutions in Slovenia, as well as in the wider region and beyond. The specific goals of 181 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese the Chair are: a) to promote a systematic, comprehen-sive institutional approach to education for sustainable development, through strengthened collaboration with stakeholders from universities, faculties, research institutions, educational authorities, UNESCO Associ-ated Schools, UNESCO World Heritage Sites, outdoor education centres, museums, etc.; b) to develop educa-tional strategies for teachers, educators and students in order to facilitate a transition to a sustainable future for all; c) to initiate research activities aimed at edu-cation and awareness-raising on sustainability issues among all relevant stakeholder groups in education; d) to promote sustainable initiatives and projects through international conferences, workshops, new study programmes and courses, as well as the creation of high-quality publications; and e) to cooperate closely with UNESCO, other UNESCO Chairs, and UNITWIN net-works on relevant programmes and activities. The Chair pays particular attention to integrating formal, non-for-mal, and informal learning and forms of participation in addressing sustainability issues at the local level. The goal is to strengthen sustainable ways of thinking from early childhood through adulthood. By promoting various forms of intergenerational collaboration—such as projects, campaigns, and competitions—it aims to encourage active citizenship and empower individuals as agents of positive change who contribute both in-dividually and collectively to co-creating a sustainable future within the limits of the capacity of our planet. Short BIO Prof. dr. Gregor Torkar is a Full Professor of Biology Edu-cation at the Faculty of Education, University of Ljubljana. 182 He previously worked as a researcher and lecturer at the School of Environmental Sciences at the University of Nova Gorica, as a science teacher in secondary education, as an author and editor of academic books and textbooks, and as a nature conservationist. He earned his bachelor’s degree in 2001 at the Faculty of Education, University of Ljubljana, qualifying as a teacher of biology and home economics. He obtained his PhD in 2006 at the Biotechnical Faculty of the University of Ljubljana in the doctoral programme of biotechnical sciences, specializing in nature conservation. He has completed several extended professional training programmes abroad, including at Trinity College Dublin (Ireland), Hedmark University College (now Inland Norway University) (Norway), and the University of California, Berke-ley (USA). He also teaches as a visiting lecturer at various European universities. His research focuses on biology and environmental education across primary, secondary, and undergraduate levels. His current interests include ecolo-gy, evolution, conservation education, outdoor education, and education for sustainable development. He is involved in several national and international research projects in science education and nature conservation. He holds the UNESCO Chair in Teacher Education for Sustainable Devel-opment at the University of Ljubljana. He is also a member of the academic committee of the European Researchers in Didactics of Biology (ERIDOB) and the programme coordi-nator for Outdoor Education Centres in Slovenia. 183 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese INDIVIDUAL OPPORTUNITIES AND CHALLENGES OF PARTICIPATORY ENVIRONMENTAL EDUCATION 184 BELIEFS AS FOUNDATIONS OF BEHAVIOR: HANGING ENVIRONMENTAL MYTHS FOR A MORE SUSTAINABLE FUTURE Tanja Rupnik Vec Slovenian Institute for Adult Education Ljubljana, Slovenia tanja.rupnik.vec@acs.si Keywords: environmental beliefs, behavioural change, adult education ABSTRACT Beliefs are an important concept in various psycholog-ical disciplines. They are defined as mental representa-tions of reality or mental models that encompass our understanding of ourselves, others, and the world in general, as well as ideas about how to act and survive in this world. They are important because they influence how we interpret events in the world, experience them, and behave. When beliefs are rational and aligned with reality, the corresponding emotions and behaviours are also adequate. However, if beliefs distort reality or are false (i.e., myths), this leads to dysfunctional ex-periences and dysfunctional behaviour that does not correspond to reality. Myths and distorted beliefs are widespread in all areas of life, including the environ-ment, which leads to inappropriate, irresponsible, and environmentally harmful behaviour of individuals. This paper explores various theories of belief change and lasting behavioural modification and places them 185 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese in a sustainability context. It presents a range of princi-ples, strategies, and methods aimed at changing beliefs and behaviours in relation to environmental issues. An unsystematic review of recent literature in the field of behavioural change psychology was conducted. The review encompassed recent monographs as well as peer-reviewed scientific and professional articles, iden-tified using the keywords “behaviour change” and “cli-mate attitudes” across databases such as ResearchGate, Google Scholar etc. In a comprehensive review, Davis et al. (2015) identified 82 theories from various fields of social sciences in a review article that explain individu-al factors and conditions for more lasting behavioural change in relation to various phenomena of reality (en-vironment, health). In this article, we focus on some of the more recent psy-chological social-cognitive theories of behaviour and motivation that explain the factors and processes of be-haviour change in various areas of life and work. Nota-ble among these are the Theory of Planned Behaviour, Protection Motivation Theory, Social Cognitive Theory, and Self-Determination Theory. The selected theories are experimentally supported or have sufficient empirical validation of concepts and their interrelationships. They provide a well-founded insight into individual aspects of an individual's cogni-tive-emotional dynamics and changes therein; On this basis, we provide some rules for planning interventions aimed at permanently changing attitudes and undesir-able behaviours in relation to the environment of par-ticipants in environmental education. 186 Literature Borges-Tiago, M.T., Almeida, A., Borges Tiago, F. G., Avelar, M. M. (2014). Bridging the innovative Attitude-Behavior Gap: a du- al-level analysis. Journal of Innovation Knowledge, 9. https://doi. org/10.1016/j.jik.2024.100561 Bourke, A., Jabbour, S., Martin, A., Walsh, L in Hadfield, K. (2014). A Re- view of Climate Change Attitudes Using a Person-Centred Frame- work. Behavioral Insights Series: No. 1. Environmental Protection Agency. Wexford: Ireland. https://www.epa.ie/publications/mon- itoring--assessment/climate-change/EPA-BI-Series-No-1-(2024)- A-review-of-Climate-Change-Attitudes-Using-a-Person-Centred- Framework.pdf Davis, R., Campbell, R., Hildona, Z., Hobbs, L. in Michie, S. (2015). The- ories of behaviour and behaviour change across the social and behavioral sciences: a scoping review. Health Psychology Review, 9(3), 323–344, http://dx.doi.org/10.1080/17437199.2014.941722 Leiserowitz, A., Maibach, E., Rosenthal, S., Kotcher, J., Goddard, E., Carman, J., Myers, T., Verner, M., Marlon, J., Goldberg, M., Etting- er, J., Fine, J., Thier, K. (2024). Climate Change in the American Mind: Beliefs Attitudes, Fall 2024. Yale University and George Mason University. New Haven, CT: Yale Program on Climate Change Communication. https://climatecommunication.gmu. edu/wp-content/uploads/2025/02/climate-change-ameri- can-mind-beliefs-attitudes-fall-2024.pdf Liu, T., Shryane, N. Elliot, M. (2022). Attitudes to climate change risk: classification of and transitions in the UK population between 2012 and 2020. Humanit Soc Sci Commun 9, 279. https://doi. org/10.1057/s41599-022-01287-1 Short BIO Dr. Tanja Rupnik Vec holds a PhD in Psychological Scienc-es, is a specialist in supervision, and an assistant professor of psychology at the Faculty of Health Sciences in Celje. She is employed at the Slovenian Institute for Adult Education, leading the Center for Research and Development. She is the author of numerous professional and scientific works in various fields of psychology, including critical thinking, so- 187 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese cial-emotional learning, group dynamics, and others. In this context, she is also active in research and development and conducts various workshops. She is an active supervisor. 188 PERSONALIZATION OF SUSTAINABILITY VALUES IN PARTICIPATORY ENVIRONMENTAL EDUCATION Zinka Kosec Akademija Akcija, zavod za aktivni razvoj Domžale, Slovenija zinka@korporativni-velnes.si Keywords: values, personalization, sustainability, educa-tion ABSTRACT Sustainable values are central to the transition towards a sustainable society, as they guide us toward respon-sible behaviour toward the environment, natural re-sources, and social structures. In line with the European Green Deal (2019) and the Green Comp in 2022 frame-work of sustainability competences, sustainable values refer to the awareness of individuals and society about the consequences of today’s actions for the future. One of the key challenges is to develop sustainable values that go beyond mere environmental awareness and in-clude personal, social, and cultural dimensions, and are closely linked to education and everyday life (Bianchi, Pisiotis Cabrera Giraldez, 2022). Embodying these values in daily life and the learning process is of central importance. Values such as person-al responsibility and commitment should be empha-sized. Individuals who embrace sustainable values are more prepared to contribute to sustainable solutions. 189 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Linking these values with green competences means developing an individual’s ability to make decisions based on environmental, social, and economic sustain-ability (European Commission, 2019). Furthermore, incorporating solidarity and social justice into educa-tional programs helps to understand that environmen-tal changes are often linked to social and economic inequalities, requiring the inclusion of broader social values (Bianchi et al., 2022). Additionally, intergenera-tional responsibility is crucial, as we strive for a world that will be as good for future generations as it is for to-day’s, with an emphasis on the long-term consequences of our actions and awareness of the impact of today’s decisions on the future. This also implies the coopera-tion and participation of various groups in sustainable decisions, which enables greater efficiency and accep-tance of responsibility for environmental change. When developing sustainable values, it is crucial to em-phasize their personalization, as individuals are more likely to adopt sustainable practices more effectively when they perceive them as their own. This includes connecting them to personal beliefs, values, and life-style (Schmidt Schlegelmilch, 2020). Values such as responsibility, interconnectedness, and duty to future generations are fundamental components of sustain-able development; however, it is important for each individual to recognize the value that is most import-ant to them personally. Only then can sustainability be implemented into daily routines and decision-making of individuals. Research has shown that the positive effects of sus-tainable values manifest only when these values are embraced as a personal mission, enabling their sustain-able impact on human behaviour (Schwartz, 2012). Pro- 190 grams that encourage reflection on personal values and their impact on sustainable development have been proven to increase individuals’ commitment to sustain-able action. To successfully promote sustainable values, it is important to encourage a sense of personal respon-sibility and ownership for making sustainable deci-sions, as this is the only way to ensure lasting change. It is crucial that sustainable values do not represent an additional task but are naturally embedded in individ-uals’ everyday choices. This includes not only ecological responsibility but also the social and economic dimen-sions of sustainable development (Holladay Lofthouse, 2021). Sustainability values are not merely theoretical con-cepts, but the force that can guide us toward sustain-able action. The key is for each individual to find their own value within this broader framework and embrace it as their personal mission. When an individual recog-nizes a value that reflects their own values and beliefs, they are more likely to incorporate it into their daily decisions and actions. Personalizing sustainable values is vital – if we want people to truly embrace sustainable practices, we must encourage them to experience these as their own, not as externally imposed obligations. If people are told they have to do too many things, they are very likely to do nothing. Therefore, the personal-ization approach is extremely important – it enables individuals to take responsibility for their actions and engage in a way that suits them best. Only in this way can we create a sustainable world that we all actively contribute to. 191 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). GreenComp The European sustainability competence framework. Publications Office of the European Union. https://doi.org/10.2760/13286 Evropska komisija (2019). The European Green Deal. Publications Office of the European Union. Holladay, L. A., Lofthouse, M. (2021). Sustainability and Personal Val- ues: The Role of Values in Shaping Sustainable Actions. Journal of Sustainable Development, 14(3), 10-23. https://doi.org/10.5539/ jsd.v14n3p10 Schmidt, J. E., Schlegelmilch, B. B. (2020). Values in Sustainability: A Cultural Approach to Sustainability Education. Journal of Environ- mental Education, 51(4), 305-320. https://doi.org/10.1080/009589 64.2020.1795359 Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values. Online Readings in Psychology and Culture, 2(1). https:// doi.org/10.9707/2307-0919.1116 Short BIO Dr. Zinka Kosec, spec. org. – manag., is the founder and directress of Akademija Akcija, which is dedicated to the active development of individuals. For twenty years, she has been leading various training programs, seminars, and workshops focused on staff development. Her doctoral dissertation was centred on predicting employee perfor-mance using various predictors. She is the author of the Values Cards, several professional and scientific articles and books, and is also a lecturer at multiple colleges and univer-sities, where she successfully mentors’ students in their final theses. 192 INATURALIST AND CITIZEN SCIENCE: WHO CONTRIBUTES AND WHY? Žan Rode, Gregor Torkar Univerza v Ljubljani, Pedagoška fakulteta Ljubljana, Slovenia zan.rode@pef.uni-lj.si, gregor.torkar@pef.uni-lj.si Keywords: iNaturalist, citizen science, biodiversity ABSTRACT iNaturalist (https://www.inaturalist.org) is a popular app based on the concept of citizen science that en-ables the recording and identification of organisms while promoting communication between users - both amateur and professional naturalists (About · iNatu-ralist, 2024; Boone and Basille, 2019). Due to its ease of use, it also has great potential in an educational context (Rode and Torkar, 2023). The aim of the study was to gain insight into the type of users of the app, as background knowledge is important for the develop-ment of further training and for the use of such tools in educational contexts. Our sample consisted of Slove-nian users of this app who have recorded sightings of species belonging to the order Mantodea. We analysed users who recorded at least one sighting of Mantodea in Slovenia between 2008 and 2021 (N = 52) and the three users with the most observations on the platform. We contacted them via the iNaturalist platform and in-vited them to participate in semi-structured interviews. The questions focused on the reasons for using the app, 193 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese the background of the users (occupation, education, hobbies), how they use the app and their knowledge of natural sciences. The interviews were analysed quali-tatively, looking for common themes. In total, 19 users responded. The results show that the users of the app are very di-verse. About half of them have a background in natural sciences and biology, while the other half come from other fields and are only interested in nature purely as a hobby. Among their common hobbies, they mentioned photography, hiking, and nature observation. Some users use the app primarily to document their observa-tions, others to gain knowledge. Most of them use spe-cies identification keys or rely on the help of the com-munity within the app to identify species. Users often report that they have learned more about the species of praying mantises and biodiversity in general through the app. The results suggest that iNaturalist plays an important role in promoting interest in natural scienc-es, even among those who have no formal education in the field. The app therefore appears to be suitable for inclusion in broader educational and awareness-raising programs, especially in the context of promoting natu-ral science literacy and active nature observation. Literature About · iNaturalist. (2024). iNaturalist. https://www.inaturalist.org/ pages/about Boone, M. E., in Basille, M. (2019). Using iNaturalist to Contribute Your Nature Observations to Science. EDIS, 2019(4), 5. https://doi. org/10.32473/edis-uw458-2019 Rode, Ž., in Torkar, G. (2023). The iNaturalist Application in Biology Education: A Systematic Review. International Journal of Edu- cational Methodology, 9(4), 725–744. https://doi.org/10.12973/ ijem.9.4.725 194 Short BIO of presenter Žan Rode is a teaching assistant of Biological Education at the Faculty of Education, University of Ljubljana. His main research interest is the application of information and com-munication technologies in science education and plant awareness disparity. In 2020, he completed a master's de-gree in chemistry and biology for Teaching and is currently a PhD student at the University of Ljubljana. He is also an illustrator, having worked with a group of special education teachers to adapt the Slovenian constitution in a Easy-to-read Constitution of the Republic of Slovenia project, where he created numerous illustrations to act as aids with text comprehension. He then also illustrated adapted poems by France Prešeren. 195 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese INCLUSIVE THEMATIC PATH AS A STRATEGY FOR LEARNING IN PUBLIC OPEN SPACE Meta Furlan1, Nives Ličen2, Urška Gruden2 , Mojca Leskovec2 1 Adult Education Centre Ajdovščina 2 Faculty of Arts, Faculty of Active Wisdom Ajdovščina and Ljubljana, Slovenia meta.furlan@lu-ajdovscina.si niveslicen.7@gmail.com , urska.gruden@ff.uni-lj.si mojca.leskovec@ff.uni-lj.si Keywords: thematic path, informal learning, public space, cultural heritage ABSTRACT The article presents a development and research proj-ect in which a thematic path was designed and imple-mented as an inclusive strategy for learning, inter-generational networking and tourist experience. The project work was interdisciplinary, involving experts and students from the fields of education, tourism, ethnology, music and agriculture. The theoretical framework of the research and de-velopment project was formed by the concepts of sustainable and accessible tourism, learning in public open space (Furlan, 2024), cultural heritage (Fakin Bajec, 2024; Caloggero, 2025), intergenerational cooperation and learning, ecological education and the ethics of care (Mortari, 2020). We started from the needs of the local environment (the Upper Vipava 196 Valley) for greater intergenerational networking and the inclusion of cultural heritage in intergeneration-al transfer and the development of sustainable be-haviour. The research question was: What characterises the process of interdisciplinary development of a new strategy for informal learning? The aim of the project work was to develop opportunities for meeting, infor-mal and incidental learning, and networking without interfering with the natural environment. The design thinking method (DTM) was used to develop the the-matic pathway, which was applied as a participatory method within the post-anthropocentric paradigm (Quinn, 2024). Local residents participated in the en-tire process of creation and testing. Data was collected through interviews and field ob-servations. Thirty interviews were conducted at var-ious stages of the development of the “product” or the strategy for informal learning. The result of the project is a thematic pathway that is (also) intended for people with disabilities. It is 1.4 km long and has six “stations” with tasks related to local cultural her-itage to raise awareness of the natural and cultural heritage among visitors and locals. The Actionbound app is used to ensure that the environment is not disturbed and that the tasks can be easily replaced by new ones. Following initial testing of the trails, we have con-cluded that thematic trails are a suitable strategy for raising awareness of sustainable development and cultural heritage and can lead to transformative learning and transformative tourism. 197 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Caloggero, I. (2025). Interpretazione del Patrimonio Culturale: Principi, Metodi e Tecniche. Centro Studi Helios. Fakin Bajec, J. (2024). Izzivi uporabe dediščine za reševanje okoljskih izzivov na primeru ustvarjanja vodne dediščine na Krasu. Etnolog, 34, 17–46. Furlan, M. (2024). Pomen javnega prostora za učenje pri različnih družbenih skupinah. Doktorska disertacija. Univerza v Ljubljani. Mortari, L. (2020). Educazione ecologica. Editori Laterza. Quin, J. (2024). Invisible Education: Posthuman Explorations of Every- day Learning. Routledge. Short BIO of presenter Teaching assistent Meta Furlan, Ph.D., her main research focus is on learning in public open space and intergenera-tional learning. 198 STRENGTHENING GREEN COMPETENCES AND SKILLS IN THE JUST TRANSITION PROCESS: OPPORTUNITIES AND CHALLENGES IN ZASAVJE Anja Šerc, Barbara Avsenak Regional Developmental Agency Zasavje Zagorje ob Savi, Slovenia anja.serc@rra-zasavje.si, barbara.avsenak@rra-zasavje.si Keywords: green competences and skills, just transition, Zasavje, participatory learning, regional development ABSTRACT Since 2019, Zasavje has been one of the two coal min-ing regions in Slovenia included in the Just Transition Fund. The quality-of-life indicator ranks the region 6th among 12 Slovenian regions, while its GDP per capita is the lowest in Slovenia (Report on Regional Devel-opment of Slovenia 2018-2022, 2023). The first part of the article uses the example of Zasavje to highlight the specificity of regional development in a region in tran-sition. The second part presents the theory of participa-tory learning and the most commonly used competence frameworks. The conclusion discusses two examples of participatory environmental education. The aim of the article is to critically evaluate the impact of participato-ry education on development potential and to identify the factors that influence its successful implementation. The integration of circular content into educational 199 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese processes and the strengthening of the competences of the unemployed and job seekers with skills for green jobs form the basis for the long-term transformation of the region's competence profile. The development and upgrading of green competences is also defined as a development opportunity in the document Zasav-je–Beyond 2027 (START technical assistance, 2025) and the Regional Plan for a Just Transition (2021). For a successful sustainable transformation, it is crucial that the educational process does not remain solely within the domain of the formal system, but is extended to the wider community through a participatory approach, which promotes ‘active citizenship and enables individ-uals and communities to become co-creators of a sus-tainable future’ (UNESCO, 2017). To overcome potential challenges such as conflicts of interest, lack of engage-ment and lengthy decision-making processes, clear mechanisms for cooperation, access to resources and trust in institutions are key to the successful implemen-tation of participatory educational processes. One of the key measures for a just transition is there-fore to improve the local education system. In the framework of the open call Enriched delivery of quality and accessible learning and the introduction of circular content the selected consortium will upgrade didactic approaches by integrating good practices for the de-velopment of digital, entrepreneurial and green com-petences, with an emphasis on career orientation, cir-cular content and a whole-school approach. This article presents the project idea of project idea Preplet and highlights it with a comparative analysis of the Swedish project The School of the Future. Through comparison, the article analyses the possibilities of upgrading the project and identifying potential risks in order to con- 200 tribute to the sustainability of the project idea. Literature Ministrstvo za kohezijo in regionalni razvoj (2023). Poročilo o regio- nalnem razvoju 2018–2022. START tehnična pomoč (2025). Zasavje – Beyond 2027: Regional de- velopment narrative and regional development priorities. UNESCO (2017). Education for sustainable development goals: Learn- ing objectives. UNESCO Publishing. Slovenia’s EU Cohesion Policy Programme 2021-2027 (2021). 2021 TJTP – Območni načrt za pravični prehod. Short BIO of presenters Anja Šerc, MSc, Regional Development Agency Zasavje (direc-tress). Throughout her professional career, she has been engaged in the development of communities, people, and projects that support sustainable development. She actively fosters the cre-ation of innovative approaches that drive transformation within communities, organizational cultures, competences, and modes of collaboration—both within and across organizations—at theo-retical and practical level. Barbara Avsenak, Regional Development Agency Zasavje (ex-pert associate). She works in the Just Transition and Projects De-partement at the Regional Development Agency Zasavje, where she is involved in the preparation and implementation of devel-opment projects related to the region's restructuring and transi-tion towards a sustainable and inclusive future. Her work includes cooperation with local communities, municipalities, businesses, and other stakeholders to develop integrated solutions that support economic revitalization and social resilience. She places particular emphasis on education and skills development as key drivers of community capacity building and sustainable develop-ment. 201 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese GREEN SKILLS AND PRECIOUS METALS Marko Gabrovšek Employment servis of Slovenia Vrhnika, Slovenia marko.gabrovsek@ess.gov.si Keywords: human, green work, skills, precious metals ABSTRACT In the European Qualifications Framework, skills are defined in contrast to knowledge, which encompasses facts, principles, and theories, and are defined primar-ily by practical and cognitive elements, such as ways of thinking or problem solving. Competences represent a demonstrated set of knowl-edge, skills, abilities, and also personal characteristics, values, motivation, self-image, emotions, thinking pat-terns, etc. They mean that you have the knowledge and understanding, abilities, and skills to perform, and at the same time you are motivated to actually do some-thing. Competencies are demonstrated in successfully completed work in accordance with the set require-ments or even enable above-average performance. They can only be observed in your behavior in various work and life situations (ZRSZ 2025). I have been working in the field of employment for 16 years and, in addition to formal requirements, facts, and circumstances, I try to identify skills related to relationships, e.g., with other people, work, and nature (Gabrovšek 2016). Phrases such as "green" and "eco" 202 are often used in public discourse solely as marketing products. However, when it comes to green competen-cies in specific circumstances, we often find a large gap between principles and practice in times of abundance. The environment and interpersonal relationships are under pressure in times of abundance. Abundance for all is not possible indefinitely. Therefore, feelings of insecurity in the face of extreme weather, international conflicts, and a market that limits food and other forms of security for certain groups of people, such as the un-employed, are not surprising. Silver, as an undervalued precious metal, is worth €1/ gram on the day I am writing this, while a gram of gold costs €90. So the ratio of gold to silver is 1/90. The price and ratio of precious metals changes over time, so it is worth asking whether green competencies and green skills are appropriately valued today. Are they, or will they become, worth their weight in silver and gold as security challenges continue? It is about people and nature, not just market value. This is where we must seek a way forward. Perhaps through our hands, skills, competencies, and personal virtues. Every skill, no matter how small, counts and is not self-evident or insignificant. Perhaps it has its roots in early childhood or youth and developed through contact with nature and past generations. Although it may not be formally recognized (or even deliberately unrecognized), we feel its value and share it, seeking a way forward. This is where the participatory and en-vironmental aspects of our search come in. Our efforts will one day be rewarded. Perhaps even in silver and gold. 203 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Gabrovšek, M. (2016). Študijski krožki kot vir zaposlitvenih možnosti v sistemu zelenih delovnih mest, Biotehniška fakulteta, Ljubljana. Korošec, M. (2023). Zlata vredna, Zlata vredne skrivnosti bogatih rod- bin o zlatu in srebru: Rdeča oranža, Maribor. EQF https://europass.europa.eu/sl/orodja-europass/evropsko-ogrod- je-kvalifikacij oz. SOK – Slovensko ogrodje kvalifikacij, https:// www.nok.si/, 25.3.2025 ZRSZ, (2025). Dostop: https://esvetovanje.ess.gov.si/KajZnam/KajSo- Kompetence/, 25.3.2025 Pervanje M., (2022). Skrita moč, Šest stebrov učinkovitega kadrovanja. Kranj. Short BIO Mag. Marko Gabrovšek has an education as a forestry technician, a university degree in theology, and a master's degree in natural heritage protection. He loves working with people. He is a pioneer of green work and a promoter of green jobs. He received first prize for poetry in the liter-ary competition - The Heart Survives the Change of Times. In the spring of 2025, he received the Reference winners award as part of the Ambassadors of Knowledge program, for raising awareness in the field of green job development. 204 ETHICS FOR SUSTAINABLE DEVELOPMENT AS A BASIS AND SOLUTION FOR COEXISTENCE BETWEEN HUMANS AND THE ENVIRONMENT AND NATURE Critical infrastructure and microplastics in our lives Nada Pavšer Ljubljana, Slovenia nada.pavser@guest.arnes.si ABSTRACT The link between microplastics and critical infrastructure covers several areas that are essential to the security of every country. Particularly important are: water supply, healthcare, waste management, energy, and transpor-tation. In this way, microplastics are present in our envi-ronment due to industrial production, consumption, and inadequate waste management, with critical infrastruc-ture playing a key role in their control and reduction. Advanced technologies (e.g., membrane filtration, acti-vated carbon) in critical infrastructure help reduce the presence of microplastics in drinking water. Microplastic particles act as sponges for various environmental pol-lutants. Their hydrophobic surface attracts and adsorbs toxins from water, air, or food. When we consume micro-plastics, these toxins can enter the body and cause vari-ous diseases. Some components of plastic (e.g., bisphe-nol A – BPA) act as endocrine disruptors, which means that they affect the hormonal balance and thus cause infertility, obesity, and various carcinogenic changes. 205 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Key words: microplastics, critical infrastructure, hy-drophobic surface, endocrine disruptors, carcinogenic changes. Literatura United Nations Environment Programe, Legal Limits on Single-Use Plastics and Microplastics: A Global Review of National Laws and Regulations, dosegljivo: https://wedocs.unep.org/bitstream/han- dle/20.500.11822/27113/plastics_limits.pdf (Datum dostopa: 10. 3. 2025) A. Abreu, M. L. Pedrotti, Microplastics in the oceans: the solutions lie on land, Field Actions Science Reports, str. 62-67, 20193. Agnes, Joksić Šomen ( 2021) Problematika mikroplastike: okol- je-zdravstveni vidik, Dosegljivo: https://nijz.si/wp-content/up- loads/2021/12/problematika_mikroplastike_okolje-zdravstveni_vi- dik_a._somen_joksic-1.pdf M. Grolms, Advanced science news, Global Alliance to End Plastic Waste, 2019, dosegljivo: https://www.advancedsciencenews.com/ global-alliance-to-end-plastic-waste/ (Datum dostopa: 10. 03. 2025 Sprejeta prepoved za mikroplastiko, http://www.sigov.si/mop/ Short BIO Dr. Nada Pavšer is a Slovenian environmental scientist, educator, expert and political activist. Her special fields are ecology, sustainable development, environmental crime and environmental education. She works in local government. She has been awarded the highest national award and is a strong advocate for environmental policy. She has made significant contributions to the development and implementation of innovative educational practices, especially with the Eco-School project, which she began to implement in Slovenia 30 years ago. Dr. Pavšer is known for her work in the field of educational reforms, teacher training and improving teaching methods. 206 THE MERGING OF COMMUNITY AND ENVIRONMENT EXPRESSES PARTICIPATION AND SUSTAINABILITY 207 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese EDUCATING THROUGH NETWORKING: BUILDING COMMUNITIES OF PRACTICE IN THE ENVIRONMENTAL FIELD Marco Bassi University of Palermo Palermo, Italy marco.bassi@unipa.it Keywords: community, environment, networking ABSTRACT This article reflects on the experience of establishing Rete Italiana dei Territori di Vita (RITeVi), an informal network located at the intersection of the Italian rural commons movement and the ICCA Consortium, a global association of indigenous peoples and local communi-ties engaged in environmental conservation. The circu-lation of values and information across different do-mains of experience has produced a cross-fertilization effect, fostering an overall educational impact on indi-viduals involved in daily environmental governance. Theoretically, the concept of Communities of Practice (CoP) offers a pedagogical framework most closely aligned with the RITeVi experience. However, the net-work has not yet developed the specific instruments usually associated with CoP. Nevertheless, its hybrid competencies introduce innovations that are worth considering for the further development of CoP theory. 208 Literature Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Wenger-Trayner, E., Wenger-Trayner, B. (2015). Communities of prac- tice: A brief introduction. Wenger-Trayner. https://wenger-trayner. com/introduction-to-communities-of-practice/ Bigaran, F., Bassi, M. (2024). Comunità locali, terre collettive, territori di vita: Riconoscimento e contributi allo sviluppo sostenibile. Asuc Notizie, 47–51. Short BIO Prof. Dr. Marco Bassi is an Associate Professor of Anthro-pology at the University of Palermo (Italy). He has held positions at Addis Ababa University, Alma Mater Studiorum University of Bologna, Johns Hopkins University, the Uni-versity of Oxford, and the University of Trento. He received the Distinguished Scholarship Award from the Oromo Studies Association in 2011. From 2021 to 2023, he served as President of the Italian Association for Applied Anthro-pology (SIAA) and continues to co-direct the association's journal, Antropologia Pubblica. He is currently the Council-lor for Europe of the ICCA Consortium. 209 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese PARTICIPATORY DECISION-MAKING AND COMMUNITY-BASED MODELS AS FOUNDATIONS FOR DEVELOPING GREEN COMPETENCES IN ADULT EDUCATION Janja Rudolf, Andrej Udovč University of Ljubljana, Biotechnical Faculty Ljubljana, Slovenia janja.rudolf@bf.uni-lj.si , andrej.udovc@bf.uni-lj.si Keywords: participation, green competences, education, environment ABSTRACT This article argues that participatory decision-making and community governance of natural resources are critical mechanisms for fostering these competences in adult education. Participatory decision-making extends beyond mere stakeholder involvement; it is a transformative process that enables collective reflection, joint analysis of com-plex issues, and the search for legitimate and feasible solutions. Social capital—defined by trust, norms of col-laboration, and interpersonal connectivity—proves to be a key enabling factor for effective collective action (Bourdieu, 1986). Ostrom (1990) demonstrated that communities can overcome the "tragedy of the com-mons" through participatory governance, maintaining long-term sustainable practices. Empirical evidence from European studies on collective 210 agri-environmental schemes highlights that participa-tion in these frameworks enables knowledge sharing between different actors, supports intergenerational transmission of experience, and facilitates co-creative problem-solving (Westerink et al., 2020). These practic-es align closely with the green competences outlined in GreenComp. As part of our research, we developed a methodolog-ical model integrating Multi-Criteria Decision-Making (MCDM), SWOT analysis (Strengths, Weaknesses, Op-portunities, Threats), and the DEXi qualitative deci-sion modeling tool. This combined approach enables comprehensive evaluation of environmental, social, economic, and institutional factors, while actively en-gaging stakeholders in the process (Rudolf and Udovč, 2022). Crucially, the model functions not only as an ana-lytical tool but also as a pedagogical process through which participants develop systems thinking, long-term reasoning, and collaborative problem-solving—compe-tences foundational to sustainable citizenship. When applied within the context of collective agri-envi-ronmental management, this methodology has proven to be extremely effective not only for enhanced gover-nance (Viaggi et al., 2011), but also for the development of key competences such as systems thinking, collab-oration, communication, and impact assessment—all central to the GreenComp framework. In adult educa-tion, similar methods can be utilized to design commu-nity-based learning modules, participatory workshops, and project-based learning that directly address re-al-world environmental issues. In conclusion, we advocate that participatory deci-sion-making should not be treated solely as a subject of adult education, but also as a method of learning. 211 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese It serves as a pedagogical tool that integrates formal knowledge with lived experience and personal values of adult learners. Literature Bourdieu, P. (1986). The forms of capital. V J. G. Richardson (Ured.), Handbook of theory and research for the sociology of education (Greenwood). Ostrom, E. (1990). Governing the commons: The evolution of institu- tions for collective action. Cambridge University Press. Rudolf, J., Udovč, A. (2022). Introducing the SWOT scorecard tech- nique to analyse diversified AE collective schemes with a DEX model. Sustainability, 14(2), 785. https://doi.org/10.3390/ su14020785 Viaggi, D., Fontana, M., Bartolini, F. (2011). Multi-criteria decision making for environmental sustainability: The case of collective agri-environmental contracts. Ecological Economics, 70(10), 2018–2024. Westerink, J., Melman, D., Schrijver, R. A. M., et al. (2020). Collective action for sustainable agriculture: A review of effectiveness and challenges. Agricultural Systems, 183, Article 102857. Short BIO Dr. Janja Rudolf is a researcher who primarily focuses on developing new methodologies for data integration in the field of agricultural economics and collective farmer associations. She is also a sworn court appraiser and an expert in agricultural land, and a mother of three chil-dren. Prof. dr. Andrej Udovč is a Full Professor of Agricultural economics and Rural development at Biotechnical Fac-ulty, UL, a Head of the Chair for Agrometheorology, Ag-ricultural land management, Agricultural economics and Rural Development. His main research interests pertain 212 to farm management, coexistence of rural economies and high-value natural landscapes and common pool resources management and has broad experience with national and EU projects: (eg. PLUREL, NEPROVALTER, IDARI, AGRI-2010-EVAL-13 and others. 213 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese OPPORTUNITIES FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) TO INTEGRATE EUROPEAN TRADITIONAL COMMONS Olivier Hymas University Lausanne Lausanne, Switzerland olivier.hymas@unil.ch ABSTRACT Is it possible to enhance European green competences if commons land tenure, governance and management are unrecognised? This submission seeks to give a brief summary of the 2024 European commons conference and then open a world café in which all the conference goers can partic-ipate. The world café would brainstorm how Education for Sustainable Development (ESD), theory and prac-tice, can be used to inform decision makers and prac-titioners to recognise the contribution that European commons bring to various International, European and national policies. In such a way that European commons are included and actively participate in the discussions. Eurostat underestimate that 7% of European land ten-ure is commons. This fact questions the widely held belief that there are only two-sorts of tenure in Europe – private and public. Many private and public land ten-ure ownership regularly change, some commons lands owners have not changed since the middle-ages. 214 Today this third form of land tenure is found in many European states. These commons are usually rich in both culture and biodiversity; it is likely that the three are linked. Non-recognition of commons is compounded by their governance and management also being invisible. Even though their activities have formed the landscape, the biodiversity and the culture that surrounds the com-mons. For hundreds of years many of these commons have been contributing to Sustainable Development Goals (SDGs), biodiversity conservation, ecosystems services and a plethora of other objectives and policies. For the commoners this is not a new policy. However, their contribution is not only invisible, but the application of these polices can hindered the commoner’s contribu-tion, or worse result in commons grabbing. At the end of 2024, the European chapters of the Inter-national Association for the Study of Commons (IASC) and the Indigenous and Community Conserved Areas consortium (ICCA) met up to discuss commons in Eu-rope. Among their conclusions was the need to educate the general public, but more importantly politicians, civil servants and other who advocate for and put into practice the various International and European and lo-cal objectives, such as SDGs, climate and the protection of biodiversity goals. Literature Giacomo, P., et al. (2025) Territories of commons: a review of common land organizations and institutions in the European Alps - https:// iopscience.iop.org/article/10.1088/1748-9326/add1f4 Sithole, S., Walters, G. and Hymas, O. (2024) Zoos and Aquariums are Changing their Exhibits to Represent Indigenous Peoples and 215 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Local Communities’ Perspectives – WAZA - https://www.waza. org/wp-content/uploads/2024/01/WAZA-magazine-2023-Web- spreads.pdf Seillier, R., Shulz, S., Annereau, C., Hymas O., Joye J.-F., Walters G. (2024) Foncier en communs: vers une propriété partagée des lieux essentiels - Société des Communs - https://societedescom- muns.com/wp-content/uploads/2024/02/LIVRET-4-FONCIER.pdf Walters, G. and Hymas, O. (2022) France’s invisible land commons under threat – IUCN CEESP newsletter. https://www.iucn.org/ news/202212/frances-invisible-land-commons-under-threat Smith, G., Walters, G., and Hymas, O. (2021) Dwelling in the relational commons: exploring the contemporary role and significance of a section de commune in the Jura Mountains, France. In Les bien communaux / propriétés foncières collectives au 21ème siècle: De l’histoire aux utilités modernes (Ed. J.F. Joye). Edition Universi- té Savoie Mont Blanc, Chambery, France Short BIO An activist researcher with a undisciplinary approach, defying disciplinary boundaries. He advocates a commu-nity-first approach to scientific inquiry, arguing that mean-ingful research on local community, and environmental issues, must first be explored with communities before determine which academic disciplines, with their siloed theories and methods, are the most relevant. Though orig-inally trained as an ecologist and later transitioned to an-thropology, he can now be found immersed in historical archives, analysing old faded maps, head-scratching over accounting spreadsheets for cost-benefit analyses, or in-vestigating past pandemics. For over two decades, he has strove to integrate with local communities in Africa and Europe, seeking to understand their interactions with their environments and how these dynamics are disrupted by external interventions. Currently, his focus are European local communities, particularly Territorial Commons, where he views European nature conservation ideologies on them 216 as outdated, and increasingly lagging significantly behind recognised global good-practice. Dedicated to advocating for the integration of European Territorial Commons prac-tices, often voluntary, into various 2030 and 2050 Agendas. He envisions a return to an enlightened scientific approach, akin to Socrates' philosophy, where anyone, regardless of formal education, can, and does, contribute meaningfully to the development, co-created with communities. A vision that aligns with the growing international recognition of Indigenous Peoples science as valid. 217 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese COMMUNAL GOVERNANCE, TRANSHUMANCE AND PASTURELAND ECOLOGY Francisco Godoy1, Santiago Parra2, Adrià Peña 2' 3, Pau Sanosa2, Pablo Dominguez4 1 CITEC (UDP/PUC), Chile 2 Aix Marseille Université, LPED, Marseille, France. 3 Universitat Autònoma de Barcelona, Departament d’Antrop-ologia Social i Cultural, Edifici B - Facultat de Filosofia i Lletres, Cerdanyola del Vallès Bellaterra, Spain. 4 Universitat de Girona, Departament de Geografía Girona, Spain Université de Paris-cité, Musée de l’Homme Paris, France eco.anthropologies6@gmail.com Keywords: pastoralism, transhumance, commons, environ-mental conservation, sustainability ABSTRACT Community-based natural resource governance is in-creasingly valued, particularly for its ability to combat biodiversity loss and climate change, as well as for many other ecosystem services and socio-cultural val-ues and benefits (Zanjani et al., 2023). We focused on three neighbouring mountain pastures, located on the north-eastern Andalusian mountains in Spain, Castril, Santiago, and Pontones, which exhibit similar phys- 218 ico-chemical conditions but different forms of com-munal organization and two main types of mobility: long-distance transhumance and short-distance trans-humance (here after LDT and SDT respectively) (Godoy et al., 2024; Parra et al., 2025). The rules for using these pastures are collectively agreed upon by all users, but tend to be more strictly implemented in Pontones than in Castril, while Santiago is an intermediary point. Through a transdisciplinary anthropological and eco-logical study, we aimed to compare these three com-mons, how different types of communal governance and transhumance modalities (LDT vs SDT) affect plant communities and soil physico-chemical properties in CSP high-altitude rangelands. We conducted long-term ethnographic study (2017-2023) to connect with local stakeholders and understand communal forms of gov-ernance, pastoral practices and other related factors, such as the impacts of public policies and global mar-kets on these commons. At the same time, we conduct-ed ecological sampling and analyses to examine the impact of these three communal governance types and the two types of mobility (LDT vs. SDT) on pasture ecol-ogy (72 vegetation transects were sampled, 18 in Cas-tril, 42 in Santiago and 20 in Pontones, subjected to the two main transhumance modalities (SDT and LDT)). As a general result, we found that local pastoralism has a positive impact on the environment. There were dif-ferences between commons and mobility regimes, with a positive impact related mainly to closer forms of co-operation between herders and daily guiding of flocks, along with seasonal long-distance transhumance, espe-cially when the latter is combined with stricter formal community rules. In order to disseminate knowledge and sustainable 219 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese practices, it is essential to encourage cooperation be-tween academics, herders, local stakeholders, repre-sentatives of the public in order to obtain more reliable data and make the results more easily usable by others through training and environmental education involv-ing of these actors. This would be a first step towards better integration of anthropological, ecological and lo-cal stakeholders’ knowledge for a more comprehensive understanding and revitalisation of pastoral commons. Literature Parra, S., Ramos-Font, M.E., Buisson, E., Robles, A.B., Vidaller, C., Pavon, D., Baldy, V., Domínguez, P., Godoy-sepúlveda, F., Mazurek, H., Peña-Enguix, A., Sanosa-Cols, P., Corcket, E., Genin, D. (2024). “How Transhumance and Pastoral Commons Shape Plant Com- munity Structure and Composition”. Rangeland Ecology and Management, Volume 98: 269-282. ISSN 1550-7424. https://doi. org/10.1016/j.rama.2024.10.002 Godoy-sepúlveda, F., Sanosa-Cols, P., Parra, S.A. et al. (2024). “Gover- nance, Mobility, and Pastureland Ecology. An Eco-Anthropologi- cal Study of Three Pastoral Commons in Northeastern Andalusia”. Human Ecology 52: 303-318. https://doi.org/10.1007/s10745-024- 00495-4 Zanjani, L. V, Govan, H., Jonas, H. C., Karfakis, T., Mwamidi, D. M., Stewart, J., Walters, G., Dominguez, P. (2023). Territories of life as key to global environmental sustainability. Current Opinion in Environmental Sustainability, 63, 1–20. https://doi.org/10.1016/j. cosust.2023.101298 Short BIO of presenter Dr. Pablo Dominguez, BSc in Environmental Biology (UAM-Madrid and AMU-Marseille). PhD in Social Anthro-pology (EHESS-Paris and UAB-Barcelona). Specialization on agro-silvo-pastoralist systems of the Mediterranean region - Morocco, Spain, France and the Balkans - with over 20 years 220 of experience with his main focus on sustainable communi-ty-based governance of natural resources and territories of life as a key element for global sustainability and a source of cultural heritage that is a keystone in maintaining these systems. 221 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese THE “CHORES” IN THE COMMON LAND SYSTEMS : A TOOL FOR “GREEN COMPETENCES” EDUCATION Ambrosio Julia, Chavanon Olivier University Savoie Mont Blanc Annecy, Chambéry, France julia.ambrosio@etu-univ.smb Keywords: experience, transmission, rurality, GreenComp, societies. ABSTRACT In rural societies where common land systems still exist, chores have long been the usual way of managing local resources. This is a collective work, organized accord-ing to specific rules for maintaining collective property. These practices are not merely a strictly functional ne-cessity, but are based on shared moral obligations and mutual responsibility, ensuring the sustainability of col-lective property and the transfer of knowledge essen-tial to its management. By participating in the mainte-nance of common lands, community members acquire and apply technical skills while developing a detailed understanding of ecological cycles and socio-environ-mental interactions. They may manage forests, moni-tor irrigation canals or clean up pastures. In this way, chores are based on intergenerational learning linked to practice, where knowledge about the territory and its dynamics is passed on through collective action. In some mountain regions of France, collective main- 222 tenance of mountain pastures remains a practice for preserving pastoral ecosystems, preventing landscape closure and maintaining biodiversity. This helps to promote nature and the importance of its conservation among younger people and new members of the com-munity. Furthermore, some community-owned land parcels are located within the boundaries of a regional park, Natura 2000 zone or a national nature reserve, which further reinforces the interest in transferring the practice of chores to ensure the sustainability of these areas through collective action. Thus, long before the institutionalization of "green skills" in European contexts, such as the GreenComp, this knowledge was already being used by the rights-holders of collective property systems. Today, the transmission of this knowledge is more or less alive and ritualized, depending on the area. The gradual disappearance of this dynamic, linked in par-ticular to the departure of younger people from rural areas, raises the question of the erosion of local eco-logical knowledge and the decline of direct interaction with the environment. At the same time, we are wit-nessing a revival of participatory forms of collective action in environmental management, such as partici-patory work camps, eco-volunteering and citizen initia-tives for landscape restoration. The analysis of chores in collective properties highlights the importance of memory transmission and experiential learning in the construction of contemporary ecological skills. Indeed, this recurring practice can be an important tool for col-lective action for the benefit of the environment, as well as for the preservation and restoration of nature with the aim of ensuring the sustainability of natural spaces and resources. 223 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Joye, J.-F. (Eds.) (2021). Les communaux au XXIe siècle. Une propriété collective entre histoire et modernité. Chambéry, Presses de l’USMB. Crosetti, A., Joye, J.-F. (Eds.) (2021). Mountains and the Collective Man- agement of the Commons: Influences and Interactions, Journal of Alpine Research, n° 109-1/2021 (10 international contributions). doi : https://doi.org/10.4000/rga.8071 Ambrosio, J., Joye, J.-F. (2025). La persistance des communs fonciers en France : des systèmes à valoriser pour protéger populations et territoires alpins. In LOUVIN, R. (Eds.), Les communs fonciers dans l’espace Mont Blanc, (pp. 29-49). Edizioni scientifiche italiane. ISBN : 978-88-495-5583-7. Chavanon, O. (2025). A Common Experience of Ageing: The Social Role of Ancestral Collective Land Tenure Systems in Rural Upland Areas, in « Vieillir en commun (s) », Revue de géographie alpine (RGA), 113-1. doi : https://doi.org/10.4000/13wov Pagot, G., Šmid, Hribar, H., Rail, L. F., Walters, G., Hymas, O., Joye, J.-F., Liechti, K., Haller, T., Urbanc, M, Dalla Torre, C., Joye, J.-F., Lorenzz- ini, S., Bogataj, N., Penker, M., Bender, O., Manzoni, A. (2025). Ter- ritories of Commons: A Review of Common Land Organizations and Institutions in the European Alps, Environmental Research Letters, 20 063001. doi : 10.1088/1748-9326/add1f4 Short BIO of presenter Julia Ambrosio, PhD student in public law, Savoie Mont Blanc University. Title of the PhD thesis : Collective obliga-tion. A study of the resurgence and nature of individual duties in a society of commons. Both authors are members of the Valcom Chair. 224 TRADITIONAL ECOLOGICAL KNOWLEDGE AND NATURAL RESOURCE MANAGEMENT IN ALPINE COLLECTIVE PROPERTIES Giacomo Pagot, Elena Pisani, Paola Gatto University of Padova, TEAF Department Legnaro (PD), Italy giacomo.pagot@unipd.it Keywords: commons, traditional ecological knowledge, alps, Veneto, Regole ABSTRACT In the face of global challenges like climate change and socioeconomic shifts, mountain territories are particu-larly vulnerable. This vulnerability often manifests itself in land abandonment, resulting in the loss of ecosystem services that can negatively impact urban communities downstream. Mountain communities are crucial for sus-tainable land management because of their Traditional Ecological Knowledge (TEK). In Europe, TEK is defined as "knowledge based on decades of personal experience in the territory of residence, acquired through direct land management, containing centuries of community expe-rience collectively preserved" (Molnàr et al., 2008). TEK encompasses recognition of local plants for medicinal or culinary purposes, historical boundaries, and pasture and forest management practices. In a way, TEK can be understood as the basis for green competencies of lo-cal communities. Our research examines the state and 225 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese transmission of TEK in two forest commons in the Italian Alps. These are ancient forms of collective ownership, whose members jointly own assets for agricultural, for-estry, and pastoral use. Our objectives were to: i) identify knowledge and practices that can be classified as tra-ditional in Belluno Province; ii) understand their usage level in the two communities and iii) identify the main TEK transmission methods. A mixed qualitative-quanti-tative approach was used, including in-depth interviews with 6 key experts, a literature review, questionnaires, and a focus group with local key informants. We identi-fied 10 traditional practices related to the use of natural resource use and 16 traditional ecological knowledge elements. These include knowledge of local tree species, specific forest areas with environmental significance, high-quality timber areas and specific uses for different tree species. Traditional practices include medicinal and culinary herb collection, and wood cutting techniques. Our results aim to support communities in preserving their TEK. Potential approaches include the development of sustainable tourism programmes like experiential workshops based on traditional knowledge, the organ-isation of cultural events, and the implementation of environmental monitoring programmes that incorporate TEK elements to track climate change impacts. These initiatives could also be considered as participatory en-vironmental education activities, due to their ideal large involvement of visitors and their focus on sustainable use of natural resources. Literature Molnár, Z., Bartha, S., Babai, D. (2008). Traditional ecological knowl- edge as a concept and data source for historical ecology, vegeta- 226 tion science and conservation biology: a Hungarian perspective. Human nature. Studies in historical ecology and environmental history, 14-27. Short BIO of presenter Dr. Giacomo Pagot is a postdoctoral researcher at Tesaf Department, Unievrsity of Padova. His research focus is on rural commons, forest owners, EU forest policies and moun-tain and rural development. 227 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese TRANSLATING TRADITIONAL LAND COMMONS: LANDSCAPES CONTRIBUTING TO SUSTAINABLE DEVELOPMENT IN FRANCE Gretchen Walters1, Olivier Hymas1, Alise Meuris2, Clara Baquedano3, Ilanne Kaczmarek3, Alys Crétier1, Raymond Vacheron4, Alain Chateauneuf4 1 University of Lausanne, Faculty of Geosciences and the Environment of the Institute of Geography and Sustainability Lausanne, Switzerland 2 Paysagiste Le Marin, France 3 Université Savoie Mont Blanc Chambéry, France 4 Commune of Chanaleilles Chanaleilles, France gretchen.walters@unil.ch, clara.baquedano@univ-smb.fr chanaleilles@wanadoo.fr Keywords: commons, sustainable development, France, landscape, policy translation ABSTRACT European ancestral land commons are territories gov-erned by local residents, often with user rights to pas-tures, forests, or water, amongst other resources. These ancestral ways of governing resources are often unrec-ognized by European countries, which equate them to outdated forms of land use. There are more than 40,000 228 such areas in France, and at the level of the municipal-ity, they can represent up to 50% or more of the land. These land commons remain invisible in public policies, such as those related to sustainability, partly because their practices have not been translated into contempo-rary political frameworks such as sustainable develop-ment, ecosystem services, or green competencies. We present an interdisciplinary and participatory method which uses “two-eyed seeing”, bringing together mul-tiple perspectives, alongside traditional knowledge, to gain a holistic understanding of the system and thus localise contributions to the Sustainable Development Goals. In early 2025, a team of interdisciplinary re-searchers and local residents combined their methods and practices in the Margeride area of the Haute-Loire department, using participatory meetings and walks, landscape renderings, maps, interviews, and a joint analysis of sustainable development goals to translate the commons in the landscape (in this case, the sections de commune) in terms of sustainable systems that man-age forests and water, while contributing to livelihoods, food, biodiversity, energy, climate change mitigation and adaptation, water access, and cultural heritage. We propose that this method of translation, which brings the perspective of the community to sustainability pol-icy, be used to support technical and political recogni-tion of these systems, demonstrating how they contrib-ute to societal challenges today. Literature Bartlett, C., Marshall, M., Marshall, A. (2012). Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 229 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese 331–340. https://doi.org/10.1007/s13412-012-0086-8 Jones, P., Comfort, D. (2020). A commentary on the localisation of the sustainable development goals. Journal of Public Affairs, 20(1), e1943. https://doi.org/10.1002/pa.1943 Joye, J.-F. (2021). Les “communaux” au XXIe siècle : Une propriété col- lective entre histoire et modernité. Centre de recherche en droit Antoine Favre, Presses Universitaires Savoie Mont Blanc. Pagot, G., Šmid, Hribar, H., Rail, L. F., Walters, G., Hymas, O., Joye, J.-F., Liechti, K., Haller, T., Urbanc, M, Dalla Torre, C., Joye, J.-F., Lorenzz- ini, S., Bogataj, N., Penker, M., Bender, O., Manzoni, A. (2025). Ter- ritories of Commons: A Review of Common Land Organizations and Institutions in the European Alps, Environmental Research Letters, 20 063001. doi : 10.1088/1748-9326/add1f4 . Zanjani, L. V., Govan, H., Jonas, H. C., Karfakis, T., Mwamidi, D. M., Stew- art, J., Walters, G., Dominguez, P. (2023). Territories of life as key to global environmental sustainability. Current Opinion in Envi- ronmental Sustainability, 63, 101298. https://doi.org/10.1016/j. cosust.2023.101298 Short BIO of presenter Prof. dr. Gretchen Walters, professor at the Faculty of Geo-sciences and the Environment of the University of Lausan-ne´s and the Institute of Geography and Sustainability, con-ducts action research with rights-holders of land commons in Europe, particularly in France and in Switzerland. She is a rights-holder in a section de commune in France and a honorary member of the ICCA consortium. 230 PRESERVED OLD BOUNDARY MARKS OF CADASTRAL MUNICIPALITIES AND AGRARIAN COMMUNITIES AS A LINK BETWEEN LOCAL RESIDENTS AND LOCAL SPACE Mihaela Triglav Čekada1,2 1 Geodetic Institute of Slovenia Ljubljana, Slovenia 2 University of Ljubljana, Faculty of Civil and Geodetic Engi-neering mihaela.triglav@gis.si Keywords: old boundary marks, participation, linking local communities to space ABSTRACT As part of the applied research project L2-50090 Geo-detic marks as material witnesses of the geodetic net-works development in Slovenia, financially supported by the Slovenian Research and Innovation Agency and the Surveying and Mapping Authority of the Republic of Slovenia, several lectures on local geodetic history were held in the years 2024-2025 for local residents in southern Primorska region and central Slovenia. After the lectures, we engaged in discussions with the audi-ence at most of the lectures and obtained information about old geodetic markers from their local environ-ment that were still preserved but unknown to us – we 231 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese identified informants. The information obtained in this way was later verified in the field, where we checked the inscriptions on the preserved boundary marks, measured their dimensions and their exact location. Later, through a review of geodetic and historical sources, the significance of these geodetic marks was examined in detail. The results were presented indi-vidually to each informant, some of them were pre-sented to the wider professional public in the form of professional publications in the Geodetski vestnik or in the more popular booklets Geodetic Highlights in-tended for general public (Triglav Čekada et al., 2022; Triglav Čekada, 2023; Triglav Čekada in Bratož-Ježek, 2024; Geodetski utrinki, 2022), and some publications are still to follow. Most of the geodetic marks identi-fied in this way, which may be 200 or more years old, still have an officially valid role as boundary marks of cadastral municipalities or parcel boundaries. Some of them were also the boundaries of districts, counties or even older estates in the past. The most interest-ing finds were the old agrarian community boundary stones, which today represent the parcel boundaries. This approach has enabled us to discover old bound-ary stones and other geodetic marks much faster than we would have by analysing archival sources alone. Both sides, the lecturers and the locals, gained knowl-edge, the lecturers about the still preserved boundary stones, while the locals gained a popular explanation of the importance of surveying history for the ad-ministrative development of their local area. Thus, each preserved old boundary mark became a "talking stone" or a testimony of local history for the local residents. In addition, the training provided them with knowledge about other interesting surveying marks in 232 the vicinity of their local community. Thus, the lectures encouraged the participation of the local community, i.e., the sharing of information about forgotten old geodetic marks from their local environment, which is mutually beneficial. Literature Triglav Čekada, M., Bratož-Ježek, B. (2024). Mejna jama in drugi zanimivi katastrski mejniki okoli Socerba in doline Glinščice. Geodetski vestnik, 68(1), 11-39, DOI: 10.15292/geodetski-vest- nik.2024.01.11-39 Triglav Čekada, M. (2023). Meje katastrskih občin pod Krimom: po sledeh meje med Bistro in Engelshausi iz leta 1726. Geo- detski vestnik, 67(3), 325-342, DOI: 10.15292/geodetski-vest- nik.2023.03.325-342 Triglav Čekada, M., Rože, A., Škafar, R. (2022). Mejna znamenja katastr- skih občin na Krasu, Matarskem podolju in v Brkinih: med dejstvi in mitologijo. Geodetski vestnik, 66(3), 367-386, DOI:10.15292/ geodetski-vestnik.2022.03.367-386. Geodetski utrinki (2022). https://gis.si/geodetski-utrinki/ Short BIO Assist. prof. Mihaela Triglav Čekada, PhD, is head of geo-detic department at the Geodetic Institute of Slovenia. In last couple of years, she has been intensively involved in the research of the history of various old geodetic marks and geodetic networks. She is also partly employed at the University of Ljubljana, Faculty of Civil and Geodetic Engi-neering, where she passes on her research findings to the new generations of surveyors. 233 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese FORGOTTEN BUT VITAL: AGRARIAN COMMUNITIES AS GUARDIANS OF NATURE, BIODIVERSITY, AND CULTURAL LANDSCAPES Mateja Šmid Hribar Research Centre of the Slovenian Academy of Sciences and Arts, Anton Melik Geographical Institute Ljubljana, Slovenia mateja.smid@zrc-sazu.si Keywords: commons, governance, lifelong learning, biodi-versity preservation, ecosystem services ABSTRACT Slovenia has a long tradition of managing common land through agrarian communities, which today, in addition to their economic role, are gaining increasing ecological and social significance. Despite several stud-ies and legislative changes, crucial data on the number, location, and functioning of active agrarian communi-ties and their land remain incomplete. This article presents an empirical analysis of the current state of registration and spatial distribution of common lands in the Western and Central Gorenjska region. An additional GIS-based analysis, focused on the area of Triglav National Park, reveals that more than half of the common lands there consists of forests, approx. 4% are meadows or alpine pastures, and nearly 35% are rocky mountains. Although these lands have low economic value, they represent essential ecological and social capital, contributing to preservation of biodiversity and 234 cultural landscapes, and the provision of various eco-system services. However, informal discussions with members of various agrarian communities revealed that despite possessing extensive knowledge—particularly in forest and pas-ture management—they often lack a comprehensive understanding of the broader benefits their common lands provide to general public. This is largely due to a lack of research and limited awareness of environ-mental and nature conservation policies. Improving understanding of such policies and raising awareness of the social and ecological value of common lands is essential to empower agrarian communities in sustain-able natural resource management. For policymakers, this knowledge will provide clear and objective argu-ments to support more stable and long-term communi-ty-based governance. With their long history of managing common land, agricultural communities are the bearers of local knowl-edge about natural resources, forests, and pastures. This knowledge holds significant educational value, yet it remains under-recognized. Involving these commu-nities in participatory environmental education (e.g. through workshops, study circles, interpretive activi-ties) enables a two-way transfer of knowledge: commu-nities contribute their practical experience while gain-ing a better understanding of environmental policies and the ecosystem services. This approach strengthens their role in nature protection, fosters deeper engage-ment and connection with the local environment, and contributes to the development of sustainable, inclu-sive models of natural resource governance. 235 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Šmid Hribar, M. (2025). Deset let po novem Zakonu o agrarnih skup- nostih – kako aktivne so agrarne skupnosti v Sloveniji? / Ten years after the new Agrarian communities Act – How active are agrari- an communities in Slovenia? Geografski vestnik, 97. (in Prep) Short BIO Dr. Mateja Šmid Hribar is a Research Associate at the ZRC SAZU and an Assistant Professor at the Postgraduate School ZRC SAZU. Her research explores human-nature interac-tions. Her work encompasses the governance of traditional and new commons, and also the role of ecosystem services in natural resource governance. She is employing various methodological approaches such as qualitative data ob-tained through conducting interviews, focus groups, field visits as well as analysing quantitative data. 236 FROM ŠTRNINA TO PLANINA: THE RELATIONSHIP OF AGRARIAN COMMUNITY MEMBERS TO LAND AND ANCESTRAL HERITAGE AS A SOURCE OF GREEN COMPETENCES Marica Uršič Zupan Agrarna skupnost Merče-Plešivica Slovenia marica.ursic.zupan@gmail.com Keywords: community, relationship, values, sustainability ABSTRACT Agrarian communities are an old form of organized ac-tivity of a group of people in a specific territory with the aim of preserving the agricultural use of land. Despite numerous social, political, economic, and capital pres-sures, they have managed to preserve the agricultural purpose and natural value of their land. This proves that they have been practicing sustainable land man-agement for centuries and demonstrate strong green competencies. This article explores the elements of green competenc-es underpinning such sustainability, using the case of the Agrarian Community of Merče and Plešivica. The Agrarian Community of Merče and Plešivica re-sumed its activities at the turn of the century, after a 50-year dispossession (due to nationalization) created a gap during which much of the community's heritage, 237 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese activities, knowledge, and values were lost. The main remaining link was the territory: 140 hectares of land between two parcels – Štrnina above Plešivica and Planina above Merče. The research approaches used include analysis of archi-val documents, interviews with selected members, field surveys of the land’s condition and value, descriptions of terrain characteristics and traditional field names. These were used to test four key hypotheses: 1. Members of the agrarian community are strong- ly connected to specific plots of land, characterized by names, terrain features, plant communities, and other particularities. 2. In their relationship to the land, memories (both personal and passed down through storytelling) of specific parts of the territory (rocks, boundaries, ponds, paths, etc.), customs (communal use), events (joyful, tragic, related to livestock, weather, etc.), and traditions play an important role. 3. This heritage and ancestral tradition influence the current behaviour of agrarian community members primarily on an emotional level, leading them to make decisions that preserve this heritage for future genera-tions. 4. Respect for the land as such and for the communi- ty heritage shapes the individual attitudes of agrarian community members, who view the agrarian communi-ty as a value in itself, even if it lacks significant econom-ic value. The results show that the emotional and value-based relationship of members to the land and tradition is essential, and that in most decisions (on infrastructure, land use, etc.), the values of community and sustain-ability prevail over otherwise greater individual eco- 238 nomic interests. In this way, members make sustainable decisions without necessarily being rationally aware of it. However, this is the case for all members, which is why it is important to raise awareness of these values as green competencies and promote them among all members and beyond the community. Literature Bogataj, N. (2021). Kaj vemo o agrarnih skupnostih v Sloveniji? V Bogataj, N. (Ur.), Slovenske srenje kot izročilo in priložnost (str. 17- 28). Ljubljana. Ministrstvo za kmetijstvo, gozdarstvo in prehrano, 2022 Peresin Meden, N. (2017). Vloga vaške skupnosti in zemljiškega gos- poda pri upravljanju srenjske zemlje v zgodnjem novem veku na primeru devinskega gospostva na Krasu. Magistrsko delo. Koper: Univerza na Primorskem, Fakulteta za humanistične študije, 2017. Dostopno na: https://share.upr.si/fhs/PUBLIC/mag-bolon/Meden-Nikita.pdf Slovenc Grasselli, M. (2024). Etnografija moralnih ekonomij pri sodelovalnih odnosih med kmeti. Doktorska disertacija. Ljubljana: Univerza v Ljubljani, Biotehniška fakulteta. Dostopno na: https:// repozitorij.uni-lj.si/Dokument.php?id=194075 lang=slv Short BIO Marica Uršič Zupan is s a university graduate in journalism, specializing in environmental issues, sustainable devel-opment, and agrarian communities. She has also closely followed these communities as the initiator of the revival of the Agrarian Community Merče and Plešivica, and as its president for several years. In both of these roles, she emphasized the sustainable importance of agrarian com-munities, both in terms of environmental conservation and democratic, long-term decision-making processes. 239 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese COMMUNITY CAPACITY BUILDING IN SINGAPORE: SOCIAL LEARNING AND SOCIAL INNOVATION FOR RESILIENT NEIGHBOURHOOD COMMUNITIES Blaž Križnik1, Jan H. M. Lim2 1 University of Ljubljana, Department of Asian Studies Ljubljana, Slovenia 2 Department of Architecture, KU Leuven Leuven, Belgium blaz.kriznik@ff.uni-lj.si , huiminjan.lim@kuleuven.be Keywords: Capacity building, Climate change, Neighbour-hood community, Social innovation, Social learning ABSTRACT Community capacity building is seen as key to build-ing resilient neighbourhoods that can withstand the impact of climate and social change. This involves resource mobilization, skills development, leadership training, social learning and social innovation. Social learning is the result of the mutual exchange of ideas and knowledge between stakeholders and promotes social innovation, such as new ideas, services, and strategies that can empower local communities to col-lectively face, adapt to, and influence change, there-by responding to internal and external sustainability challenges. Social innovation is also linked cross-sec-tor partnerships that promote social learning among stakeholders. 240 The purpose of the study is to understand the role of social learning and social innovation in building com-munity capacity to withstand the impact of climate change. It focuses on the Pek Kio neighbourhood in Singapore as an example of a government-led pilot project that aims to build a resilient neighbourhood community by strengthening its capacity to identify and address the impacts of climate change in the city. Despite its limited scope and outcomes, the pilot proj-ect demonstrates the importance of social learning and partnership building among residents, civil soci-ety organizations and government agencies in creat-ing local communities that can collectively anticipate, plan, and implement innovative community strategies for climate change mitigation and adaptation. These strategies were focused on combating extreme heat in the neighbourhood and included community garden-ing and greening, activation and maintenance of com-munal spaces, environmental education, and social learning about community climate action. The Pek Kio neighbourhood in Singapore is a distant but valuable example that demonstrates the impor-tance of social learning and social innovation in build-ing community capacity to withstand the impact of cli-mate change. Moreover, the study highlights the need for alternative models of climate change management that can transform the relationship between the state and local communities, enabling effective participato-ry environmental education and community climate action. 241 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature: Centre for Liveable Cities. (2022). Building community resilience. Sin- gapore: Centre for Liveable Cities. Cho, I. S., Križnik, B., Hou, J. (2022). Emerging civic urbanisms in Asia: Hong Kong, Seoul, Singapore, and Taipei beyond developmental urbanization. Amsterdam: Amsterdam University Press. Ho, K. C. (2019). Neighbourhoods for the city in Pacific Asia. Amster- dam: Amsterdam University Press. Leong, C.-H., L.-C. Malone-Lee. (2020). Building Resilient Neighbour- hoods in Singapore, The Convergence of Policies, Research and Practice. Singapore: Springer. Lim, Jan H. M., L. Yeung and P. Van den Broeck (2022). ‘Building com- munities through neighbourhood-based participatory planning in Singapore.’ Emerging civic urbanisms in Asia: Hong Kong, Seoul, Singapore, and Taipei beyond developmental urbanisa- tion, edited by I. S. Cho, B. Križnik and J. Hou. Amsterdam: Amster- dam University Press, 221-244. Short BIO Prof. Blaž Križnik is an Associate Professor at the Depart-ment of Asian Studies, University of Ljubljana. He was teaching at the Graduate School of Urban Studies, Hanyang University in Seoul in the past. He has worked at the In-stitute for Advanced Architecture of Catalonia in Barcelo-na, the Seoul Development Institute, the Seoul National University Asia Center, and the Asia Research Institute in Singapore. His research includes comparative urban stud-ies, community development and Asian studies. He is the co-founder of the Institute for Spatial Policies in Ljubljana. Jan H. M. Lim is a voluntary post-doctoral Research Asso-ciate at the Department of Architecture at KU Leuven in Belgium. In her research on community participation, plan-ning politics, and urban governance, she examines how the politico-institutional context of urban planning shapes public engagement and civil society activism in Singapore. Her current interests are in urban climate governance, 242 collective action, and climate justice. She is the co-founder and director of research and strategy at the nonprofit con-sultancy Participate in Design in Singapore. 243 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese HOW CAN COMMUNITY EDUCATION CONTRIBUTE TO MORE INCLUSIVE PUBLIC AND GREEN SPACES Lovro Snoj, Lana Valič Saksida, Tjaša Breznik University of Ljubljana, Faculty of Arts Ljubljana, Slovenia ls47704@student.uni-lj.s i, lv31193@student.uni-lj.si tb04220@student.uni-lj.si Keywords: public and green spaces, vulnerable populations, community education, good practices, sustainable development ABSTRACT The aim was to explore how adult education and learning can contribute to the achievement of target 11.7 of the 2030 Agenda, which aims to provide access to safe, inclu-sive, and accessible green and public spaces, particularly for persons with disabilities, older persons, children, and women. Urban public green spaces provide a healthy environment for the urban population and are crucial for improving the quality of life, especially for vulnerable groups. In addi-tion to physical and communicative accessibility, which is particularly important for people with functional impair-ments, it is important that public and green spaces are open to everyone, regardless of their cultural background, is essential (Atikur and Zhang, 2018, p. 1–2). A crucial factor in ensuring equal access is safety, as the mere per-ception of danger can restrict the free use of such spaces (Iqbal, 2021, pp. 1–3). 244 Community building and community education have proven to be key factors for achieving change. Community education is defined as education within the community for the community. It brings education closer to the needs of individuals and communities, thereby encouraging co-operation for the effective implementation of set goals. One of the key features of community education is that it is controlled by the community itself, which fosters partici-pation by offering the opportunity of co-creation (Močnik, 2009, pp. 55–57). Research shows that communities that combine activities with dialogical and transformative learning contribute to the development of a sustainable society by creating new practices (Ličen et al., 2017, p. 37). Two examples of good practices were discussed in detail. The first concerns the creation of an inclusive thematic trail in Vipava. In addition to their informational, educa-tional, and recreational purposes, thematic trails also play a role in protecting and preserving nature and cultural heritage (Prah, 2023, p. 153). In the context of sustainable development, the thematic trail in Vipava was designed in a way that does not alter the surrounding environment. Furthermore, it serves as both an educational and tour-ist activity. The local community was also involved in the planning process and had the opportunity to participate in designing the trail route. The second example relates to the LivadaLAB project, which represents an example of community gardens in Slovenia. LivadaLAB (LivadaLAB, n.d.) describes its oper-ation as participatory management, food self-sufficiency, and sustainable spatial planning. It represents a commu-nity space that experiments with ways of coexistence, co-creation, and cooperation among young people, en-couraging their engagement in addressing the climate crisis. 245 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Literature Atikur Rahman, K. M. in Zhang, D. (2018). Analyzing the Level of Acces- sibility of Public Urban Green Spaces to Different Socially Vulnera- ble Groups of People. Sustainability, 10(11), 1–27. Iqbal, A. (2021). Inclusive, Safe and Resilient Public Spaces: Gateway to Sustainable Cities? V M. Wallhagen in M. Cehlin (ur.), Urban Transi- tion – Perspectives on Urban Systems and Environments (str. 1–17). London: IntechOpen. Ličen, N., Findeisen, D. in Fakin Bajec, J. (2017). Communities of practice as a methodology for grassroots innovation in sustainable adult education. Andragoška spoznanja, 23(1), 23–39. LivadaLAB. (b. d.). Dostopno na: https://dovoljzavse.si/praksa/livadalab/ Močnik, V. (2009). Skupnostno izobraževanje kot nova oblika izo- braževanja odraslih na podeželju. Andragoška spoznanja, 15(4), 52–63. Prah, J. (2023). Klepet na naj poti 2022. Gozdarski vestnik, 81(3/4), 152–154. Short BIO of presenters Lovro Snoj, a Bachelor of Arts in Pedagogy and Andragogy and a Bachelor of Arts in History, Master’s student of An-dragogy and History at the Faculty of Arts of the University of Ljubljana Lana Valič Saksida, a Bachelor of Arts in Pedagogy and Andragogy and a Bachelor of Arts in Geography, Master’s student of Andragogy and Geography at the Faculty of Arts of the University of Ljubljana 246 PRACTICES AND APPROACHES OF PARTICIPATORY ENVIRONMENTAL EDUCATION 247 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese UNLOCKING THE POTENTIAL OF STUDY CIRCLES TO TRANSFORM ADULT BIODIVERSITY VALUES Mateja Šmid Hribar1, Daniela Ribeiro1, Selina Strasser2, Haris Paliogiannis3 1 Research Centre of the Slovenian Academy of Sciences and Arts, Anton Melik Geographical Institute Ljubljana, Slovenia 2 Carinthia University of Applied Sciences Klagenfurt, Austria 3 Mediterranean Information Office for Environment, Culture and Sustainable Development Assoc. Kyrristou, Athen, Greece mateja.smid@zrc-sazu.si, daniela.ribeiro@zrc-sazu.si S.Strasser@fh-kaernten.at, paliogiannis@mio-ecsde.org Keywords: study circles, values, biodiversity, Green Deal ABSTRACT The loss of biodiversity, habitats, and the ecosystem services they provide poses an existential threat to Europe and worldwide. Achieving the EU Green Deal’s vision—protecting 30% of Europe’s land and sea and restoring at least 20% of these areas by 2030 (and all degraded ecosystems by 2050) will require profound societal changes. These targets are aligned with the Eu-ropean Commission’s EU Biodiversity Strategy for 2030. However, realizing these ambitions is not just a matter of policy, but also requires a fundamental shift in how people understand, value, and engage with biodiversi- 248 ty in their daily lives. To explore and contribute to this shift, the Horizon 2020 SHARED GREEN DEAL project (2022–2027; https:// sharedgreendeal.eu/) conducted social experiments in 4 European countries (Ireland, Greece, Slovenia and Sweden) using the Study Circle approach, which is based on informal community learning. As part of this social experiment, groups of 10–15 adults met monthly between May 2023 and April 2024 to encourage partic-ipants to change their perception of biodiversity. Based on 40 structured interviews, we found that there was a shift in the participants' perceptions, knowledge and sometimes behaviour in relation to nature and biodi-versity. Importantly, a strong sense of community and enjoyment of learning together developed in the study groups, highlighting the power of social interaction and peer learning in promoting environmentally conscious behaviour. In addition, the interviews revealed strong support for community-based biodiversity conserva-tion initiatives such as community gardens, habitat restoration, photo exhibitions, bird counts and educa-tional field trips, as effective ways to raise awareness, encourage behaviour change, strengthen social bonds, and integrate local knowledge and traditions. The Study Circle approach proves effective in: 1) in-creasing adults’ knowledge and awareness of biodiver-sity, 2) strengthening citizen participation in its con-servation, and 3) encouraging personal involvement in local initiatives that promote knowledge sharing and stimulate collective action. These findings highlight the potential of the Study Circle approach as a powerful tool for supporting the societal shift to meet biodiversity goals. By creating inclusive, peer-led spaces for reflection and dialogue, 249 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Study Circles help adults rethink their relationship with nature, strengthen community ties, and promote long-term environmental responsibility and engagement at the local community level. Literature Šmid Hribar, M., Ribeiro, D., Strasser, S., Paliogiannis, H. (2025). Explor- ing the Study Circle approach in fostering change in biodiversi- ty values among adults. Findings and Recommendations from the SHARED GREEN DEAL Social Experiments. SHARED GREEN DEAL Project. https://sharedgreendeal.eu/resources/explor- ing-study-circle-approach-fostering-change-biodiversity-val- ues-among-adults (20. 6. 2025) Short BIO of presenter Dr. Mateja Šmid Hribar is a Research Associate at the ZRC SAZU and an Assistant Professor at the Postgraduate School ZRC SAZU. Her research explores human-nature interac-tions. Her work encompasses the governance of traditional and new commons, and also the role of ecosystem services in natural resource governance. She is employing various methodological approaches such as qualitative data ob-tained through conducting interviews, focus groups, field visits as well as analysing quantitative data. 250 GREEN KNOWLEDGE DAY IN ADULT EDUCATION GUIDANCE Urška Pavlič Slovenian Institute for Adult Education, Guidance and valida-tion unit Ljubljana, Slovenia urska.pavlic@acs.si Keywords: Guidance, adult education, outreach, promo-tion ABSTRACT Green Knowledge Day was a thematic event held in 2024 as part of the traditional Days of Guidance for Knowl-edge, an annual professional and promotional initiative aimed at promoting and raising awareness of adult ed-ucation (AE) guidance, implemented as a public service (Andragoški center Slovenije, n.d.) among the general adult population. The event is coordinated by the Slo-venian Institute for Adult Education and carried out by all 35 AE organisations across Slovenia that provide AE guidance as a public service. In order to inform adults about the various counsel-ling, learning, and education options available, the implementing organisations open their doors widely during the event and also reach out to adults outside their premises—on town squares and streets, in parks, through local media, and in cooperation with various partners in their communities. 251 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese Each year, one of the three event days is thematic. Un-der the title Green Knowledge Day, the 2024 edition connected AE guidance with topics related to caring for nature, protecting the environment and living and work-ing sustainably. A wide range of activities —including events, workshops, open days, and information stands —were prepared in alignment with the thematic focus of Green Knowledge Day and adapted to the specific needs and characteris-tics of the local communities. The “green content” proved to be both relevant and attractive (e.g., Swap Market, Biodynamic Gardening and Herbalism, Sustainable Kitchen, etc.), and the initiative received a positive re-sponse from adults and partner organisations in local communities. In the future, we aim to develop awareness-raising, infor-mation and motivation of adults to engage in learning and education for sustainable action and development —including various forms of participatory environmen-tal education (Robinson, Gradišek, Bevk, Bogataj, 2024), as one of the permanent components of AE guidance. In the European context, this aspect of guidance has al-ready been referred to as green guidance (Plant, 2021). AE counsellors can play a key role in informing adults about participatory environmental education, encour-aging their involvement, or motivating them to organize themselves (e.g., in Self-Directed Learning Centres or Study Circles). However, this requires that counsellors are well acquainted with these topics, are aware of their relevance to contemporary society and individual (work and personal) life and are familiar with the opportuni-ties available both locally and more broadly. One of the key roles of a counsellor is to act as a bridge between the adult and education (Jelenc Krašovec, 2009), and to 252 encourage their inclusion (Pavlič, Vilič Klenovšek, 2020). Literature Andragoški center Slovenije. (n.d.). Svetovalna dejavnost v izo- braževanju odraslih. https://svetovanje.acs.si/ Jelenc Krašovec, S. (2009). Andragoško svetovalno delo kot de- javnik spodbujanja družbene vključenosti odraslih. Andragoška spoznanja, 15(4), 38–51. Plant, P. (2021). Utopia revisited: Green guidance. Journal of the Na- tional Institute for CareerEducation and Counselling, 47, 53–58. https://doi.org/10.20856/jnicec.4708 Robinson, J., Gradišek, A., Bevk, D., Bogataj, N. (2024). Skupnostno učenje odraslih kot ogrodje za občansko znanost. In A. Medvešek (Ed.), Svetovalna dejavnost v izobraževanju odraslih: Izhodišča, razvoj in aktualni izzivi (pp. 183–195). Pedagoški inštitut. https:// doi.org/10.32320/978-961-270-357-8.183-195 Pavlič, U., Vilič Klenovšek, T. (Eds.). (2020). Kazalniki kakovosti svetovalne dejavnosti v izobraževanju odraslih. Andragoški cen- ter Slovenije. Short BIO Urška Pavlič holds university degrees in Sociology and Japanology from the University of Ljubljana. She has over a decade of experience in the field of adult education guidance, where she is engaged in both developmental activities and direct support to the public network of adult education guidance providers, including the preparation of professional materials, programs, etc. to support this net-work and foster collaboration with stakeholders. She is a (co-)author of various professional materials and a lecturer in training programmes for counsellors in adult education. 253 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese CO-CREATING GREEN COMMUNITIES: THE ROLE OF ADULT EDUCATION CENTRES IN DEVELOPING GREEN COMPETENCES Irena Bohte, Dragica Glažar, Viki Ivanuša, Sanda Jerman, Eva Mermolja, Alenka Kučan, Maja Marija Sadar The Association of Adult Education Centres of Slovenia Ljubljana, Slovenia sanda.jerman@cene-stupar.si, irena.bohte@zik.si, dragica.glazar@cene-stupar@si , viki.ivanusa@luormoz.si eva.mermolja@lua.si , alenka.kucan@lums.si maja.marija.sadar@lura.si Keywords: green competences, GreenComp, lifelong learn-ing, participatory approach, local community ABSTRACT The proposed panel addresses the role of adult educa-tion centres as co-creators of green communities, which develop green competencies defined within the Green-Comp framework (EC, 2022). A set of approaches and practices are presented that link the values of sustain-ability, systemic thinking, action and future orientation with concrete local community activities. The emphasis is on interdisciplinarity, participation, cross-sectoral cooperation, awareness-raising and encouraging sus-tainable behaviour, as well as the social impact of life-long learning programmes on changing environmental habits and values. By emphasizing experiential learn-ing and integration into the local environment, the 254 panel will demonstrate practical methods for strength-ening the green competencies of adults. It also opens a discussion on the challenges of measuring these com-petencies, the role of educators in responding to envi-ronmental issues and the integration of ReNPIO 22–30 objectives into formal and informal education. The panel aims to encourage reflection on the role of adult education centres as key actors in the transition to a more sustainable future. Eva Mermolja; LU Ajdovščina, builds on its long-stand-ing local presence. Through VGC programmes in remote communities, it ensures access to content in the field of sustainable development, primarily through intergen-erational learning and cooperation with stakeholders. Irena Bohte; ZIK Črnomelj has been combining educa-tion, knowledge transfer and the strengthening of local self-sufficiency for nine years with its project Days of Herbalism in Bela Krajina. Dragica Glažar; Cene Štupar – CILJ is improving existing practices of incorporating sustainable content into the prison system. The aim is to spread green knowledge and encourage long-term behavioural changes in pris-oners, even after they have served their sentences. Alenka Kučan; LU Murska Sobota develops green com-petencies through the preservation of crafts, using local raw materials, and organising practical learning activities for the community with its unique study cir-cle, Lipovci. Viki Ivanuša; LU Ormož emphasises the role of nature as a classroom and the inclusion of green topics in infor-mal and project content, from study circles to European projects that appeal to all generations. Maja Marija Sadar; LU Ravne na Koroškem offers a com-prehensive sustainable educational framework based 255 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese on the personal experience of participants and com-munity action through the 'PLANET B DOES NOT EXIST' project. Literature Cene Štupar – CILJ, Centar za izobrazbu. (2025). Knjižica dobrih navad trajnostnih praks [Digitalna brošura]. V okviru Erasmus+ projekta Krepitev osebne odgovornosti v zaporniškem sistemu za trajnost v družbi. Pridobljeno s https://www.cene-stupar.si/me- dia/Dokumenti%20v%20pdf/KNJIŽICA_Dobrih_navad_trajnost- nih_praks.pdf Cene Štupar – CILJ, Centar za izobrazbu. (2025). Aktivacija za trajnos- tni razvoj [Digitalni program usposabljanja]. V okviru Erasmus+ projekta Krepitev osebne odgovornosti v zaporniškem sistemu za trajnost v družbi. Pridobljeno s https://www.cene-stupar.si/ media/Dokumenti%20v%20pdf/(SLO)%20Program%20Aktivaci- ja%20za%20trajnostni%20razvoj.pdf Institutional BIO The Association of Adult Education Centres of Slovenia (ZLUS) brings together 22 adult education centres from all over Slovenia. It acts as an advocacy and development or-ganisation that strengthens the role of adult education cen-tres in the development of local communities and supports high-quality and accessible lifelong learning. A key area of its work is the development and strengthening of all basic competences, including the development of sustainable and green competences in adults, in line with European and national guidelines. 256 CITIZEN SCIENCE TOOLS FOR INCLUSIVE ADAPTATION TO CLIMATE CHANGE Liliana Vižintin Science and Research Centre Koper, Mediterranean institute for environmental studies Koper, Slovenia liliana.vizintin@zrs-kp.si Keywords: citizen science, climate change, adaptation, education ABSTRACT The conservation and restoration of coastal ecosystems play a significant role in climate change adaptation and risk reduction (Spalding et al., 2014). The success of these measures largely depends on community par-ticipation and the establishment of deeper levels of cooperation in the co-creation and co-management of ecosystem-based adaptation measures (Toxopeus et al., 2020). Citizen science can make a valuable contribution in this context by enabling more efficient data collec-tion, faster response and better collaboration between decision-makers, researchers, and active civil society, including in the initiatives of climate change adaptation (Neset et al., 2021). This increasingly widespread ap-proach to scientific research, in which non-professional researchers are involved in research in various ways, can also contribute to raising awareness and dissem-inate knowledge about sustainability among various 257 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese stakeholders, including students and teachers (Rodrí-guez-Loinaz et al., 2022). This article presents a citizen science tool developed as part of the ECO2SMART project (www.ita-slo.eu/ eco2smart). The project, which was carried out between 2023 and 2025, was co-funded by the European Union under the Interreg VI-A Italy–Slovenia Programme. Its aim was to encourage public participation in the design and implementation of ecosystem-based measures for climate change adaptation and natural disaster risk reduction. The first part of the article provides an overview of the scientific literature on key concepts related the involve-ment of stakeholders and the wider public in climate change adaptation initiatives using citizen science–for example, for mapping risks and vulnerabilities and co-creating solutions (Freschi et al., 2024). The second part presents the contribution to these efforts, name-ly a citizen science tool developed within the project, which is available on the project’s online education por-tal (www.eco2smart.si). This tool encourages citizens of the coastal areas of the northern Adriatic to actively col-laborate with researchers and contribute data on best practises of ecosystem-based climate adaptation. This accelerates knowledge transfer and greater integra-tion between different stakeholders in the border area, which further contributes to strengthening mutual understanding and the cross-exchange of experiences. The creation of new networks among residents is essen-tial for a coherent sustainable development and a more effective adaptation of the border area to the effects of climate change. 258 Literature Freschi, G., Menegatto, M., Zamperini, A. (2024). Conceptualising the link between citizen science and climate governance: A systemat- ic review. Climate, 12(5), 60. https://doi.org/10.3390/cli12050060 Neset, T.-S., Wilk, J., Cruz, S., Graça, M., Rød, J. K., Maarse, M. J., Wallin, P., Andersson, L. (2021). Co-designing a citizen science climate service. Climate Services, 24, 100273. https://doi.org/10.1016/j. cliser.2021.100273 Rodríguez-Loinaz, G., Ametzaga-Arregi, I., Palacios-Agundez, I. (2022). ICT tools and citizen science: a pathway to promote science learning and Education for Sustainable Development in schools. Journal of Biological Education, 58(3), 609–625. https://doi.org/10 .1080/00219266.2022.2092192 Spalding, M. D., Ruffo, S., Lacambra, C., Meliane, I., Hale, L. Z., Shepard, C. C., Beck, M. W. (2014). The role of ecosystems in coastal pro- tection: Adapting to climate change and coastal hazards. Ocean Coastal Management, 90, 50–57. https://doi.org/10.1016/j.oce- coaman.2013.09.007 Toxopeus, H., Kotsila, P., Conde, M., Katona, A., van der Jagt, A. P. N., Polzin, F., (2020). How ‘just’ is hybrid governance of ur- ban nature-based solutions?”. Cities, 105, 102839. https://doi. org/10.1016/j.cities.2020.102839 Short BIO Dr. Liliana Vižintin, a biologist with a PhD in biotechnolo-gy, is a researcher and project leader at the Mediterranean Institute for Environmental Studies of ZRS Koper. Her work primarily focuses on sustainable development, nature conservation, climate change adaptation, and knowledge transfer. She employs innovative communication and di-dactic approaches to engage stakeholders, with a particular emphasis on developing educational games and citizen science tools. 259 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese COMPETENCES FOR SUSTAINABLE DEVELOPMENT IN LIBRARIES: A CASE STUDY OF GOOD PRACTICE Urška Orešnik Logatec Public Library Logatec, Slovenia urska@knjiznicalogatec.si Keywords: libraries, reuse, awareness, acitve citizenship, volunteering ABSTRACT Libraries are inherently sustainable institutions in their mission, as they are based on the lending of materials and thus encourage reuse. For a long time, they have not only been lending books, maps, and audio-visual materials, but have increasingly started to focus on oth-er areas as well, such as lending toys, games, e-readers, laptops, and even useful items such as various house-hold appliances, tools, etc. In the Strategy for the De-velopment of Slovenian Public Libraries 2022–2027, the goals of sustainable development have become part of their vision. Libraries are thus also taking on the role of raising user awareness about sustainable behaviour. A good example is the project “Let’s Air Out Our Clos-ets”, which the Logatec Library runs in cooperation with the Logatec Municipal Utility Company. The first event took place in May 2019 and included a market for exchanging clothes, objects, toys, and books. The 260 event was accompanied by a second-hand bookshop offering decommissioned library books, and a garage sale, where the citizens of Logatec sold used items at free stalls. Despite initial hesitation from some visitors, the event was a success and, at the request of users, has grown into a regular project with at least two events held annually. The initiative for the project came from an active local resident who also obtained equipment for the events through participatory budgeting (portable folding clothes racks, folding tables, storage boxes for hangers, ladders with shelves, and a mirror). At the events, we carried out a number of different activities (collection and repair of household appliances) and workshops (clothing repair workshop, making candles from waste oil, making moss balls or kokedama). At the events, we also highlight educational infographics on the impact of the fashion industry on the environment. As the events have become extremely well-attended, their successful execution would not be possible without the valuable support of volunteers who help set up the equipment, sort donations, and clean up after the event. After each event, the municipal utility company takes care of the proper recycling of the remaining ma-terial, while well-preserved clothing is donated to the local Red Cross branch. With increasing participation in events over the years, the project has contributed to developing sustainable habits among all generations—from children to the elderly. This is an example of successful cooperation between two public institutions that have raised aware-ness in the local community about the importance of reuse, reduced the amount of discarded clothing and items, and contributed to more responsible consumer 261 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese behaviour and environmental protection. This success-ful approach could serve as a model for similar partner-ships in other municipalities where similar initiatives are carried out solely by volunteers. Literature Eržen, M., Horžen, V., Kek, R., Klemen, A., Kovář, B., Likar, T., Malec, L., Orešnik, U., Podbrežnik Vukmir, B., Resman, S., Rozman Salobir, M., Videc, A., Žumer, M. (2022). Strategija razvoja slovenskih splošnih knjižnic 2022-2027 (str. 47). Združenje splošnih knjižnic. Short BIO Urška Orešnik is a librarian at the Logatec Library, where she has been leading the Let’s Air Out Our Closets project since its inception. She is also a co-author of the Strategy for the Development of Slovenian Public Libraries 2022– 2027, in which she particularly contributed to shaping the goals of sustainable development. Her work combines professional expertise in librarianship with a commitment to sustainability and the promotion of responsible practices within the community. 262 FORESTRY – OPPORTUNITIES AND CHALLENGES FOR YOUNG PEOPLE IN THE GREEN CAREERS OF THE FUTURE Darja Stare, Nike Krajnc The Slovenian Forestry Institute Ljubljana, Slovenia darja.stare@gozdis.si, nike.krajnc@gozdis.si ABSTRACT As one of the key green sectors of the present and the future, forestry plays an important role in mitigating climate change, preserving biodiversity and providing ecosystem services. Therefore, forestry professions are becoming an increasingly important part of green jobs, which require the development of green competences– from the sustainable management of natural resources to community engagement and responsible behaviour on a personal and institutional level. Nevertheless, forestry in Slovenia is still marked by the traditional perception of a physically demanding and predominantly male profession, which represents one of the major challenges in attracting young people–es-pecially girls and women–to this sector. The forestry profession is often equated with the work of a logger, overlooking the role of foresters as educators, research-ers and planners of sustainable land use, which is also reflected in the low representation of women, especially in leadership positions. On the other hand, 41% of forest owners are women, which puts Slovenia at the top of the European rankings. However, this does not mean that 263 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese women actually participate in decision-making on forest management, as they often leave this role to male family members. The results of a survey among female forestry students show that personal interest plays a key role in career choice, but financial aspects and work-life balance also have a significant influence. The forestry sector is still characterised by gender stereotypes, misconceptions about the profession and concerns about safety and physical demands, which present additional barriers for women. This highlights the need for more participatory environmental education that empowers young people to take an active role, linked to hands-on experiences in nature and the strengthening of green competences. Research has shown that women in forestry contribute significant added value–they pay greater attention to the ecological and social functions of forests, bring fresh perspectives and creativity, and encourage innovation. By breaking down stereotypes and promoting equal opportunities, the forestry sector can become more inclusive. Targeted projects, education, training and promotional campaigns, such as the identification and promotion of female role models who can inspire future generations, provide an opportunity to do so. Only then will young people recognise forestry as a profession of the future that combines working in nature, technologi-cal progress, research, and social responsibility. Acknowledgement: This article was written as part of the proj-ect Fem2forests, Innovative pathways for efficient involvement of girls and young women in the forestry sector, co-funded by the Interreg Programme Danube Region (DRP0200118), which runs from 1 January, 2024, to 30 June, 2026. More about the project at: https://interreg-danube.eu/projects/fem2forests. 264 Literature Hafner, P., Flajšman, K., Krajnc, N., Karničnik, M., Pavlič, T., Šumenjak, E., Goznik, T., Pezdevšek Malovrh, Š., Uhan, Z., Skiba, A. (2024). Barriers and needs for inclusion of girls and young women: Joint report (Deliverable D.1.1.1). Gozdarski inštitut Slovenije. https:// dirros.openscience.si/IzpisGradiva.php?lang=slv id=19759 Hafner, P., Stare, D., Karisch-Gierer, D., Pretterhofer, H., van Zeist, K., Janusch, E., Gaube, H., Böhling, K., Schreiber, R., Handlos, M. (2021). Report on current situation and position of women in forestry in Danube region: Forest in women’s hands (Fem4Forest) (Deliverable D.T1.1.1). https://dirros.openscience.si/IzpisGradiva. php?lang=slv id=16218 Short BIO of presenter Darja Stare, MSc Forestry Engineer, is a researcher at the Slovenian Forestry Institute. Her research focuses on the socio-demographic characteristics of private forest owners, their response to natural disturbances and adaptation to climate change, which is also the topic of her PhD thesis. She is active in the field of equality and diversity in forestry, focussing on the role of women and the inclusion of young people in the forestry sector. 265 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese FOREST MANAGEMENT AS A PLATFORM FOR PARTICIPATORY ENVIRONMENTAL EDUCATION AND SUSTAINABLE GOVERNANCE Jože Prah Slovenian Forest Service, Slovenian Forestry Institute Ljubljana, Slovenia joze.prah@zgs.si Keywords: forest management, participatory environmen-tal education, forest management plans, sustainable gover-nance, community engagement ABSTRACT Slovenia is one of the most forested countries in Eu-rope, with forests covering nearly 60 % of its territory. This article demonstrates how forest management can be a key part of participatory environmental education, uniting landowners, local communities, and experts to co-design and implement sustainable governance measures. We first outline the challenges in imple-menting forest management plans – only about 40 % of the planned measures are actually implemented. We then present examples of good practices where citizen involvement and biodiversity-oriented education pro-grams have contributed to greater motivation among owners to care for their forests. Finally, we propose a collaborative model adaptable to local conditions and capacities. 266 Literature Bončina, A., Čas, A., Stojanović, D. (2013). Sustainable forest man- agement in Slovenia: The role of participation. Forest Policy and Economics, 28, 24–31. Reed, M. S. (2008). Stakeholder participation for environmental man- agement: A literature review. Biological Conservation, 141(10), 2417–2431. Dwyer, J. F., Hibbard, M., Brown, T. C. (2007). Public participation in natural resource decision making: Lessons from GOAL One forest restoration. Society Natural Resources, 20(9), 879–887. Stoddard, M., Pickett, S. T. (2018). Citizen science and education: Engaging communities in forest management. Environmental Education Research, 24(7), 1050–1067. Pretzsch, H., Forrester, D. I. (2017). Growth and yield of mixed vs. pure even aged stands: A meta analysis. Forest Ecology and Manage- ment, 405, 256–273. Short BIO Jože Prah is a forest ranger at the Slovenian Forest Service. As a mountain and tourist guide, he actively promotes sus-tainable forest management and the development of forest educational trails. He serves as President of the Society of Charcoal Burners of Slovenia and chairs commissions for European long distance paths and forest educational trails at the SFS. He is the author of monographs and guides, dedicated to knowledge transfer and community engage-ment in forestry. 267 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese SUSTAINABILITY COMPETENCES AND EDUCATIONAL CONTEXT FOR SUSTAINABLE BEHAVIOUR PERFORMANCE Neva Maher University in Maribor Maribor, Slovenia neva.maher@telemach.net Keywords: education for sustainability, green competen-cies, practical example, tourism product, values of sustain-ability. ABSTRACT The geopolitical and socio-economic reality of 2025 calls for ecological and environmental transition to be taken seriously. The ecological transition is a aimed at estab-lishing a new economic, cultural and social system that will society more sustainable. The United Nations Agen-da paves the way for the achievement of the Sustainable Development Goals by 2030. The 17 goals fall into three groups of values: economic, social and environmental. En-vironmental transition means systemic changes in the way we produce and consume, as society must move towards a more sustainable and resilient economy. To overcome these challenges, the European Green Deal is a new European growth strategy that aims to transform the Union into a modern, resource-efficient and competi-tive economy. The European Commission helps EU Mem-ber States to design and implement reforms that support 268 the green transition with the necessary legal framework, recommendations, instruments and methodologies. The article presents an example of participatory educa-tion for sustainability in the field of tourism: green compe-tencies in the context of sustainable development values were taken into account in the development of learning and training competencies for tourism management. The first set of green competencies represents responsibility for sustainable values, the second set of green competen-cies served to verify understanding of environmental and socio-social problems, the third set to reflect on the conse-quences of actions (i.e., results) and the fourth set to em-power sustainable action. The added value of the analysis in the practical example is that the values of sustainable development are taken into account when planning op-portunities for the development of tourism products. Literature Bianchi, G., Pisiotis, U. e alt. (2022). GreenComp The European sustain- ability competence framework. Publications Office of the Europe- an Union Joint Research Centre. https://doi.org/10.2760/13286 EC Recovery and Resilient plan (2021).Commision Staff working doc- ument, Guidance to the member states Recovery and Resilience plans https://reform-support.ec.europa.eu/what-we-do/green-transition_ en https://reform-support.ec.europa.eu/publications-0/technical-sup- port-instrument-mid-term-evaluation-factsheet_en Short BIO Active on the research field of economy, social innovations and management and broad practice of regional planning at the national and local level within structural and cohesion fund. 269 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese SCHOOL LEARNING GARDENS AS OPEN LEARNING SPACES FOR ALL GENERATIONS Ana Vovk University of Maribor, Faculty of Arts Maribor, Slovenia ana.vovk@um.si Keywords: school gardens, education, intergenerational learning, self-sufficiency. ABSTRACT In times of global challenges such as climate change, environmental degradation, and social alienation, ed-ucation for sustainable development has become a key tool for change. One of the most effective approaches to shaping sustainable values in children is to foster an early connection with the natural environment. For this reason, integrating nature into educational processes is more important than ever. School learning gardens are among the most powerful tools to offer children direct contact with nature while simultaneously creating a space for active learning, cooperation, and responsibil-ity. For decades, the development of learning gardens in kindergartens and primary schools has been support-ed in many regions across the world, including in our local context. These projects involve children, educa-tors, and parents in meaningful collaboration, which strengthens community bonds and raises awareness of the importance of self-sufficiency. Gardens are becom- 270 ing experiential learning spaces where children acquire competencies for sustainable development and where intergenerational cooperation can naturally flourish. Learning gardens are much more than just areas where children plant, water, and harvest crops. They are com-plex educational environments that enable the devel-opment of numerous skills—from planning and hands-on work to critical thinking, research, and teamwork. These are open-air laboratories where science, social studies, mathematics, and even art can be meaningfully integrated into real-life experiences. Importantly, gardens are not limited to children—they invite the participation of people of all ages. Elderly individuals, such as grandparents or retired gardeners, can contribute their valuable knowledge, experience, and traditional cultivation methods. In this way, the learning garden becomes a platform for the transfer of knowledge that transcends the boundaries of formal education. The pedagogical effects of school gardens are multifac-eted. Beyond academic content—such as plant biology, the role of pollinators, seasonal cycles, soil, water, and weather—gardens also develop social and emotional competencies: responsibility, patience, care for living beings, teamwork, and respect for both nature and other people. Students acquire valuable experiential knowledge that is often difficult to achieve within a conventional classroom. In addition, learning gardens nurture soft skills such as collaboration, communication, problem-solving, and innovation. A vital aspect of learning gardens is their potential to promote self-sufficiency. From a young age, children learn how food is grown, the value of local and seasonal production, composting, waste reduction, and 271 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese circular economy practices. Rather than being passive consumers, they learn to appreciate the effort behind food production and understand the need to care for the Earth. Such learning promotes respect for food and natural resources—an especially important value in today’s world, where global food chains are often unsustain-able and disconnected from reality. At the same time, gardens serve as spaces for developing personal and collective resilience, an increasingly crucial ability in times of environmental and social crises. A key element of the successful development of school gardens is the use of a bottom-up approach, rooted in the motivation and initiative of local communities. This means that gardens are not imposed by top-down directives but instead arise from the real needs and aspirations of teachers, children, parents, and the wider community. This approach enables long-term sustainability, as it fosters a sense of ownership and responsibility among participants. When children, educators, and families jointly plan, create, and maintain a garden, they devel-op deep bonds that go far beyond the classroom. Simul-taneously, social cohesion in the community strength-ens through cooperation and shared goals. Learning gardens have enormous value as intergener-ational spaces. In many cases, elderly individuals—in-cluding grandparents, local horticulturists, and mem-bers of senior associations—actively participate in garden activities, sharing traditional techniques and personal stories. Children learn first-hand from these elders, gaining practical advice and life wisdom while developing a deep respect for older generations. This exchange is never one-sided: older adults also 272 benefit from the energy and creativity of children, often learning new perspectives and digital skills. The learn-ing garden thus becomes a space for mutual growth and dialogue—a rare opportunity for generations to meet and work toward a common vision of the future. One of the most transformative effects of school learn-ing gardens is their ability to connect people. Schools that implement gardens often report greater parental involvement, improved collaboration among teachers, and stronger engagement with the wider community. The garden becomes a hub of activity, ideas, and cele-bration—from group workdays to harvest festivals. Community-based learning that takes place in the gar-den has long-term positive effects: it builds trust, en-courages mutual support, and lays the groundwork for more resilient and inclusive communities. In an era of social fragmentation and digital isolation, this kind of reconnection is invaluable. Over the past decades, our organization has partici-pated in the establishment of more than 50 school and preschool learning gardens. Each of them has its own unique story, specific features, and learning focus, but all share the same core values: cooperation, respect for nature, experiential learning, and openness to all generations. Some notable examples of good practice include: • A rural primary school garden, where children work together with parents and local farmers to culti-vate traditional crops while exploring biodiversity and soil health. • An urban school garden, created on a once-aban- doned concrete courtyard, now thriving through the efforts of students, teachers, retirees, and a local per-maculture group. 273 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese • A sensory garden at a kindergarten, where chil-dren engage with nature through smell, touch, sound, and color—while also interacting with elderly residents from a nearby care home. In all of these cases, the garden is far more than just a place to grow food—it is a comprehensive learning en-vironment that fosters sustainability, critical thinking, and community spirit. Learning gardens are a powerful integrative element within the education system. They combine formal and informal learning, theory and practice, science and hu-manities, children’s creativity and adult wisdom. These are spaces where local development, sustainability edu-cation, social equity, and civic engagement converge. In addition, school gardens often become part of wider networks and international projects, such as Erasmus+, eTwinning, or regional garden networks. These collab-orations expand learning opportunities and foster the exchange of best practices among schools and commu-nities. School learning gardens are not just a tool for better education—they are the seeds of change. They repre-sent a tangible response to many of today’s complex problems: climate change, social isolation, food insecu-rity, and the loss of practical knowledge. They symbol-ize a return to essential values: connection with nature, collaboration, and responsible resource management. In a society striving for a fairer, greener, and more inclu-sive future, school learning gardens have a vital role to play. Like any seed, they require care, space, and time— but once they take root, they have the potential to grow into vast forests of knowledge, solidarity, and hope. 274 Literature Bavcon, J., Malovrh, K., Tomšič, M., Ravnjak, B. (2024). Educational activities in the Ljubljana University Botanic Gardens. Journal of Zoological and Botanical Gardens, 5(4), 788–804. https://doi. org/10.3390/jzbg5040052 mdpi.com Describes structured educational programmes from kindergarten to professional levels, based at Ljubljana’s botanic gardens. Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining pos- sibilities and challenges under different national educational pol- icies. Educational Process: International Journal, 13(2), 122–138. https://doi.org/10.22521/edupij.2024.132.8 Hake, B. J. (2017). Gardens as learning spaces: Intergenerational learn- ing in urban food gardens. Journal of Intergenerational Relation- ships, 15(1), 26–38. https://doi.org/10.1080/15350770.2017.1260 369 researchgate.net+4link.springer.com+4mdpi.com+4tandfon- line.com Lochner, J., Rieckmann, M., Robischon, M. (2019). Any sign of virtual school garden exchanges? Education for sustainable develop- ment in school gardens since 1992: A systematic literature review. Education for Sustainable Development, 23(3), 206–224. https:// doi.org/10.1177/0973408219872070 journals.sagepub.com Pogačnik, M., Žnidarčič, D., Strgar, J. (2012).Use of school gardens in elementary schools in Slovenia. Journal of Food, Agriculture Envi- ronment, 10(2), 1196–1199. Short BIO Prof. dr. Ana Vovk, full professor at the University of Mari-bor, is an internationally renowned expert in sustainability, permaculture and holistic self-sufficiency based on the geographical characteristics of landscapes. Her research includes ecosystem-based solutions to climate change, soil and water conservation. As a project manager at the Inter-national Centre for Ecoremediation, she develops innova-tive models for sustainable living and works with munici-palities to introduce natural ways of managing space. Her 275 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese publications in scientific journals, books and media contri-butions highlight the importance of integrated approaches. She is actively involved in educational programmes, lead-ing workshops, conferences and excursions, and encourag-ing students to explore self-sustainable living models. Her efforts link academic knowledge with practice for a more sustainable future. 276 277 Discovering the Power of Nature. Participatory Environmental Education for Sustainability: Opportunities, Challenges and Practicese 278 Odkrivajmo moč narave Participativno okoljsko izobraževanje za trajnostnost: priložnosti, izzivi in prakse