The European Union is actively committed to integrating sustainability principles into education, with schools playing a key role in achieving these goals. Sustainable learning environments are defined as spaces, places or buildings that support learning and learning for sustainability. These environments are sustainable in themselves, respect environmental and bioclimatic principles, high quality, taking into account lighting, noise and accessibility, and implement whole-school approach towards sustainability across teaching, operations and management.

Key benefits of sustainable learning environments

1. Environmental impact:
   • Reducing energy consumption and emissions: Modernising and renovating school buildings with renewable energy systems (such as solar panels), advanced insulation and efficient heating/cooling systems can reduce energy consumption by 30 % to 60 %. For example, schools renovated under the Flemish Masterplan exceed EU energy efficiency standards by up to 90 %. In Croatia, modernising schools has resulted in energy savings of more than 60 %.
   • Improving air quality and water management: The integration of green infrastructure (e.g. green roofs, permeable surfaces and rainwater harvesting systems) contributes to carbon sequestration, temperature regulation and improved air quality. For example, more than 60 % schools in the Flemish initiative use rainwater harvesting systems, saving more than 100,000 cubic meters of water per year.
   • Support of biodiversity: School gardens, insect hotels, and planting native plants increase biodiversity on school grounds and serve as valuable educational tools.
2. Well-being and health of students:
   • Physical and mental health: Environments with clean air, water, access to nature, sufficient natural light, and acoustic comfort reduce stress and anxiety, improve mood, and concentration. Reducing noise in classrooms is crucial for speech understanding and the well-being of students, including neurodivergent students.
   • Sense of belonging and inclusion: Adaptable and inclusive spaces support diverse learning styles and physical mobility, increasing student and teacher satisfaction. For example, at CS Lewis Bilingual High School in Bratislava, students have access to spaces for relaxation, conversation, sports, and study, which strengthens community.
3. Learning outcomes and competencies in the field of sustainability:
   • Development of key competencies: Learning in sustainably designed schools increases students' environmental literacy and the likelihood of adopting pro-environmental behaviors. Students develop critical and creative thinking, collaboration, problem-solving, and digital skills through hands-on activities.
   • Innovative pedagogies: Multifunctional and adaptable classrooms allow for a wide range of pedagogical approaches, including project-based learning, outdoor learning, and experiential learning.

How are sustainable learning environments implemented?

• Participatory design: Involving students, teachers, parents and the local community in the design of learning spaces creates a sense of ownership and belonging. The Cours Oasis initiative in Paris is an example where students actively contribute to the transformation of schoolyards.
• Whole-school approach: Sustainability is integrated into all aspects of the school – from curricula and operations to governance and management. Ireland’s Education for Sustainable Development (ESD 2030) Action Plan emphasises that schools should be places where students “learn what they live and live what they learn”.
• Adaptive reuse and modernization: Transforming older buildings and spaces using recycled and local materials not only reduces environmental impact but also saves costs. Gantofta School in Sweden transformed an old sports hall into a flexible classroom and a garage into a kitchen.
• Digital tools: Monitoring data on energy consumption, air quality and food waste using digital tools (e.g. sensors, TV screens) engages students and develops their digital competences.

Challenges and recommendations

Despite many benefits, implementing sustainable learning environments faces challenges:

• Financing and bureaucracy: Complex funding procedures and bureaucratic obstacles discourage schools from taking initiatives. It is recommended to simplify funding mechanisms and provide targeted grants.
• Lack of awareness and capacity: Insufficient knowledge of financing options and limited expertise hinder the effective integration of sustainable infrastructures and practices.
• Stakeholder resistance: Resistance from educators and parents, often due to a lack of consultation, can complicate efforts to create sustainable learning environments. It is important to build awareness and provide targeted support and training.
• Sustainability and maintenance: New, often complex systems (e.g. solar panels, green walls) require regular maintenance, which can pose logistical and budgetary challenges for schools. Clear responsibilities for maintenance need to be ensured and staff trained.
• Pedagogical integration: Although schools are investing in green infrastructure, its potential to support learning for sustainability often remains untapped due to a lack of know-how and skills among staff. A whole-school approach and technical support are key to integrating sustainability into curricula and pedagogical practices.

Ultimately, although challenges remain, the potential of sustainable learning environments to achieve the EU's climate and sustainability goals is enormous. An integrated approach that combines infrastructural changes with pedagogical innovation and active community engagement is essential to achieve their full potential. JRi

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