Senza categoria – weecnetwork

Forest, Climate and Natural Resource Governance

12 November 2025/in Senza categoria/by Yared Beyene Kidanemariam

I served as an intern in forest, climate change, environmental, natural resource, and sustainable development law and policy at the African Union Commission, Division of Environment, Climate Change, Natural Resource, Water and Land Management, Department of Rural Economy and Agriculture, in Addis Ababa, Ethiopia. In this role, I contributed to the development, analysis and implementation of African environmental, forest, climate change, natural resource management and sustainable development policies and strategies. My work focused on community-based and participatory approaches to forest, land and water management, including Community-Based Forest Management (CBFM), Joint Forest Management (JFM), Collaborative Forest Management (CFM), Participatory Forest Management (PFM), Social Forestry (SF), Community-Based Natural Resource Management (CBNRM), Community Forestry (CF), Participatory Land Management (PLM), Community-Based Water Resource Management (CBWRM) and related frameworks.

I was involved in technical and legal analysis on forest categorisation and resource assessment, local forest governance, income generation and markets linked to forest resources, forest dependency and the recognition of local and community rights. My tasks also included work on forest management agreements and contracts, gender mainstreaming in forest governance, land-use planning, land tenure, ownership and possession of land and water, as well as broader policy and legal analysis in these domains. I contributed to initiatives such as the Africa Land Policy Initiative, African water policy and strategy implementation (including the African Water Vision for 2025), integrated water and land resource management, and regional, national and local conservation programmes. This included engagement with the African Agriculture Growth Project (AAGP), the Comprehensive African Agricultural Development Programme (CAADP), African food security and livelihood programmes and the Climate-Resilient Green Economy (CRGE) strategy.

My experience also covers the use of Management Information Systems (MIS), Geographic Information Systems (GIS) and Business Information Systems (BIS) for natural resource monitoring (forest, land and water) and biodiversity conservation, national forest programmes and Environmental Impact Assessment (EIA). I contributed to assessments and policy work related to major initiatives such as the Ethiopian Grand Renaissance Dam project on the Nile River, irrigation and drainage development in northern Ethiopia, Nile Basin Initiative programmes, and the Great Green Wall for the Sahara and the Sahel. I worked on issues of rights, contracts, leases, tenure, titles, certificates, rent, management agreements and action plans for forest, land and water, as well as the coherence of continental, regional and national policies with international legal instruments and multilateral environmental agreements.

Furthermore, I engaged with themes of decentralisation and devolution of forest, land and water administration; cross-sector policy coherence; gender mainstreaming in environmental, forest, land and water governance; African forest policy and strategy implementation; climate risk reduction, adaptation and mitigation; and regional and local governance frameworks such as the Lake Tana (Ethiopia) hydroelectric, irrigation and tourism development project and the Akaki River pollution control and conservation roadmap. My work also touched on institutional capacity-building, ICT applications in resource governance, political commitment, data and records management, collective decision-making and adaptive strategies in environmental and natural resource administration.

Drawing on this background, I am strongly motivated and fully prepared to contribute as an active member of the WEEC Network and the Club of Rome.

Beyond the ‘Human Gap’: Transforming Education for Sustainable Futures

10 November 2025/in Senza categoria/by Mariella Nocenzi

Forty-five years after the report No Limits to Learning: Bridging the Human Gap was presented to the Club of Rome in 1979, the debate on educational challenges has returned to centre stage. The new international call No Limits to Hope: Transforming Learning for Better Futures—promoted by the Club of Rome, The Fifth Element, and the WEEC Network—invites us to radically rethink educational paradigms so humanity can address current and future global crises. The “human gap” identified by Aurelio Peccei—i.e., the distance between available knowledge and our ability to translate it into effective practice and policy—remains starkly open. Many educational institutions, anchored to conservative training models, still struggle to incorporate the solutions and skills the scientific community has developed in response to the climate crisis, social inequalities, and technological transformations.

This contribution explores how to bridge this human gap through a theoretical-and-applied approach that integrates sociological, sustainability, and intersectional perspectives. In particular, it analyses the need for systemic change in educational policy and governance, using the European project SUSEDI (SUStainability in EDucational Institutions) as a case study—a concrete example of institutional transformation towards sustainability. The aim is to outline implications and recommendations for future education policies, connecting traditional knowledge and transdisciplinary approaches in the spirit of active, transformative hope for a better future.

Theoretical framework

The proposal is grounded in Education for Sustainability and theories of transformative change. In the spirit of No Limits to Hope, transforming learning for a better future means acting on all aspects of education—paradigms, organisations, methodologies, and programmes—to bridge the gap between our knowledge systems and the mounting challenges facing humanity. In other words, we must move beyond “conservative” education (still predominantly transmissive and disciplinary) towards innovative, systemic education centred on critical thinking, imagination, and collaborative competence—capable of closing the human gap between knowledge and action.

A central element of the framework is an intersectional perspective. Sustainability challenges are intrinsically linked to social justice, gender equity, cultural diversity, and human rights. An intersectional approach recognises that environmental and economic crises affect social groups differently (by gender, ethnicity, class, etc.), and that transformative education must address these intersections to be inclusive and effective. This entails promoting content and practices that integrate climate and social justice, giving voice to perspectives historically marginalised—such as those of Indigenous peoples, local communities, and young activists. It also responds to the need to connect traditional knowledge with transdisciplinary perspectives: much Indigenous and local knowledge offers valuable sustainable solutions, yet often remains at the margins of dominant curricula due to epistemic power imbalances. Overcoming these imbalances requires embracing a plurality of epistemologies—integrating experiential, relational, and community-based learning alongside analytical and formalised learning—so that both scientific and traditional knowledge are valued in educational institutions.

A further theoretical foundation is transformative and systemic learning. Inspired by critical pedagogy and transformative learning theory, Education for a Sustainable Future must go beyond the transmission of knowledge to facilitate shifts in mindsets, values, and behaviours—of individuals and communities alike. In this sense, UNESCO’s Whole Institution Approach (WIA) in Education for Sustainable Development is crucial. A WIA embeds sustainable development across all processes of an educational institution: not only in curricula, but also in management and governance, organisational ethics, active stakeholder engagement (leaders, teachers, students, staff, local community), long-term planning, and continuous monitoring. The school or university becomes a living laboratory of sustainability, aligning daily practices with the principles it teaches (e.g., ecological campus management, participatory decision-making, inclusion and well-being policies). WIA therefore offers a theoretical and operational framework for implementing systemic change across pedagogy, structures, and governance.

Methodology and approach

This contribution adopts an interdisciplinary, qualitative design that combines theoretical analysis with empirical study.

Critical literature review on sustainability education, transformative learning, intersectionality in education, and the Whole Institution Approach, in order to summarise the state of the art and identify the gap between research-based knowledge and prevailing educational practices.
Exploratory case study of the European SUSEDI project as an exemplary instance of systemic transformation in educational institutions. Project documents, public reports, and preliminary outputs will be examined to understand how WIA, transdisciplinarity, and related principles are operationalised, with what challenges, and with what early results.
Transdisciplinary synthesis to derive implications for education policy. Conclusions will blend academic insight with practical experience to offer recommendations relevant to policymakers, educators, and communities.

The SUSEDI analysis follows a sociological-qualitative lens, attending to governance, stakeholder involvement (leadership, teachers, students, external community), organisational change, and effects on educational and decision-making practices. An intersectional lens will ensure attention to equity and inclusion (e.g., whether and how SUSEDI addresses socio-cultural differences across participating schools, and how diverse voices are included in transformation processes).

Case study: the SUSEDI project

The SUSEDI project (Route to Transformation of Educational Institutions through a Whole Institution Approach to Sustainability)—funded by the European Union under Erasmus+ (2022–2026)—involves 13 organisations in 7 countries and aims to support institutions at all levels in adopting WIA. Concretely, SUSEDI sets out transformative steps to integrate sustainability across organisational structures and cultures. The framework spans three interlinked pillars:

Pedagogical (curricula, teaching methods, student competences);
Organisational & governance (internal policies, resource management, stakeholder participation);
Social (institutional climate, community relations, place-based engagement).

A key element is capacity-building for educational and managerial staff. SUSEDI develops open educational resources (OER) and digital assessment tools to enhance the “green” competences of school leaders, teachers, and administrative staff, in line with the European GreenComp framework. These competences—values, knowledge, and abilities for sustainability—are supported by certification pathways aligned with ISO 17024 standards, formally recognising educators and leaders able to drive change. SUSEDI also trains transformation agents: certified experts who can accompany schools through WIA adoption, facilitating participatory processes and offering technical guidance along the “route” to sustainability.

Among SUSEDI’s main products is a methodological guide, the Route Map for Transformation into a Sustainable Institution, which details step-by-step actions across domains (e.g., establishing an institutional sustainability committee, introducing school gardens, or revising curricula for interdisciplinarity). A self-assessment tool enables institutions to measure progress along the WIA pathway. Building on this framework, SUSEDI is introducing a new certification standard (aligned with ISO) to recognise sustainable schools and universities across three progressive levels: Awareness, Taking Action, and Full WIA. This staged recognition encourages continuous commitment, provides visibility for achievements, and creates an international benchmark. Finally, SUSEDI promotes an alliance of educational institutions engaged in sustainable transformation. Through networks and communities of practice, schools share experiences, good practices, and mutual support—amplifying impact beyond any single project.

In sum, SUSEDI is a benchmark case of systemic change in educational governance and practice. It operates at multiple levels—governance (policies and certification), people (training and recognition for staff), curriculum (sustainability-oriented content and methods), and community (external stakeholder engagement and alliances). Expected outcomes—analysed critically in this study—include institutions better equipped to drive ecological and social change, a teaching workforce empowered to innovate sustainably, and participatory governance models that position schools and universities as agents of sustainability within their localities.

Implications for future education policies

The theoretical analysis and case study suggest several strategic directions for policy at institutional and system levels:

Systemic integration of sustainability: Ministries and local authorities should promote widespread adoption of WIA, shifting from sporadic projects to permanent institutional commitments. National frameworks could require institutional sustainability plans with measurable targets and periodic reporting aligned with the SDGs.
Targeted professional learning for educators and leaders: Invest in in-service development so staff can acquire requisite competences. Incorporate frameworks such as GreenComp into professional learning policies, with certification pathways (e.g., aligned with ISO 17024) and career incentives for those leading educational innovation.
Curriculum reform for transdisciplinarity: Review national curricula to enable transdisciplinary approaches and integrate sustainability, global citizenship, and social justice. Encourage active methodologies (real-world project-based learning, fieldwork, co-design with communities) that embody a holistic vision and connect scientific with local/traditional knowledge.
Inclusion and intersectional justice: Design policies with an explicit focus on equity and on the inclusion of historically marginalised groups. Consult Indigenous communities, ethnic minorities, young people, and other stakeholders in decision-making, and integrate their knowledge and needs into programmes. Ensure school practices are accessible to all students (considering disability, gender, socio-economic status, etc.), so environmental and social aims advance together.
Networking and cross-sector cooperation: Facilitate networks of sustainable schools and universities for sharing resources and practice (as in the SUSEDI alliance). Establish territorial hubs, online platforms, and regular convenings; promote partnerships with NGOs, responsible businesses, and local authorities so learning reaches beyond the classroom and actively involves society.

Realising these guidelines requires a mindset shift: recognising that investment in sustainable education today prevents far greater social and ecological costs tomorrow. Policy should adopt a long-term horizon, consistent with the intergenerational nature of sustainability and the need to cultivate hope and transformative capacity in younger generations. As the motto No Limits to Hope suggests, nurturing informed hope is itself a political act: it means equipping tomorrow’s citizens not only with knowledge, but with the power to imagine—and help build—better futures.

Concluding remarks

Bridging the gap between what we know and what we do in education is a defining challenge of our time. This contribution shows how an integrated approach—both theoretical and practical—can illuminate pathways for transformation: through innovative frameworks (WIA, intersectionality, transdisciplinarity) that redefine learning and teaching, and through concrete examples such as SUSEDI that translate ideas into institutional change. What emerges is the need for systemic change in governance: not marginal reforms, but a profound redesign of policies, structures, and organisational cultures so that education becomes a driver of sustainability, justice, and resilience.

In the face of overlapping global crises, there are no limits to hope—provided hope is understood not as sterile optimism but as an action-oriented vision. Hope can become a concrete force for collective action, triggering a virtuous circle: the vision of better futures stimulates present-day action, and action in turn reinforces hope by fuelling further commitment. Catalysing this positive cycle is also the work of education. Bold education policy, inspired by the principles discussed here, can help form a new generation of critical, creative, and responsible citizens—capable of learning without limits and transforming society. Ultimately, transforming learning for better futures means transforming ourselves and our institutions: a challenging process, but one rich in possibility and promise for a sustainable and equitable future for all.

Blue Mediterranean Partnership. Spain pledges €8.5M to multi-donor sustainable blue economy fund

11 June 2025/in Senza categoria/by WEEC Network

The UfM (Union for the Mediterranean) high-level session was held on Tuesday 10 June in the framework of the Mediterranean Day at the Third United Nations Oceans Conference in Nice (France).

The session focused on the leading role of the Mediterranean in promoting a sustainable blue economy. Among the main points was the formal commitment of Spain to contribute 8.5 million euros to the Blue Mediterranean Partnership (BMP), a multi-donor fund promoted by the UfM that mobilises investments in sustainable blue economy projects in the Southern Mediterranean and Red Sea areas. The first projects that will be developed are the Morocco’s first offshore windfarm, the restoration of a coral ecosystem in Jordan and the development of a wastewater treatment facility in Egypt.

“Charting the path towards sustainable blue economy: the Mediterranean leading the way” is a Union for the Mediterranean-led event on the region’s role in advancing the sustainable use of marine resources to promote socioeconomic development.
Government officials, development agencies, regional networks, private sector actors, and civil society showcased innovative financing mechanisms, cutting-edge technologies and replicable initiatives.
The event highlighted priority areas for cooperation among the 43 UfM Member States, including maritime clusters, decarbonisation, marine biodiversity, blue jobs, renewable energy, sustainable tourism, pollution prevention, and circular economy enterprises. More than €500M euros have been mobilised for over 250 regional projects in these domains since the first UfM Ministerial Declaration on Sustainable Blue Economy in 2015.
Among the speakers were European Commissioner Cóstas Kadis, Spanish Minister Sara Aagesen and UfM Secretary General Nasser Kamel.

“The Mediterranean sea plays a key role in setting the path towards a sustainable blue economy and can act as a model for other sea basins,” said EU Commissioner for Fisheries and Oceans Costas Kadis. “The Ocean Pact, just adopted by the Commission, underscores the importance of unlocking financial support from both private and public sources to boost investments in ocean related actions, supporting EU blue economy and innovation.”

“Since the inception of this initiative in 2015, the Sustainable Blue Economy has emerged as a transformative force for regional cooperation and partnership. It serves as a key to unlocking a wealth of environmental, social, and economic benefits across our basin. This is why the UNOC ‘Med Day’ provides an ideal platform to highlight our achievements and ongoing efforts,” said Aqaba Special Economic Zone Authority Commissioner Aiman Soleiman of Jordan.

“The Mediterranean Sea is not just a body of water—it’s a cradle of civilisation, a hub of biodiversity, and a vital source of livelihood for millions. The Mediterranean Sea shapes our past, present and future history, economy and identity,” said Spanish Minister for Ecological Transition Sara Aagesen.

“Our rich sustainable blue economy community undoubtedly serves as inspiration for other parts of the world,” said UfM Secretary General Nasser Kamel. “The UfM has played a pioneering role in establishing and strengthening the political and technical dialogue on Sustainable Blue Economy at regional level”.

Las conexiones entre el arte y la ciencia sobre el tema del medio ambiente: entrevista a María Novo

17 May 2025/in Senza categoria/by WEEC Network

This article presents the perspective of María Novo – Doctor of Philosophy and Educational Sciences, Professor Emeritus at the Spanish National University of Distance Education (UNED), as well as a writer, poet, and painter – on the theme of integrated ecology and the relationship between humans and nature.

The interview was conducted after the 7th International Congress on Environmental Education, held in Madrid, and in continuity with the themes addressed during the National Conference of the Weec Italy Network on the island of Ischia. Through her experience, Novo illustrates how scientific knowledge and artistic expression can converge in environmental education, offering a more holistic and humanistic approach to sustainability.

Introduction

In recent decades, the urgency of the environmental crisis has pushed educators, researchers, and institutions to rethink the very foundations of how we approach the relationship between humans and nature. The concepts of integrated ecology and sustainability are no longer limited to scientific discourse but now embrace philosophical, artistic, and emotional dimensions as well.

Within this broader vision, the 7th International Congress on Environmental Education—held last March in Madrid and organized by the Spanish Association for Environmental Education—served as an important platform for reflection and dialogue. In continuity with the themes addressed at the National Conference of the Weec Italy Network on the island of Ischia, we interviewed María Novo, a leading figure in environmental education in Spain and internationally.

A scholar with a solid academic background and a deep sensitivity as a poet and painter, Dr. Novo has long explored the intersection between rational knowledge and creative expression. In this conversation, she shares her personal and professional journey, emphasizing the value of integrating science and art in educational processes. Her approach is a testament to the power of a holistic vision—one that not only informs but also inspires, involving both mind and heart in the quest for a sustainable future.

Con motivo de su conferencia en la inauguración del VII Congreso Internacional de Educación Ambiental organizado por la Asociación Española de Educación Ambiental, entrevistamos a María Novo, Doctora en Filosofía y Ciencias de la Educación, Catedrática Emérita de la Universidad Nacional de Educación a Distancia de España y, last but not least, escritora, poeta y pintora.

La Dra. Novo nos comenta su larga experiencia trabajando en proyectos que aúnan el enfoque científico y la mirada artística, un planteamiento que ha incluido en su conferencia. Y recurre a su historia personal para contarnos cómo vivió la necesidad de conciliar su trabajo en la universidad y su vocación de poeta y pintora.

-No me quedaba más remedio que poner de acuerdo ambos aspectos de mi vida por pura coherencia. Así que comencé a pintar y escribir poemas sobre principios científicos y pude comprender y mostrar que Ciencia y Arte no solo no son contrarios sino que son totalmente complementarios y se enriquecen recíprocamente.

-Para transitar en esta dirección, en el año 2000 inicié con otros profesionales el Proyecto EcoArte (www.ecoarte.org). En el año siguiente lo presentamos internacionalmente en la UNESCO con una exposición de pintura sobre cuestiones de la ciencia. Después vinieron otras exposiciones, conferencias, aportaciones… Eso es lo que me ha llevado a incorporar el valor del arte como instrumento de cambio en mi conferencia.

Qué temas abordaste en esta tu conferencia inaugural del Congreso titulada “Es sostenible la sociedad de las prisas? La educación como palanca de cambio.

-Comencé planteando el difícil escenario que presenta el momento presente: hemos roto algunos mecanismos de regulación de la naturaleza y hemos desbordado sus límites. El resultado es un mundo incierto y peligroso, incentivado por los conflictos bélicos, políticos y sociales, también por la enorme desigualdad en el acceso y uso de los recursos…

-En mi opinión, en todos estos procesos se da una constante que se repite insistentemente: la aceleración, los ritmos precipitados con los que hemos explotado los bienes naturales a la hora de producir y consumir.

-Por eso me atrevo a llamar a esta sociedad “la sociedad de las prisas”. Ese es el título de mi último libro, en el que analizo con detalle cómo esta sociedad es también la de la insostenibilidad ecológica, social, personal…

¿Cuáles serían, a tu juicio, los rasgos básicos de esta sociedad?

En mi conferencia he señalado tres: Complejidad, Riesgo e Incertidumbre.

La complejidad porque el sistema ecológico no funciona mediante relaciones causa efecto lineales, sino mediante realimentaciones, sinergias, efectos de umbral… Eso hace impredecibles los resultados de algunos procesos.

En consecuencia, los modelos mecanicistas, deterministas y reduccionistas propios de la Modernidad no nos sirven para abordar los problemas ecológicos y sociales del mundo actual. Lo que hace necesario que trabajemos siempre en educación ambiental a partir de un enfoque sistémico/complejo.

Por lo que respecta al riesgo, es preciso enfatizar que ir más allá de los límites con nuestros impactos sobre la naturaleza genera riesgos desconocidos. Y que el “precio” de estos riesgos no es solo económico, sino que afecta a la vida misma: vida natural, recursos físicos y vidas humanas (catástrofes socioecológicas, migraciones, hambrunas…).

Estas dos dimensiones de la crisis ambiental explican el por qué estamos actualmente en contextos de alta incertidumbre. Hemos sobrepasado varios puntos de no retorno (tipping points). En lo que va de siglo XXI hemos consumido tantos recursos naturales y hemos lanzado tanta contaminación y calor a la atmósfera como en todo el siglo XX.

Y este viaje sin freno hacia un deterioro creciente de nuestras condiciones de vida nos coloca al borde del abismo. Estamos en la sociedad de las prisas y la aceleración.

Dado tu conocimiento en la materia, me gustaría conocer tu opinión sobre el papel de la educación ambiental en la sociedad que describes.

Se habla mucho, en exceso, de un cambio de paradigma. Pero es preciso profundizar en el concepto y lo que significa: En ciencia, cuando cambia un paradigma lo que cambia no son las respuestas sino las preguntas.

Necesitamos hacernos preguntas no solo distintas sino de otra índole. Junto a las preguntas económicas (que son las que rigen nuestras sociedades) es preciso manejar interrogantes socioecológicos:

¿Seremos capaces de acoplar nuestros ritmos acelerados a los de le naturaleza?

¿Sabremos adaptarnos a los nuevos escenarios y mitigar los daños?

¿Aprenderemos a valorar el tiempo, los ritmos, las pautas de producción y consumo en un escenario de recursos no renovables escasos?

¿Estamos dispuestos a aplicar la cuestión de los límites a nuestra vida personal: poner límites a nuestros deseos, aprender a desear…?

Hemos llenado el mundo de paneles solares, aerogeneradores, centrales nucleares… Todo eso son respuestas al viejo modelo del crecimiento indefinido, un modelo que nos lleva a la catástrofe. Pero la mayoría de los gestores económicos y políticos no explican a la ciudadanía que lo que hay que cambiar son nuestras formas de vida. Ese es un cambio en las preguntas… que debe conducirnos a comprender ya no podemos seguir con las pautas de explotación de recursos y producción de desechos en forma de contaminación, calor, desorden…

Y no pienso en los niños, esto es demasiado complejo para ellos. En las primeras etapas de la vida basta con que aprendan a amar la naturaleza, a entender cómo funciona y a moderar su consumo. Me refiero a la educación ambiental que se imparte en las universidades, en los Masters, en los Seminarios y Grupos de Trabajo, en los Congresos destinados a los adultos que, antes o después, tomarán decisiones sobre los recursos. Ahí es donde podemos incidir con toda la crudeza del tema.

¿Cuáles serían, en tu opinión, las estrategias más efectivas para promover otros comportamientos socioecológicos?

Me remito al principio para responderte: esa mezcla de complejidad y riesgos nos sitúa ante un escenario inédito de alta incertidumbre. Como afirmaba Prigogine, el futuro no está dado, vivimos el fin de las certidumbres.

Si nos situamos ahí, la pregunta es ¿Seremos capaces de enseñar a los estudiantes a gestionar la incertidumbre? ¿Sabremos hacerlo los educadores ambientales?

Y aparecen, de inmediato, otras preguntas: ¿Cuándo desapareció de la educación la incertidumbre? ¿O es que nunca estuvo presente de forma generalizada en ella? ¿Podemos esperar que las generaciones jóvenes sepan lidiar con el mundo incierto e inseguro que les espera?

En educación ambiental es muy importante, en el campo de las Ciencias Sociales, plantear distintas alternativas, una gama de grises, que acostumbre a los estudiantes a manejar una lógica borrosa y a elaborar alternativas a los problemas. Estamos metidos en una espiral de información y tecnificación de nuestros niños y jóvenes. Les enseñamos miles de conceptos, teorías, destrezas informáticas…, pero no superamos la división aristotélica de verdadero/falso y nos perdemos los matices del mundo real.

Tenemos que mostrar que para cualquier problema existen no una, sino múltiples soluciones. Y aquí juegan un papel importante el arte y la creatividad que contribuyen a generar preguntas con múltiples repuestas…

El arte nos sitúa en un punto de observación abierto, es un estímulo para la imaginación, nos impulsa a ver lo que todos ven y pensar lo que nadie ha pensado. Una visión artística, creativa, es capaz de dar entrada a lo impredecible, de captar y expresar relaciones y posibilidades a las que no se llega solo por la vía racional.

Utilizar el arte en educación ambiental favorece también la puesta en práctica de procesos lentos, de situaciones de silencio y reflexión, de asombro, que acostumbren a las personas que aprenden a los debates sosegados, a la escucha…

Y finalmente, junto con el arte está el problema del tiempo. Los educadores ambientales podemos dar ejemplo en el necesario ejercicio de aminorar la velocidad de los procesos destructivos y el consumo. La sociedad de las prisas es la que, con la aceleración de los impactos sobre la naturaleza, nos ha traído a la crisis ecológica y social.

En mi opinión, el reto es pensar desde la complejidad y vivir (producir y consumir) desde la sencillez. Una vida personal y profesional responsable, consciente de los límites y condicionamientos del planeta, es el mejor aprendizaje que podemos practicar los docentes y proponer a nuestros estudiantes. En esa dirección, surge una pregunta que debería estar en el frontispicio de nuestros colegios y universidades:

¿Cuánto es suficiente?

Speaking 4 the Planet: creativity, courage, and a call for change

8 May 2025/in Senza categoria/by WEEC Network

Speaking 4 the Planet (S4P) is an arts-based approach to sustainability education that empowers young people to become informed, passionate advocates for the Earth and its many species. Launched in 2013 as a competition for secondary school students, S4P has since evolved into a global platform where students express environmental concerns and hopes through creativity, critical thinking, and evidence-based advocacy.

Designed to celebrate youth voices on issues affecting the planet and their future, S4P invites participants to blend the humanities and sciences, to reflect on the philosophical dimensions of human impact, and to imagine a better world grounded in scientific understanding.

Over time, the initiative has expanded to include primary, secondary, and tertiary institutions, offering competitions in a variety of expressive formats—public speaking, art, writing, drama, video, memes, and STEM. These events not only help students develop their skills, but also emphasize the importance of having a voice and using it for change. S4P values creativity, critical inquiry, and unconventional solutions to some of the world’s most urgent environmental challenges.

Importantly, S4P helps young people recognize that they are not alone in their concern for the future. It builds local and global networks of students, schools, and communities united by a shared commitment to sustainability and social responsibility.

A timeline told through posters

Each year, the competition is shaped by a new theme, as illustrated in its visual archive of event posters:

2021: “Rewind the Clock – Reverse Ecosystem Degradation” encouraged students to reflect on the importance of ecosystems.

2022: With events such as “Only One Earth… so don’t waste it!” and “One Planet, One Pedder”, the focus shifted to waste reduction and ecosystem restoration.
2023: “One Planet. Our Future: Consume with Care” addressed sustainable consumption, while Kids 4 the Planet continued engaging younger students.

2024: The largest S4P to date was held in Vietnam, giving voice to wildlife and biodiversity. In Uganda, the first African edition mobilized over 200 students from 11 school clubs, showcasing solutions through performances, displays, and debate.

2025: “Greenhouse Gases = Climate Calamity”, hosted in Sydney, focused on air pollution and climate action through speaking, writing, visual and recycled art.

These posters not only capture annual themes—they mark the growth of a movement that continues to adapt to local contexts while remaining rooted in a shared global vision.

An invitation to join the movement

Educators, students, and organizations around the world are invited to take part in future editions of S4P. The project offers guidance and support for those interested in hosting their own competition, helping local communities create engaging, meaningful, and youth-driven sustainability events.

For more information, contact: phil@speaking4theplanet.org.au

Visit: https://speaking4theplanet.org.au

Let the next generation’s words, images, and ideas speak for the planet.

Join the IUCN CEC 2025 Global Survey on Education for Biodiversity

28 April 2025/in Senza categoria/by WEEC Network

We invite you to participate in the IUCN Commission on Education and Communication (CEC) Survey on Education for Biodiversity 2025, led by the IUCN CEC Task Force on Nature-Based Education.

This marks the first global survey dedicated entirely to the educational aspects of:

Biodiversity conservation
Climate action
Sustainable development
Nature-based learning

The aim of this survey is to assess and document ongoing educational initiatives, identify current needs and opportunities, and exchange best practices and insights from across the globe.

Survey link: https://rb.gy/c6winm

Deadline: May 10, 2025

We encourage you to complete the survey. Your feedback is crucial in shaping the future of global nature education.

YEEC returns in 2026: join the fourth edition of the youth environmental education conference!

4 April 2025/in Senza categoria/by WEEC Network

The Youth Environmental Education Conference (YEEC) is back for its fourth edition, taking place within the 13th World Environmental Education Congress (WEEC) in Perth, Western Australia, from September 21 to 25, 2026. This global event provides an unparalleled opportunity for young people from around the world to actively engage in shaping the future of environmental education.

Who We Are

The YEEC serves as a dynamic platform dedicated to empowering youth voices in environmental education. Aligned with the mission of the WEEC, it offers young individuals the space to articulate their ideas, share their challenges, and collaborate on innovative solutions for a more sustainable future.

Through YEEC, participants have the chance to connect with experts, educators, and changemakers, engaging directly in the design and implementation of environmental education initiatives. Our goal is to bridge the gap between youth and professionals, fostering meaningful partnerships that drive real change.

Your Voice, Your Way

Are you a young leader passionate about environmental sustainability?

The YEEC invites you to share your story! Whether through a written piece, artwork, video, photography, or any other creative medium, your unique perspective matters. This is your chance to showcase the environmental issues that are most important to you and your community, inspiring others to take action.

Submit your contribution here

Youth Leaders Committee – Coming Soon!

To further enhance youth participation, the World Environmental Education Congress (WEEC) is excited to announce the formation of the Youth Leaders Committee (YLC), which will play a key role in shaping the YEEC experience.

If you are under 35 and passionate about environmental education, you will soon have the chance to apply to become a member of the YLC. This international committee will consist of 28 members from 12 global regions, ensuring diverse representation and perspectives. The YLC will be responsible for curating youth-led proposals, designing engaging activities, and ensuring that the voices of young people remain at the forefront of the YEEC agenda.

Applications for the Youth Leaders Committee will open soon! Stay tuned for updates and be sure to subscribe to our mailing list to receive the latest information on how to get involved.

Join us in Perth for YEEC 2026 and become part of a global movement working towards a more sustainable and inclusive future. This is your chance to make a lasting impact, connect with like-minded peers, and drive meaningful change in environmental education. We look forward to welcoming you!

Propose your idea for an Offsite Tour at the 13th WEEC Congress in Perth

24 March 2025/in Senza categoria/by WEEC Network

The 13th WEEC will be held from September 21 to 25, 2026, in Perth, Western Australia. This international event, held biennially, brings together thousands of people from over 100 countries, including university professors, government officials, journalists, political representatives, businesses, NGOs, and international organizations. After twenty years of editions that have helped define the global landscape of environmental education, the 2026 congress promises to be a unique opportunity to address crucial issues for the future of our planet.

The Congress Theme: Reconnecting Resilient Cultures

The central theme of the 2026 congress will be Reconnecting Resilient Cultures. In a time when environmental and social challenges are constantly rising, it is essential to promote the resilience of communities through education that recognizes and values the connection to the land, cultural traditions, and ancestral knowledge.

The main themes of the congress will include:

Connection to Country: A deep analysis of the bond that Indigenous and non-Indigenous populations have with their natural environment, and how this connection can be strengthened to promote sustainability.
Beyond Regenerative Understanding: Exploring the concept of sustainability and regeneration, going beyond simple conservation to embrace an approach that creates lasting value.
Reclaiming and Revolutionising Education: Reflecting on how education can be reimagined to respond to environmental challenges, through innovative and inclusive approaches.
Inspiring Change and Empowering Agency: How can we inspire citizens to become agents of change and promote collective action to address environmental crises?
Decision Making and Sense of Justice: The importance of making inclusive and fair decisions for sustainability, considering the voices of all communities involved.
Power of Partnerships and Shared Outcomes: Strengthening alliances between local and international actors to achieve common sustainability goals.

Save the Dates: Abstract Submission and Registration Opening Soon

The congress organizers are excited to announce that abstract submissions and registration will open soon. This will be a critical moment for researchers, educators, activists, and other professionals in the field to share their experiences and research on vital topics for the future of environmental education.

Stay tuned! The platform for abstract submissions and registrations will open soon, so get ready to be part of this global event.

Offsite Tours: An Opportunity to Discover the Natural and Cultural Beauty of Western Australia

In addition to participating in the congress, you will have the opportunity to explore the natural beauty and cultural heritage of Western Australia through a series of offsite tours. These tours, taking place during the congress, are designed to enhance attendees’ experience by immersing them in the breathtaking landscapes and vibrant culture of this unique region.

If you are interested in contributing to the organization of a tour, the call for Expression of Interest is now open. Proposals are welcome from both local groups and those from outside of Western Australia. The tours could include themes such as the region’s unique biodiversity, Aboriginal culture, and other educational and immersive experiences that will enrich the congress.

Propose Your Idea for a Tour

Imagine exploring the iconic Pinnacles Desert, discovering the Karri rainforest, or experiencing a traditional Aboriginal ceremony. Perth offers an incredible range of natural and cultural experiences that can be explored during the congress.

If you wish to organize a tour, you can submit your proposal through the Expression of Interest form available online. The deadline for submitting your expressions of interest is March 31, 2025. Don’t miss the opportunity to be part of an event that promises to be truly unforgettable!

Link for Expression of Interest: Expression of Interest – Tours WEEC 2026

The 13th World Environmental Education Congress represents a remarkable opportunity to bring together people and ideas from all over the world, with the goal of promoting a deep connection between resilient cultures and the environment. It’s not only a conference but also an opportunity to discover and celebrate the natural and cultural richness of Western Australia. Mark your calendars and get ready to join us in Perth in 2026!

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Join the 13th WEEC Congress: an invitation from Professor Mario Salomone

14 March 2025/in Senza categoria/by WEEC Network

The 13th World Environmental Education Congress (WEEC) is fast approaching, and there’s no better way to get involved than by watching the special invitation from Professor Mario Salomone, the General Secretary of WEEC Network.

This message, now available on WEEC Network TV on YouTube, encourages individuals, organizations, and institutions dedicated to environmental education to participate in this important global event.

The Importance of Environmental Education

As we all know, the world is facing a series of interconnected environmental crises, from climate change and loss of biodiversity to growing inequality and poverty. These challenges are compounded by rapid technological advancements, globalization, and the urgency of sustainable development. In light of these issues, education plays an even more critical role in shaping a sustainable future. Through environmental education, we can empower individuals, communities, and organizations to make informed decisions, advocate for policies that promote sustainability, and drive innovations that protect our planet and future generations.

Professor Salomone’s invitation highlights how environmental education can bridge the gap between knowledge and action. As he mentions in the video, the congress will provide an essential platform to reflect on the current state of environmental education and explore the necessary transformations to address the accelerating pace of environmental change. Environmental education is not only about raising awareness of issues but also about providing the tools, strategies, and solutions that will enable us to respond to challenges with resilience and creativity. By bringing together people from diverse cultural, geographical, and professional backgrounds, the congress will offer valuable opportunities for learning, collaboration, and cross-cultural exchange.

The Theme of the 13th WEEC Congress: Gondwana

The theme for the 13th WEEC Congress is “Gondwana: A Meeting of Cultures, Knowledge, and Sustainability.” This theme draws inspiration from the ancient supercontinent of Gondwana, symbolizing the interconnectedness of the world’s cultures, ecosystems, and educational systems. Just as the continents of Gondwana were once part of a unified landmass, so too must we come together to address the global challenges we face. This theme reinforces the need for a global, collaborative approach to sustainability, where different cultures and knowledge systems can contribute to finding solutions.

The congress will explore how environmental education can serve as a catalyst for global cooperation in the face of climate change and other pressing environmental issues. It will be an opportunity to showcase innovative practices, policies, and strategies from around the world, as well as to engage in meaningful dialogue about the future of education and sustainability. Whether you are an educator, a researcher, a policymaker, or someone passionate about environmental change, the 13th WEEC Congress will provide a platform to share ideas, build partnerships, and learn from the best practices of others.

A Call for Global Collaboration

One of the most exciting aspects of the 13th WEEC Congress is its focus on inclusivity and collaboration. Professor Salomone’s invitation encourages everyone—from teachers and students to NGOs, government officials, and business leaders—to come together and contribute to the global movement for sustainability. The congress is designed to be an inclusive space, where voices from all corners of the world are heard, and everyone has the opportunity to contribute to the solutions we need to build a sustainable future.

Environmental education is a field that requires diverse perspectives, especially in the face of complex global challenges. The congress will bring together experts and activists from various sectors and regions, creating a rich tapestry of ideas, experiences, and knowledge. This will not only help to address the urgency of environmental issues but also ensure that solutions are more equitable and culturally appropriate.

Why Attend the 13th WEEC Congress?

The 13th WEEC Congress is an extraordinary opportunity for anyone interested in environmental education and sustainability to expand their knowledge, grow their network, and contribute to meaningful change. Through workshops, keynote sessions, panel discussions, and networking opportunities, participants will have the chance to engage with cutting-edge research, learn about innovative educational practices, and collaborate on solutions that address the critical issues we face.

The congress will focus on several key areas, including climate change education, biodiversity conservation, sustainable development, and the role of education in shaping responsible global citizens. It will also provide ample opportunities for participants to share their own experiences and best practices in environmental education, creating a collaborative space where learning and action go hand-in-hand.

Get Involved Today

To watch Professor Salomone’s invitation and learn more about the 13th WEEC Congress, head over to WEEC Network TV on YouTube. This video offers a compelling introduction to the congress and its objectives, as well as a glimpse into the exciting opportunities that await participants in Perth, Australia, in 2026.

In the meantime, visit the official congress website at www.weec2026.org for more details on registration and other important information. The 13th WEEC Congress is just around the corner, and we encourage you to stay connected and become part of this global movement for a more sustainable future. Together, we can create the change we want to see in the world.

Let’s Work Together for a Sustainable Future

As Professor Salomone so powerfully states, “Hope animates us, and we do not want to put limits on it.” The 13th WEEC Congress is an opportunity for all of us to unite, share our hope, and work toward a sustainable future through education, collaboration, and action. We hope to see you in Perth, Australia, in September 2026, where we can take part in a transformative event that will shape the future of environmental education for generations to come.

Let’s make a difference together—don’t miss this chance to be part of the solution. Visit www.weec2026.org today to learn more and get involved.

Countdown to the 13th WEEC Congress: discover themes and topics!

7 March 2025/in Senza categoria/by WEEC Network

With a year and a half to go, excitement is building for the 13th World Environmental Education Congress (WEEC), set to take place in September 2026. Centered around the main theme, “Reconnecting Resilient Cultures,” the congress promises to bring together global experts, educators, and activists in the field of environmental education to discuss the latest trends, share knowledge, and shape the future of sustainable development. As we approach this landmark event, we are reminded that soon, the call for paper and abstract submissions will open, giving potential speakers the chance to contribute to this global conversation.

The 13th WEEC will be a unique platform for showcasing cutting-edge research, innovative teaching methods, and transformative ideas that are helping to reshape the world of environmental education. It is an opportunity to not only share insights but also connect with colleagues from diverse backgrounds who are passionate about making a difference in their communities and beyond.

Themes for WEEC 2026

The themes for WEEC 2026 have already been outlined and serve as the backbone of the event. These themes emphasize the intersection between environmental education and transformative global change, focusing on both urgent environmental issues and long-term sustainable solutions. Some of the key topics include:

Education for Sustainability: Exploring how education can drive global sustainability goals, including climate action and biodiversity preservation.
Youth and Environmental Education: The role of youth in environmental activism, advocacy, and education, with a particular focus on how to engage young people in meaningful ways.
Innovative Pedagogies: The adoption of new teaching methods, digital tools, and practices that can enhance environmental education.
Policy and Education: Understanding how policy frameworks can support environmental education initiatives at local, national, and global levels.
Community-Based Education: Approaches that prioritize local knowledge and community-driven solutions for sustainability.

At the heart of these discussions is the main theme, “Reconnecting Resilient Cultures,” emphasizing the importance of rediscovering and strengthening cultural resilience as a pathway to sustainable futures.

These topics, among others, will guide the sessions at WEEC 2026, ensuring that all contributions address the most pressing challenges and opportunities in environmental education today.

Session Formats: Engaging Audiences and Sharing Knowledge

One of the most exciting features of WEEC 2026 is the variety of session formats that will be offered to engage attendees. Whether you are a researcher, educator, or community leader, there will be a space for you to share your ideas, collaborate with others, and learn from diverse perspectives. The session formats are designed to foster interaction, collaboration, and deep engagement, allowing participants to maximize their experience at the congress.

Here’s a closer look at the session formats available:

Traditional Sessions: These are standard presentations where speakers will present their research or initiatives to an audience. These sessions typically include time for Q&A, enabling attendees to engage directly with the presenters.
Workshops: Designed to be highly interactive, workshops will provide opportunities for hands-on learning. Participants can engage in practical exercises, group discussions, and collaborative problem-solving activities.
Panel Discussions: These sessions will feature experts from different sectors discussing key issues, followed by an open discussion with the audience. Panel discussions aim to address complex topics from multiple perspectives, encouraging diverse viewpoints.
Roundtables: In these smaller, more intimate sessions, participants can engage in focused discussions around specific themes or challenges in environmental education. Roundtables are ideal for networking and building collaborative partnerships.
Poster Sessions: Researchers and practitioners will have the opportunity to present their work visually through posters, allowing attendees to engage in one-on-one conversations about their projects.
Interactive Formats: These may include activities such as debates, role-playing, or participatory exercises that encourage attendees to actively contribute to the learning process.

Call for Submissions: Get Ready to Share Your Work

As the date draws nearer, WEEC is preparing to open submissions for papers and abstracts. If you are interested in presenting at the congress, now is the time to begin preparing your proposals. Whether you’re conducting innovative research, developing new educational strategies, or pioneering community-based initiatives, WEEC 2026 offers a platform to showcase your work and make an impact on a global scale.

Make sure to visit the WEEC 2026 website regularly for updates on submission deadlines, guidelines, and other important information. This is your chance to contribute to the global conversation on transformative environmental education!

For more details about the themes and session formats, visit the official website here. We look forward to seeing how you can contribute to this landmark event!