Sustainability competences in environmental education: Research on guidebooks for teachers at Finnish primary schools

Abstract

The aim of this study was to obtain knowledge on sustainability competences in the context of guidebooks for primary school teachers of environmental education. A two-step content analysis of Finnish primary-level teachers’ guidebooks in environmental studies was conducted: First, guidebooks were scanned for content related to sustainability. Second, the teaching practices associated with sustainability competences (futures thinking competence, values thinking competence, systems thinking competence, action-oriented competence, collaboration competence) were evaluated. The findings showed that guidebooks do support implementation of education for sustainable development and sustainability competences. However, some suggestions for improvement and further research ideas are presented.

Keywords:

• sustainability competences
• education for sustainable development
• environmental education
• primary school

1. Introduction

Sustainability competences—that is, the skills, attitudes and knowledge required to support sustainability—should be developed from early childhood to adulthood (Bianchi et al., 2022). All educational institutions must promote the development of these sustainability competences (UNESCO, 2017). Things learned in childhood are carried forward to adulthood (Chawla, 1998, 2007; Chawla & Gould, 2020), so it is important to study sustainability competences at the primary school level. Education for sustainable development can make lifelong changes to beliefs and attitudes, and this transfer of knowledge can be passed from children to families (Boyd, 2019).

Several authors have addressed and discussed the definition and use of sustainability competences in recent years. Wiek et al. (2011, 2016) and GreenComp’s (Bianchi et al., 2022) definitions of sustainability competences were utilized in the present study. Wiek et al. (2011, 2016) identified five key competences required to develop curricula for sustainability education: futures thinking competence, values thinking competence, systems thinking competence, action-oriented competence and collaboration competence. Research has shown that this definition is widely used (Redman & Wiek, 2021). GreenComp is a European sustainability competence framework (Bianchi et al., 2022) based on Wiek et al. (2011, 2016) research, and it is relevant to all ages, so it is applicable for primary school use. GreenComp identifies four competence areas: envisioning sustainable futures, embodying sustainability values, embracing complexity in sustainability and acting for sustainability (Bianchi et al., 2022 p. 2).

First, futures thinking competence is the “ability to collectively analyse, evaluate, and craft rich pictures of the future related to sustainability issues” (Wiek et al., 2011, pp. 208–209). In GreenComp, competences futures literacy, adaptability and exploratory thinking construct an area called envisioning sustainable futures (Bianchi et al., 2022 p. 2). According to the results of Wiek et al. (2011) systematic review, methodologies such as scenario methodology, backcasting and envisioning methods are applied in higher education to develop students’ futures thinking competence. Second, values thinking competence is the “ability to collectively map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets” (Wiek et al., 2011, p. 209). GreenComp proposes that an area called embodying sustainability values includes competences valuing sustainability, supporting fairness and promoting nature (Bianchi et al., 2022, p. 2). In higher education, the development of values thinking competence involves methodologies such as sustainability efficiency analysis, multicriteria assessment methods and participatory normative methods (Wiek et al., 2011). Third, systems thinking competence is the ability to collectively analyse complex systems across different scales (local to global) and domains (society, economy, environment, etc.) and thereby solve sustainability problems and build transition strategies toward sustainability (Wiek et al., 2011, 2016). In GreenComp an area called embracing complexity in sustainability includes the competences systems thinking, critical thinking and problem framing (Bianchi et al., 2022, p. 2). In higher education, methods such as qualitative and quantitative modelling, systems multimethodologies, participatory systems approaches and institutional, decision, governance and social systems analyses are used to develop systems thinking competence (Wiek et al., 2011). Fourth, Wiek et al. (2011, p. 210) defined action-oriented competence as the “ability to collectively design and implement interventions, transitions, and transformative governance strategies toward sustainability.” According to GreenComp, an area called acting for sustainability includes competences called collective action, political agency and individual initiative (Bianchi et al., 2022, p. 2). Wiek et al. (2011) state that planning and decision-support methodologies and methods to support behavioural change are used in higher education to develop students’ action-oriented competence. Fifth, collaboration competence is the “ability to motivate, enable, and facilitate collaborative and participatory sustainability research and problem solving” (Wiek et al., 2011, p. 211). Teamwork and participatory methods, including negotiation, mediation, deliberation and constructive conflict methodologies, are methods used in higher education to develop collaboration competence (Wiek et al., 2011).

GreenComp (Bianchi et al., 2022) can work as the basis of developing sustainability competences for specific education levels, like primary school, but subfields are not addressed directly in the framework. GreenComp can be used to design learning opportunities, key question being which pedagogies to use. The context and learners’ needs and backgrounds must be taken into account. Vesterinen and Ratinen’s (2023) review study indicated that learning sustainability competences in primary school level “is based on children’s dialogue and collaboration with other pupils and teachers using their imaginations to achieve common environmental goals in their daily lives”. GreenComp encourages learners to reflect on and challenge personal values to support sustainability; and learning for environmental sustainability should encourage learners to take action to transform society and shape sustainable futures. “Examples of pedagogical practices that can be effective in developing the competences set out in GreenComp include: active learning; student-centred, design-based, project-based, transformative (situated) learning contexts; gamification; role plays, experimental games and simulations; analysis of real-world case studies taken from the local context; blended and online learning; project-based learning; outdoor approaches; and collaborative approaches (cooperation with external partners)” (Bianchi et al., 2022, p. 30).

The 2030 Agenda for Sustainable Development (UN General Assembly, 2015) was established to ensure that all learners achieve the skills and knowledge needed to promote sustainable development and sustainable lifestyles by the year 2030. The 17 Sustainable Development Goals balance the three dimensions of sustainable development: the social, economic and environmental. Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, ensures that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development by 2030 (UN, 2015, p. 17).

The Finnish National core curriculum for basic education (2014) states that a school’s mission is to build sustainable futures for students and that students aged 9–12 (Grades 3–6) are particularly suited to considering the need for sustainable development and adopting sustainable lifestyles. According to the curriculum, students in Finland are guided to understand the importance of their own choices, lifestyles and actions not only for themselves, but also for the surrounding communities, society and nature. Personal relationship with nature helps children to understand the importance of protecting the environment. The curriculum requires that taking action for positive changes is practiced in schools. For example, the students get to know the practices of sustainable consumption.

Primary schools in Finland offer a subject called environmental studies that includes biology, geography, physics, chemistry and health education. The ecological, cultural, social and economic dimensions of sustainable development form the basis of the teaching approach for environmental studies, and the starting point is to build respect for nature and a dignified life in accordance with human rights. This subject combines both natural and human perspectives. In environmental studies, students are seen as part of the environment in which they live.

One main target in environmental studies is to support the development of the student’s environmental awareness and to guide the student to act and influence their own environment and communities to promote sustainable development (National core curriculum for basic education, 2014). One of the main content areas in environmental studies is called building a sustainable future. When choosing the contents, the preservation of biodiversity, climate change and its containment, sustainable use of natural resources, promotion of health, preservation of one’s own cultural heritage, living in a multicultural world and the global well-being of humanity now and in the future are taken into account.

Science teaching and learning are essential for education for sustainable development at all levels of education (Johnston, 2011). According to Masrifah et al. (2019), teachers use books as the main sources of content for the skills and goals specified in a curriculum. Therefore, it is important that textbooks have correct content and include instructional support for teachers (Lemmer et al., 2008; Reys & Reys, 2006). The use of textbooks is more effective, when teachers’ guidebooks are available (Panezai et al., 2017). Chou (2021) claimed that textbooks are not yet fulfilling their potential to help understand and solve global problems, and Andersen (2018) found out that tasks related to sustainability topics are rare in Luxembourgish primary science text- and workbooks. According to Andersen (2018), future research of school tasks for sustainability education through textbooks would be valuable in international contexts as well.

The aim of the present study was to obtain knowledge on the sustainability competences relevant to the context of primary school education. According to Vesterinen and Ratinen’s (2023), sustainability competences have been studied only to a small extent at the primary school level, and the GreenComp has not yet been tested in a real setting (Bianchi et al., 2022), so we need information on how to teach sustainability competences at the primary school level. Notably, what science textbook authors and publishers produce directs much of what students learn (Bryce, 2011; Román & Busch, 2016). Accordingly, the research questions for the present study were as follows: How are sustainability competences presented in environmental studies guidebooks for primary school teachers? What kinds of practices are presented to foster students’ sustainability competences?

2. Methodology

Ten environmental studies guidebooks for teachers of Grades 3–6 (student age: 9–12 years) from two different Finnish publishers were selected for this study. Four of the selected guidebooks were from the publisher Otava: Tutkimusmatka 3 (2016: Figure 7), Tutkimusmatka 4 (2016: Figure 8), Tutkimusmatka 5 (2015: Figure 9) and Tutkimusmatka 6 (2017: Figure 10). Six guidebooks were from the publisher SanomaPro: Kätkö 3 (2021: Figure 1), Kätkö 4 (2021: Figure 2), Pisara 3 (2021: Figure 3), Pisara 4 (2021: Figure 4), Pisara 5 (2018: Figure 5) and Pisara 6 (2018: Figure 6). The photos of the covers of each book are included in this article. Otava and SanomaPro are the two biggest publishers of school material in Finland, and these books selected for this study are the most used books in environmental studies in Grades 3–6 in Finland. Schools can make a free choice about the books they use, and these are the most selected and the best known environmental studies books in Finland, so therefore these books were selected to this study. The guidebooks contain not only a textbook, but also pedagogical and didactic methods and practices for teachers to use in addition to the textbook.

Figure 1. Kätkö 3.

Figure 2. Kätkö 4.

Figure 3. Pisara 3.

Figure 4. Pisara 4.

Figure 5. Pisara 5.

Figure 6. Pisara 6.

Figure 7. Tutkimusmatka 3.

Figure 8. Tutkimusmatka 4.

Figure 9. Tutkimusmatka 5.

Figure 10. Tutkimusmatka 6.

A qualitative content analysis (Mayring, 2000, 2019) was the research method used in this study. Analysis of the 10 guidebooks comprises two levels: one content-related and the other learning-oriented. The content analysis involved identifying the material related to sustainability competences in the guidebooks and then assessing the pedagogies and practices associated with the identified content. When looking for content related to sustainability competences, the UN Sustainable Development Goals (SDGs; UNESCO, 2017) and GreenComp (Bianchi et al., 2022) were used as guidelines. The SDGs are global goals encouraging us all to work in collaboration to achieve sustainability by addressing challenges related to sustainable development (Bianchi et al., 2022).

Step 1 consisted of content-related analysis in which the books were analysed in terms of sustainability-related content. Each chapter in the books was reviewed to determine whether it connected with topics related to sustainability as defined in the UN SDGs (UNESCO, 2017), like health, education, equality, consumerism, climate change and environment. In this first part of analysis, a text analysis procedure was applied chapter by chapter (not page by page), and chapters which resonated with sustainability issues were selected. All the selected chapters with their contents, as well as which SDGs the chapter is about and what kind of practices were proposed to be used in teaching in that chapter, are presented in Table 1. Only practices proposed in these selected chapters were taken into account for the next step of analysis. A deductive category application was then developed from the base of five key sustainability competences, namely which content resonated with which sustainability competence. The guidebook content related to sustainability competences is presented in Table 2.

Table 1. Chapters related to sustainability in the guidebooks

Teacher’s guidebook	Chosen chapter	Content relating to sustainability	SDGs	Teaching practices
Kätkö 3	1. Hyvä yhteishenki koulussa (Good team spirit at school)	cooperation skills	SDG 17	teaching discussion image presentation and discussion drama: working together
Kätkö 3	2. Tunteet ja mielen hyvinvointi (Emotions and mental well-being)	emotions and mental well-being	SDG 3	teaching discussion image presentation and discussion drama: emotions
Kätkö 3	3. Kiusaaminen on väärin (It is wrong to bully)	bullying	SDG 16	teaching discussion image presentation and discussion
Kätkö 3	4. Ei väkivaltaa (No violence)	violence prevention	SDG 16	teaching discussion image presentation and discussion
Kätkö 3	8. Hyönteisiä (Insects)	insects are important pollinators	SDG 15	teaching discussion establishing a flower garden for pollinators in the school yard building an insect hotel
Kätkö 3	9. Jokamiehenoikeudet (Everyman’s rights)	being in nature (what you can/can’t do)	SDG 15	a trip to nature and teaching discussion
Kätkö 3	19. Ilmastonmuutos (Climate change)	causes, consequences and slowing down of climate change	SDG 13	teaching discussion demonstration for climate change with toys
Kätkö 3	20. Suomen asukkaat (Residents of Finland)	cultural minority	SDG 10	teaching discussion Visitor to class: minority representative
Kätkö 3	21. Suomessa on hyvä koulutus (Finland has good education)	education	SDG 4	teaching discussion
Kätkö 3	23. Pidetään Suomi puhtaana (Let’s keep Finland clean)	clean environment/polluted environment	SDG 14, SDG 15	teaching discussion Choosing the prettiest place in nature from photos
Kätkö 4	9. Tuotteen elinkaari (Product life cycle)	making product life cycle longer, sustainable consumption, recycling	SDG 12	teaching discussion teamwork: inventing ideas how to reuse products image presentation and discussion goods exchange market at school sorting game (running game, played outside) presenting the product life cycle of an own, important product inventing ideas how to be a sustainable consumer written assignment: inventing ideas how to increase a product’s life cycle (wool socks, scissors) written assignment: inventing ideas what non-material you can give as a gift
Kätkö 4	25. Terveellinen ravinto ja ruokakulttuuri (Healthy food and food culture)	choosing vegetarian food for climate, reducing food waste	SDG 13	teaching discussion
Kätkö 4	26. Mielen hyvinvointi (Mental well-being)	mental well-being	SDG 3	reflection: mental well-being
Kätkö 4	31. Raaka-aineesta ruuaksi (From raw-material to food)	recycling product packages	SDG 12	teaching discussion
Kätkö 4	32. Ruokaa meiltä ja muualta (Food from here and there)	local food, organic food, fair trade	SDG 13	teaching discussion
Pisara 3	1. Tarvitset toisia (You need others)	cooperation skills	SDG 17	teaching discussion image presentation and discussion class meeting Crafting: handprints of good works
Pisara 3	2. Internetin käyttö vaatii taitoa (It requires skill to use the internet)	recycling mobile phone, sustainable use of phone (you don’t need to buy a new phone every year)	SDG 12	teaching discussion independent reflection task: Do I really need a new phone?
Pisara 3	16. Osallistu vesien suojeluun (Participate in water protection)	eutrophication of lakes, saving water	SDG 6, SDG 14	teaching discussion making a plan, how to save water at school/at home water diary: monitoring daily water consumption making a poster for protecting clean waters pair work: interviewing people on how to save water cleaning a local beach → recycling waste
Pisara 3	31. Asumme Suomessa (We live in Finland)	cultural minority	SDG 10	teaching discussion image presentation and discussion Visitor to class: minority representative
Pisara 3	32. Elämme yhdessä (We live together)	cooperation skills	SDG 17	teaching discussion image presentation and discussion drama
Pisara 3	37. Mistä tavarat tehdään? (What the goods are made of?)	product life cycle, saving material and energy	SDG 12	teaching discussion making art out of trash a visit to a waste treatment plant reflection: why recycling is useful?
Pisara 3	41. Mukavaa puuhaa ympäristössä (Nice things to do in the environment)	picking up trash, camping, everyman’s rights	SDG 15	teaching discussion picking up trash
Pisara 4	2. Niityt, pihat ja pientareet ovat valoisia kasvupaikkoja (Meadows, yards and small fields are bright places to grow)	protection of meadows, endangered plant and animal species	SDG 15	teaching discussion
Pisara 4	5. Metsissä kasvatetaan puita (Trees are grown in forests)	old forests → endangered plant and animal species, extinction	SDG 15	teaching discussion a visit to a forest site and discussion
Pisara 4	10. Hyvät elämäntavat parantavat kuntoa ja terveyttä (Good lifestyles improve fitness and health)	wellbeing, good life	SDG 3	teaching discussion
Pisara 4	11. Mielen hyvinvointi (Mental wellbeing)	mental wellbeing, diversity	SDG 3, SDG 10	teaching discussion discussion: diversity reflection: mental wellbeing
Pisara 4	14. Omilla valinnoillasi voit vaikuttaa (You can make an impact with your own choices)	sustainable consumption	SDG 12	teaching discussion image presentation and discussion studying and making advertisements goods exchange market
Pisara 4	18. Ilmaa pitää suojella (The air must be protected)	air pollution, global warming	SDG 13	teaching discussion
Pisara 4	28. Pohjoismaiden ja Baltian asukkaita (Residents of the Nordic and Baltic countries)	equality, cultural minority	SDG 10	teaching discussion line of values (agree/disagree)
Pisara 4	34. Itämerta pitää suojella (Baltic Sea must be protected)	eutrophication and how we can prevent it happening	SDG 14	teaching discussion drama: the “environmental authorities of the Baltic Sea countries” make a contract to protect the sea
Pisara 4	38. Ruoan elinkaari alkaa maatilalta (The life cycle of food starts at the farm)	EU ecolabel, local food, organic food, reducing food waste, reducing unnecessary packaging, recycling	SDG 12	teaching discussion planning a menu of domestic food looking for ecolabels at home
Pisara 4	39. Ruokaa tulee Suomeen ympäri maailmaa (Food comes to Finland from all over the world)	fair trade, developing countries, ethnic food	SDG 12	teaching discussion planning and making of a fair trade advertisement
Pisara 5	19. Päiväntasaajan lähellä on sademetsiä ja savanneja (There are rainforests and savannahs near the equator)	endangered animals	SDG 15	debate: endangered animals Pair work: information search and making a letter to the editor for protecting rainforests
Pisara 5	20. Aavikoilla sataa vain harvoin (It rarely rains in deserts)	desertification	SDG 15	written assignment
Pisara 5	36. Euroopan alueita (European regions)	human rights, emigration, refugees	SDG 10, SDG 16	teaching discussion
Pisara 5	46. Luonnonvarat ovat rajallisia (Natural resources are limited)	renewable/nonrenewable natural resources, sustainable use of natural resources	SDG 7, SDG 12	teaching discussion image presentation and discussion reflecting sustainable consuming choices (discussion and written assignment)
Pisara 5	48. Muovit ovat ihmisen tekemiä (Plastics are man-made)	advantages/disadvantages of plastic (to nature)	SDG 12	image presentation and discussion written assignment: pros and cons of plastic making plastic out of milk
Pisara 5	50. Tuotteen elinkaari (Product life cycle)	making product life cycle longer, sustainable consumption, recycling	SDG 12	teaching discussion inventing ideas how to make product life cycle longer (written assignment or group work) a visit to a flea market tuning an old product
Pisara 5	51. Jätteiden lajittelu helpottaa kierrätystä (Sorting waste makes recycling easier)	sorting waste, recycling	SDG 12	teaching discussion making a poster for recycling making a written promise to recycle and work for the environment picking up trash recycling day at school: having an exchange market making art out of trash reflect together with others, what is useless stuff, what we can live without a visit to a waste treatment plant
Pisara 6	1.Luonto ja kulttuuri näkyvät ympäristössä (Nature and culture are visible in the environment)	cultural heritage, World Heritage Sites	SDG 11	teaching discussion walking near the school, looking for beautiful places/places that need improvement, taking photos
Pisara 6	2. Suunnittelu parantaa ympäristön viihtyisyyttä (Design improves the comfort of the environment)	the well-being of nature and the needs of people must be taken into account when planning areas	SDG 9	teaching discussion design a comfortable living environment or a school yard
Pisara 6	3. Sinä vaikutat ympäristöön (You affect the environment)	sustainable lifestyle, sustainable development, acting for the environment	SDG 12, SDG 13	teaching discussion image presentation and discussion groupwork and/or a written assignment: inventing ideas how to make sustainable choices at home/at school advocacy project studying and making advertisements reflecting, what is necessary/unnecessary stuff monitoring the amount of biowaste in the school making a written promise to work for the environment picking up trash giving instructions to parents/teachers/policy-makers to take account of sustainability following environmental news making environmental art
Pisara 6	7. Kiina ja Japani (China and Japan)	air pollution in China is a big problem	SDG 15	text in the textbook (only)
Pisara 6	9. Lähi-Itä (Middle East)	lack of drinking water	SDG 6	teaching discussion
Pisara 6	12. Afrikan haasteita (Africa’s challenges)	colony, developing countries, poverty, refugees	SDG 1, SDG 2, SDG 4, SDG 5	teaching discussion getting to know aid organizations getting to know Convention on the Rights of the Child
Pisara 6	15. Latinalainen Amerikka (Latin America)	loss of rainforests	SDG 15	teaching discussion
Pisara 6	18. Tunnetaitoja kannattaa harjoitella (Emotional skills should be practiced)	emotions, social skills	SDG 3, SDG 17	teaching discussion drama: emotions
Pisara 6	19. Nuoren ihmissuhteet (Young people’s relationships)	cooperation skills, discrimination	SDG 10, SDG 17	teaching discussion discussion: discrimination
Pisara 6	20. Jokaisella on identiteetti (Everyone has an identity)	diversity, sexual minority	SDG 10	teaching discussion image presentation and discussion
Pisara 6	27. Energia säilyy (Energy is conserved)	saving energy, waste heat	SDG 7	teaching discussion inventing ideas how to save energy
Pisara 6	29. Uusiutuvat energialähteet säästävät luontoa (Renewable energy sources save nature)	renewable energy	SDG 7	teaching discussion image presentation and discussion building a weather vane looking for information on solar panels
Pisara 6	30. Uusiutumattomia energialähteitä (Non-renewable energy sources)	non-renewable energy, saving energy	SDG 7	teaching discussion written assignment: inventing ideas how to save energy debate: renewable energy vs. non-renewable energy a visit to a power plant
Pisara 6	31. Ilmasto muuttuu (The climate is changing)	causes, consequences and slowing down of climate change	SDG 13	teaching discussion image presentation and discussion written assignment: causes of climate change following climate news looking for information on greenhouse effect from internet illustration of the greenhouse effect using a glass jar making a video of slowing down of climate change planning an energy saving event at school test: How are you saving energy?
Pisara 6	37. Maailma on muutoksessa (The World is changing)	preparing for and adapting to changes, like climate change, critical thinking	SDG 9	teaching discussion pair work/group work: discussion: what changes have there been in your life? imagining future (backcasting) image presentation and discussion imagining the dream world letter to myself from the future me
Pisara 6	38. Teknologia muuttaa maailmaa (Technology is changing the world)	eco-efficiency, technological innovations to solve the world’s problems; responsible use of technology	SDG 9	teaching discussion discussion: what are the most useless items, that have been invented? discussion: pros and cons of technology reflection: views on the future of the world
Pisara 6	39. Hyvinvointi on jakautunut maailmassa epätasaisesti (Well-being is unevenly distributed in the world)	developing countries, poverty, welfare, wellbeing, UN, human development, education	SDG 1, SDG 4, SDG 8	teaching discussion looking for happy/sad pictures from the world and discussing them looking for information on fair trade products discussion: Convention on the Rights of the Child making a list of things required for good life
Pisara 6	40. Elämme monikulttuurisessa maailmassa (We live in a multicultural world)	diversity, human rights, human rights organizations	SDG 10	teaching discussion reflection: what are the most important human rights?
Tutkimusmatka 3	1. Tutkimusmatka alkaa! (The expedition begins!)	cooperation skills	SDG 17	teaching discussion
Tutkimusmatka 3	2. Sinä olet luokan tärkeä jäsen (You are an important member of the class)	equality, cooperation skills	SDG 10, SDG 17	teaching discussion drama: bullying
Tutkimusmatka 3	15. Lähdetään retkelle! (Let’s go camping!)	sustainable camping, everyman’s rights	SDG 13, SDG 15	nature trip and teaching discussion
Tutkimusmatka 3	21. Suomi ja suomalaiset (Finland and Finns)	diversity, cultural minority	SDG 10	teaching discussion drama: a new student in the class
Tutkimusmatka 4	7. Suojele vesistöjä! (Protect the waters!)	eutrophication of lakes and how we can prevent it happening	SDG 13, SDG 14	teaching discussion image presentation and discussion children making a demonstration video for clean waters a visit to a nearest lake/river/beach
Tutkimusmatka 4	18. Sinulla on oikeuksia ja velvollisuuksia (You have rights and responsibilities)	the Convention on the Rights of the Child	SDG 10, SDG 12	inventing ideas: how to be a sustainable consumer discussion and drama: the Convention on the Rights of the Child
Tutkimusmatka 4	19. Minä ja muut (Me and others)	cooperation skills	SDG 17	teaching discussion
Tutkimusmatka 4	20. Arjen terveitä valintoja (Everyday healthy choices)	mental wellbeing	SDG 3	reflection: mental wellbeing
Tutkimusmatka 4	28. Itämeri, yhteinen asia (Baltic Sea)	protecting waters	SDG 14	teaching discussion children making a poster or a video for clean waters
Tutkimusmatka 4	39. Pidä biitsi siistinä (Keep the beach clean)	littering, picking garbage, plastic waste, sorting of waste	SDG 14, SDG 15	teaching discussion picking up litter and recycling it
Tutkimusmatka 5	1. Takaisin kouluun (Back to school)	cooperation skills	SDG 17	Line of values (agree/disagree) reflection of values: the four most important things in life
Tutkimusmatka 5	2. Sinä voit vaikuttaa (You can influence)	cooperation skills	SDG 17	teaching discussion advocacy project drama: rules
Tutkimusmatka 5	3. Kivierämaa vai vihreä valtakunta? (Land made of stone or green kingdom?)	biodiversity and wasteland in the city	SDG 10, SDG 15	teaching discussion
Tutkimusmatka 5	7. Puistot ovat osa kaupunkiluontoa (Parks are a part of nature in the city)	trees clean up the air and produce oxygen	SDG 13, SDG 15	teaching discussion
Tutkimusmatka 5	13. Ilmastonmuutosta voidaan hillitä (Climate change can be reduced)	causes, consequences and slowing down of climate change	SDG 13	teaching discussion group work about climate change inventing ideas: how to slow down climate change children making posters/videos/tweets/demonstration/letters to newspaper editors on climate change
Tutkimusmatka 5	29. Eurooppa on tiheään asuttu maanosa (Europe is a densely populated continent)	emigration, refugees	SDG 10	teaching discussion
Tutkimusmatka 5	43. Multaa sormissa (Soil in the fingers)	composting, recycling of bio waste	SDG 13, SDG 15	teaching discussion planting
Tutkimusmatka 6	1. Tehdään yhdessä koulusta mukava paikka (Let’s make the school a nice place together)	cooperation skills, bullying, education	SDG 4, SDG 16, SDG 17	teaching discussion negotiations in groups line of values (agree/disagree)
Tutkimusmatka 6	7. Metsiä suojellaan (Forests are protected)	conservation of nature, national parks	SDG 15	teaching discussion groupwork about jobs related to protecting the environment a visit to forest debate (production forest vs. natural forest)
Tutkimusmatka 6	8. Suo kätkee salaisuuksia (The swamp hides secrets)	protection of marshes	SDG 15	teaching discussion
Tutkimusmatka 6	9. Lapissa on koskematonta luontoa (There is undisturbed nature in Lapland)	Environmental impacts of tourism	SDG 13	text in the textbook (only)
Tutkimusmatka 6	12. Hyvää vettä suoraan hanasta (Clean water straight from the tap)	saving water	SDG 6	teaching discussion calculating students’ water footprint inventing ideas how to save water
Tutkimusmatka 6	17. Opi lajittelemaan kodin jätteet (Learn to recycle household waste)	reducing waste, recycling, sustainable consumption	SDG 12	teaching discussion a visit to a recycling center inventing ideas how to reuse products students making letters to newspaper editors on waste reduction observing the sorting of waste at school and at home
Tutkimusmatka 6	19. Energiaa tuotetaan monella tavalla (Energy is produced in many ways)	green energy, renewable energy/non-renewable energy, fossil fuels → carbon dioxide	SDG 7	teaching discussion groupwork: energy sources building a water wheel
Tutkimusmatka 6	20. Kuluta energiaa harkiten (Use energy wisely)	saving energy, heating	SDG 7	teaching discussion calculating energy prices groupwork: heating sources inventing ideas how to save energy making a video on saving energy
Tutkimusmatka 6	30. Maailma on pienempi kuin ennen (The world is smaller than before)	globalization, carbon footprint, product life cycle	SDG 12, SDG 13	teaching discussion mind map of globalization/cultural conflicts debate (globalization: pros and cons)
Tutkimusmatka 6	31. Hyvä tulevaisuus kaikille (Good future for everyone)	developed/developing countries, actions for a better future, education, UN SDGs	all SDGs	teaching discussion groupwork and/or a mind map: inventing ideas to make the world a better place (what can we do) fundraising campaign Looking for information on UN SDGs
Tutkimusmatka 6	33. Pakoon huonoja olosuhteita (Running away from bad conditions)	emigration, refugees	SDG 10	teaching discussion drama: refugees line of values (agree/disagree) fundraising campaign visitor to class: a refugee
Tutkimusmatka 6	37. Aasiassa asuu yli puolet maapallon ihmisistä (More than half of the world’s people live in Asia)	pollution in China and in India is a big problem	SDG 15	text in the textbook (only)
Tutkimusmatka 6	39. Merten salaisuudet paljastuvat (The secrets of the seas are revealed)	protection of the seas	SDG 13, SDG 14	teaching discussion groupwork: inventing ideas how to protect the seas → making a campaign at school a game and a discussion of ways to prevent climate change
Tutkimusmatka 6	40. Tee oikeita valintoja ja voi hyvin (Make the right choices and be well)	values, good life, mental wellbeing	SDG 3	teaching discussion
Tutkimusmatka 6	41. Tunne itsesi (Know yourself)	values, good life	SDG 3	line of values (agree/disagree) image presentation and discussion (what is important to you?/media pictures vs. real life) discussions in pairs
Tutkimusmatka 6	42. Hyvällä mielellä (In a good mood)	mental wellbeing	SDG 3	drama: emotions
Tutkimusmatka 6	43. Ollaan yhdessä (Let’s be together)	sexual minority	SDG 10	teaching discussion

Table 2. Content related to sustainability competences

Sustainability competence	Themes (with content and source numbers)	Content	Sources (guidebooks and chapters)
Systems thinking competence	Climate change (1, 2, 3, 4) Clean environment (5, 6, 7, 8, 9) Biodiversity (10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20)	Climate change Global warming Fossil fuels → carbon dioxide Trees produce oxygen Clean environment/polluted environment Air pollution Pollution in China and in India Lack of drinking water Eutrophication of lakes/seas Biodiversity: wasteland Old forests Conservation of nature, national parks Protection of marshes Protection of meadows Protection of rainforests Endangered plants/animal species Extinction Desertification Protection of waters Insects are important pollinators	Kätkö 3: 19; Pisara 6: 31; Tutkimusmatka 5: 13 Pisara 4: 18 Tutkimusmatka 6: 19 Tutkimusmatka 5: 7 Kätkö 3: 23 Pisara 4: 18 Pisara 6: 7; Tutkimusmatka 6: 37 Pisara 6: 9 Pisara 3: 16; 4: 34; Tutkimusmatka 4: 7 Tutkimusmatka 5: 3 Pisara 4: 5 Tutkimusmatka 6: 7 Tutkimusmatka 6: 8 Pisara 4: 2 Pisara 5: 19; 6: 15 Pisara 4: 2, 5; 5: 19 Pisara 4: 5 Pisara 5: 20 Tutkimusmatka 4: 28; 6: 39 Kätkö 3: 8
Action-oriented competence	Sustainable choices (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 24, 25, 26) Recycling (17, 18, 19, 20, 21, 22, 23)	Sustainable development Eco-efficiency Carbon footprint Sustainable camping Everyman’s rights Environmental impacts of tourism Sustainable consumption Product life cycle Green energy (renewable/non-renewable energy) Renewable/non-renewable natural resources Sustainable use of natural resources Saving water Saving energy Waste heat Saving material Reducing waste/food waste Recycling Sorting waste Advantages/disadvantages of plastic, plastic waste Recycling product packages Recycling phone Composting, biowaste Littering, picking up trash Climate-friendly (planetary) diet/food culture Local food, organic food, fair trade The EU ecolabel	Pisara 6: 3 Pisara 6: 38 Tutkimusmatka 6: 30 Tutkimusmatka 3: 15 Kätkö 3: 9; Pisara 3: 41; Tutkimusmatka 3: 15 Tutkimusmatka 6: 9 Kätkö 4: 9; Pisara 3: 2; 4: 14; 5: 50; Tutkimusmatka 6: 17 Kätkö 4: 9; Pisara 3: 37; 5: 50; Tutkimusmatka 6: 30 Pisara 6: 29, 30; Tutkimusmatka 6: 19 Pisara 5: 46 Pisara 5: 46 Pisara 3: 16; Tutkimusmatka 6: 12 Pisara 3: 37; 6: 27, 30; Tutkimusmatka 6: 20 Pisara 6: 27 Pisara 3: 37 Pisara 4: 38; Tutkimusmatka 6: 17 Kätkö 4: 9; Pisara 4: 38; 5: 50, 51; Tutkimusmatka 6: 17 Pisara 5: 51; Tutkimusmatka 4: 39 Pisara 5: 48; Tutkimusmatka 4: 39 Kätkö 4: 31 Pisara 3: 2 Tutkimusmatka 5: 43 Pisara 3: 41; Tutkimusmatka 4: 39 Kätkö 4: 25; Pisara 4: 38 Kätkö 4: 32; Pisara 4: 38, 39 Pisara 4: 38
Collaboration competence	Equality (5, 6, 7, 8, 9, 10, 11, 12, 13) Globalization (1, 2, 3, 4)	Globalization Emigration, refugees Developing countries, poverty Colony UN SDGs Cooperation skills Equality Diversity Bullying Violence prevention Cultural minority Sexual minority The Convention on the Rights of the Child	Tutkimusmatka 6: 30 Pisara 5: 36; 6: 12; Tutkimusmatka 5: 29; 6: 33 Pisara 6: 12, 39; Tutkimusmatka 6: 31 Pisara 6: 12 Pisara 6: 39; Tutkimusmatka 6: 31 Kätkö 3: 1; Pisara 3: 1, 32; 6: 18, 19; Tutkimusmatka 3: 1, 2; 4: 19; 5: 1, 2; 6: 1 Pisara 4: 28; 6: 19; Tutkimusmatka 3: 2 Pisara 4: 11; 6: 20, 40; Tutkimusmatka 3: 21 Kätkö 3: 3; Tutkimusmatka 6: 1 Kätkö 3: 4 Kätkö 3: 20; Pisara 3: 31; 4: 28, Tutkimusmatka 3: 21 Pisara 6: 20; Tutkimusmatka 6: 43 Tutkimusmatka 4: 18
Values thinking competence	Sustainable lifestyle (1) Values, good life (2, 3, 4, 5, 6, 7)	Sustainable lifestyle Values, good life Human rights Human rights organizations Cultural heritage, World Heritage Sites Mental well-being Education	Pisara 6: 3 Pisara 4: 10; 6: 39; Tutkimusmatka 6: 40, 41 Pisara 5: 36; 6: 40 Pisara 6: 40 Pisara 6: 1 Kätkö 3: 2; 4: 26; Pisara 4: 11; Tutkimusmatka 4: 20; 6: 40, 42 Kätkö 3: 21; Pisara 6: 39; Tutkimusmatka 6: 1, 31
Futures thinking competence	Actions for a better future (1, 2, 3) Preparing for and adapting to changes (4, 5)	Actions for a better future Planning areas: the well-being of nature Technological innovations to solve the world’s problems; responsible use of technology Preparing for and adapting to changes, such as climate change Critical thinking	Pisara 6: 3; Tutkimusmatka 6: 31 Pisara 6: 2 Pisara 6: 38 Pisara 6: 37 Pisara 6: 37

Step 2 of the analysis focused on the learning-oriented level: the teaching and learning practices selected were analysed in terms of the sustainability competences, checking whether the practice allowed the develop of sustainability competences. Deductive category application was developed from the base of five key sustainability competences; in this case, which teaching practice resonated with which sustainability competence. The results of Wiek et al. (2011) review, where they describe methodologies and methods used to develop students’ sustainability competences, and the results of Vesterinen and Ratinen’s (2023) review, where they describe, which learning outcomes of the five key sustainability competences have been addressed in primary school settings, were utilized to link the teaching and learning practices with specific sustainability competences. The teaching practices associated with sustainability competences are presented in Table 3.

Table 3. Teaching practices associated with sustainability competences

Competence	Themes	Teaching practices	Source
Systems thinking competence	• Learning cause-and-effect relationships (systems) (1, 2, 3, 4, 5, 6, 7, 11) • Science projects (8, 9, 10) • Visits (12, 13, 14)	(1) Teaching discussion (2) Image presentation and discussion (3) Textbook only (4) Mind maps (5) Written assignments: desertification, causes of climate change, pros and cons of plastic (6) Following environmental/climate news (7) Looking for information on solar panels, the greenhouse effect, aid organizations, fair trade products, Convention on the Rights of the Child, UN SDGs (8) Illustration of the greenhouse effect using a glass jar (9) Making plastic out of milk (10) Building a weather vane / a water wheel (11) Groupwork: climate change, jobs related to protecting the environment, energy/heating sources (12) Nature trips and discussions: what you can/can’t do (13) Visits: the nearest lake, river, beach, or forest (14) Visits: a recycling centre, a waste treatment plant, a power plant, a flea market	(1) Kätkö 3: 19, 23; 4: 9, 25, 31, 32; Pisara 3: 2, 16, 37, 41; 4: 2, 5, 14, 18, 34, 38, 39; 5: 36, 46, 50, 51; 6: 1, 2, 3, 9, 12, 15, 27, 29, 30, 31, 37, 38, 39; Tutkimusmatka 4: 7, 28, 39; 5: 3, 7, 13, 43; 6: 7, 8, 12, 17, 19, 20, 30, 31, 39 (2) Kätkö 4: 9; Pisara 4: 14; 5: 46, 48; 6: 3, 29, 31; Tutkimusmatka 4: 7; 6: 41 Pisara 6: 7; Tutkimusmatka 6: 9, 37 (3) Tutkimusmatka 6: 30, 31 (4) Pisara 5: 20, 48; 6: 31 (5) Pisara 6: 3, 31 (6) Pisara 6: 12, 29, 31, 39; Tutkimusmatka 6: 31 (7) Kätkö 3: 19; Pisara 6: 31 (8) Pisara 5: 48 (9) Pisara 6: 29; Tutkimusmatka 6: 19 (10) Tutkimusmatka 5: 13; 6: 7, 19, 20 (12) Kätkö 3: 9; Tutkimusmatka 3: 15 (13) Pisara 4: 5; Tutkimusmatka 4: 7; 6: 7 (14) Pisara 3: 37; 5: 50, 51; 6: 30; Tutkimusmatka 6: 17
Action-oriented competence	• Action for sustainability (3, 4, 5, 7, 8, 9, 10, 12, 13, 14, 16, 25, 27, 28) • Reflection of own habits (1, 2, 11, 17, 18, 20, 21, 24) • Acting as a change agent (advising others) (6, 15, 19, 22, 23, 26)	(1) Teaching discussion (2) Image presentation and discussion (3) Fundraising campaign, advocacy project (4) Teamwork: how to protect the seas → making a campaign (5) Planning an energy saving event (6) Demonstration for climate change with toys (7) Planting (8) Goods exchange market (recycling day) (9) Picking up litter, recycling, cleaning a local beach → recycling waste (10) Studying and making advertisements (11) Presenting the product life cycle of an important product (12) Tuning an old product (13) Making art out of trash / environmental art (14) Planning and making of a fair-trade advertisement (15) Making a plan, how to save water at school/home (16) Planning a menu of domestic food (17) Calculating students’ water footprint (18) Calculating energy prices (19) Looking for ecolabels at home (20) Monitoring: daily water consumption (water diary), amount of biowaste (21) Test: How are you saving energy? (22) Making demonstration videos on saving energy, protecting waters or slowing down climate change, posters for protecting water and recycling, climate-related tweets, letters to newspaper editors on climate and waste reduction, a written promise to recycle and work for the environment (23) Giving instructions to parents/teachers/policy makers to take account of sustainability (24) Inventing ideas: how to be a sustainable consumer, how to make sustainable choices at home/school, how to increase a product’s life cycle, how to reuse products, how to slow down climate change, how to save energy, how to save water (25) Pair work: information search and making a letter to the editor for protecting rainforests (26) Observing the sorting of waste at school and at home (27) establishing a flower garden for pollinators in the school yard (28) building an insect hotel	(1) Kätkö 3: 19, 23; 4: 9; Pisara 3: 16, 41; 4: 14, 34, 38; 5: 46, 50, 51; 6: 3, 27, 30, 31, 37; Tutkimusmatka 4: 7, 28, 39; 5: 2, 13; 6: 12, 17, 20, 30, 31, 39, 40 (2) Kätkö 4: 9; Pisara 4: 14; 5: 46; 6: 3, 31; Tutkimusmatka 4: 7 (3) Pisara 6: 3; Tutkimusmatka 5: 2; 6: 1, 31, 33 (4) Tutkimusmatka 6: 39 (5) Pisara 6: 31 (6) Kätkö 3: 19 (7) Tutkimusmatka 5: 43 (8) Kätkö 4: 9; Pisara 4: 14; 5: 51 (9) Pisara 3: 16, 41; 5: 51; 6: 3; Tutkimusmatka 4: 39 (10) Pisara 4: 14; 6: 3 (11) Kätkö 4: 9 (12) Pisara 5: 50 (13) Pisara 3: 37; 5: 51; 6: 3 (14) Pisara 4: 39 (15) Pisara 3: 16 (16) Pisara 4: 38 (17) Tutkimusmatka 6: 12 (18) Tutkimusmatka 6: 20 (19) Pisara 4: 38 (20) Pisara 3: 16; 6: 3 (21) Pisara 6: 31 (22) Pisara 3: 16; 5: 51; 6: 3, 31; Tutkimusmatka 4: 7, 28; 5: 13; 6: 17, 20 (23) Pisara 6: 3 (24) Kätkö 4: 9; Pisara 5: 46, 50; 6: 3, 27, 30; Tutkimusmatka 4: 18; 5: 13; 6: 12, 17, 20 (25) Pisara 5: 19 (26) Tutkimusmatka 6: 17 (27) Kätkö 3: 8 (28) Kätkö 3: 8
Collaboration competence	• Reflection of diversity and equality (1, 2, 12) • Co-operation (3, 5, 6, 9, 11) • Negotiation (4, 7, 8, 10, 13)	(1) Teaching discussion (2) Image presentation and discussion (3) Drama: working together, emotions, rules, bullying, a new student in the class, the Convention on the Rights of the Child, refugees (4) Drama: the “environmental authorities of the Baltic Sea countries” make a contract to protect the sea (5) Sorting game (6) A game and a discussion of ways to prevent climate change (7) Debate (8) Discussions in pairs (9) Team-based work (10) Discussion: diversity / discrimination / the Convention on the Rights of the Child (11) Pair work: interviewing people on how to save water (12) Visitor to class: minority representative / a refugee (13) Class meeting (14) Negotiations in groups	(1) Kätkö 3: 1, 2, 3, 4, 9, 20, 21; 4: 9; Pisara 3: 1, 16, 31, 32; 4: 11, 14, 28; 5: 51; 6: 3, 18, 19, 20, 31; Tutkimusmatka 3: 1, 2, 15, 21; 4: 7, 19; 5: 13, 29; 6: 1, 7, 20, 30, 31, 33, 43 (2) Kätkö 3: 1, 2, 3, 4; 4: 9; Pisara 3: 1, 31, 32; 4: 14; 6: 3, 20; Tutkimusmatka 4: 7 (3) Kätkö 3: 1, 2; Pisara 3: 32; 6: 18; Tutkimusmatka 3: 2, 21; 4: 18; 5: 2; 6: 33, 42 (4) Pisara 4: 34 (5) Kätkö 4: 9 (6) Tutkimusmatka 6: 39 (7) Pisara 5: 19; 6: 30; Tutkimusmatka 6: 30 (8) Tutkimusmatka 6: 41 (9) Kätkö 4: 9; Pisara 5: 50; 6: 3, 37; Tutkimusmatka 5: 13; 6: 7, 20, 31, 39 (10) Pisara 4: 11; 6: 19, 39; Tutkimusmatka 4: 18 (11) Pisara 3: 16 (12) Kätkö 3: 20; Pisara 3: 31; Tutkimusmatka 6: 33 (13) Pisara 3: 1 (14) Tutkimusmatka 6: 1
Values thinking competence	• Reflection of values (3, 4, 5, 6, 7, 9, 11, 12, 13) • Dialogue (1, 2, 8, 10)	(1) Teaching discussion (2) Image presentation and discussion: What is important to you? Media pictures vs. real life (3) Choosing the prettiest place in nature from photos (4) Walking outside, looking for beautiful places / places that need improvement, taking photos (5) Looking for happy/sad pictures from the world and discussing them (6) Line of values (agree/disagree) (7) Reflection: values (the most important things in life) / making a list of things required for good life / What are the most important human rights? / mental well-being / Why recycling is useful? (8) Debate: production forest vs. natural forest, globalization (pros and cons), renewable vs. non-renewable energy (9) Reflecting on what is necessary and unnecessary/useless (10) Discussion: the pros and cons of technology (11) Reflection task: Do I really need a new phone? (12) Inventing ideas: nonmaterial gifts (13) Crafting: handprints of good works (14) Nature visits	(1) Kätkö 4: 25; Pisara 4: 10; 6: 40; Tutkimusmatka 6: 7, 30, 31 (2) Tutkimusmatka 6: 41 (3) Kätkö 3: 23 (4) Pisara 6: 1 (5) Pisara 6: 39 (6) Pisara 4: 28; Tutkimusmatka 5: 1; 6: 1, 33, 41 (7) Kätkö 4: 26; Pisara 3: 37; 4: 11, 28; 6: 39, 40; Tutkimusmatka 4: 20; 5: 1 (8) Pisara 6: 30; Tutkimusmatka 6: 7, 30 (9) Pisara 5: 51; 6: 3, 38 (10) Pisara 6: 38 (11) Pisara 3: 2 (12) Kätkö 4: 9 (13) Pisara 3: 1 (14) Kätkö 3: 9; Kätkö 4: 9; Pisara 3: 16, 41; 4: 5; 5: 51; 6: 3; Tutkimusmatka 3: 15; 4: 7; 5: 43; 6: 7
Futures thinking competence	• Reflection of change (1, 2, 6, 8) • Envisioning methods (3, 4, 5, 7)	(1) Teaching discussion (2) Image presentation and discussion (3) Imagining the future / a dream world (4) Letter to myself from the future me (5) Reflection: views on the future of the world (6) Inventing ideas to make the world a better place (what can we do) (7) Design a comfortable living environment or a school yard (8) Discussion: What changes have there been in your life?	(1) Pisara 6: 37; Tutkimusmatka 6: 1, 31 (2) Pisara 6: 37 (3) Pisara 6: 37; Tutkimusmatka 6: 31 (4) Pisara 6: 37 (5) Pisara 6: 38 (6) Tutkimusmatka 6: 31 (7) Pisara 6: 2 (8) Pisara 6: 37

3. Results

3.1. Content related to sustainability competences in teacher’s guidebooks

The contents of the guidebooks covered all 17 SDGs. The most discussed SDGs were SDG15: Life on land, SDG12: Responsible consumption and production, SDG10: Reduced inequalities and SDG13: Climate action, followed by SDG17: Partnerships for the goals, SDG3: Good health and well-being and SDG14: Life below water. The least featured SDGs were SDG2: Zero hunger, SDG5: Gender equality, SDG8: Decent work and economic growth and SDG11: Sustainable cities and communities. In this chapter, the sustainability-related contents of the guidebooks are presented in more detail, divided by five key sustainability competences.

3.2. Systems thinking competence

The findings showed that climate change is a vast topic related to sustainability in the guidebooks studied. The books focus on the causes, consequences and slowing down of climate change. Global warming is presented and the fact that fossil fuels produce carbon dioxide and, the other way round, trees clean up the air and produce oxygen. The measurements have shown that the temperatures have risen. Rising temperatures will increase storms and rain. In addition, it causes glaciers to melt and sea levels to rise. One reason for the rise in temperature is the increase in the amount of carbon dioxide in the air. More carbon dioxide is formed all the time, because more and more fuel is used in industry and transport. When driving, air pollution is created when fuel burns in the engine. Walking and cycling, on the other hand, do not cause air pollution. That is why it is good to walk and cycle whenever the journey is of a suitable length. (Cantell et al., 2021a, b, p. 116).

Clean environment and biodiversity are also big topics related to sustainability. The conservation and protection of nature, both on land and at sea, endangered plants and animal species and extinction are important topics. The eutrophication of lakes and seas is an important issue in the guidebooks. National parks, old forests and wastelands in cities are highlighted as important places for biodiversity.

3.3. Action-oriented competence

The guidebooks were found to convey the necessity of sustainable choices and sustainable development. The sustainable use of natural resources, such as water, energy and materials, is well emphasized in the books. Sustainable consumption and waste reduction are important topics. Product life cycle is also included. Recycling is a main topic in the books, and waste picking and sorting are mentioned too. Climate-friendly, or planetary, diets and food cultures are presented: “You should eat plenty of vegetables. Their production also produces less carbon dioxide and other climate-warming greenhouse gases than food of animal origin. That is why vegetarian food is a good option for the environment.” (Cantell et al., 2021a, b, p. 88).

3.4. Collaboration competence

The guidebooks were found to emphasize equality among people and teach cooperation. Globalization is discussed in the books from the viewpoint of sustainability. The topics of emigration, refugees, developing countries, poverty and colonialization are also presented, and the UN SDGs are highlighted. “Social sustainability is one of the four areas of sustainable development. Social sustainability means justice, equality, acceptance of differences and cooperation.” (Heinonen et al., 2015, p. 9).

3.5. Values thinking competence

Discussions about values and what a good life is, are facilitated by the guidebooks. A sustainable lifestyle is seen as a desirable way of living. New phone models are constantly coming to stores. Sometimes it can feel like your phone is ugly and old. Before you ask for a new phone, think about whether you really need it. There are many kinds of materials in the phone. Energy and materials are needed to make a phone. When you use your old and usable phone, you save nature. (Cantell et al., 2021a, a, p. 20.) The findings also showed that the guidebooks present ways to support mental well-being as well as reflect human rights and cultural heritage.

3.6. Futures thinking competence

Futures thinking competence was found in the contents and teaching practices of only the sixth-grade guidebooks. Many actions for a better future are outlined in the books: You are also responsible for the future of the Earth. Reduce your consumption: you save natural resources and fight climate change. Cherish nature: its preservation is also in people’s interest. Treat all people equally. Speak, discuss, write and influence. Participate in the activities of aid organizations. Donate: even a small act helps. (Arjanne et al., 2017, p. 160). Preparing for and adapting to changes, such as climate change, as well as critical thinking are skills that can be taught using the books. One book specifies that technological innovations can solve the world’s problems and highlights the responsible use of technology.

3.7. Teaching practices associated with sustainability competences in teacher’s guidebooks

Many practices described in this chapter can be used to develop many sustainability competences simultaneously, not just one. A method called teaching discussion, with or without images, is the most common among the teaching practices mentioned in the books, and these methods are suitable for developing all five key sustainability competences. This teaching method involves a teacher providing students with information about the topic chosen and asking questions. Presenting images and facilitating discussions about those images are teaching methods along the same lines as teaching discussion, with images being used to help understand the topic. The guidebooks include different discussion topics for the various types of competences.

The findings indicate that students’ systems thinking competence can be developed via science projects, field visits including teaching discussions and learning about cause-and-effect relationships, namely systems. Learning about cause-and effect-relationships and systems provides a foundation for developing systems thinking competence. According to the guidebooks, teaching practices suitable for developing systems thinking competence include mind maps, information searches, following news about climate or environment, reading texts from the textbook and providing independent writing tasks or tests. Topics can be, for example, the causes of climate change or “the pros and cons of plastic” (Cantell et al., 2018a, a, p. 234).

Students can develop their own science projects or conduct individual research to develop systems thinking competence. Illustrating the greenhouse effect using a glass jar is a suggested project. Visits to different places can be teaching opportunities if they include discussions related to sustainability. For example, everyman’s rights, which specify what you can or cannot do in nature and why, can be taught outdoors. In Norðdahl and Jóhannesson’s (2016) study, teachers stated that the outdoor environment offered numerous opportunities to develop children’s views, knowledge, and action towards sustainability.

Assaraf and Orion (2010) reported that systems thinking can and should be developed in elementary school, and they suggested developing students’ ability to identify (i) processes and components, (ii) the relationships between two components, and (iii) the dynamic relationships within a system, in that order. In their study, lab experiments and simulations, involving direct interactions with the components and processes of the water cycle in an outdoor learning environment and knowledge integration activities, were used to develop students’ systems thinking skills. Also Iliopoulou (2018) made a research on 6-year-olds’ and 9-year-olds’ competence to think systemically, and the results revealed that teachers should encourage young students to think systematically as they are capable of doing so. Iliopoulou (2018) suggests that environmental issues are taught holistically with visual, linguistic and kinesthetic methods in order to develop systems thinking competence.

The results of the present study suggest that action-oriented competence can be developed by students reflecting on their own habits, acting as change agents and taking action for sustainability. Acting sustainably is specified as the way to develop action-oriented competence. Some teaching practices presented in the guidebooks involve encouraging students to act, for example, via an advocacy project. Younger students can practice a demonstration by playing, for example: “a demonstration of soft toys for the climate: Let’s make signs, place them on soft toys and take a picture” (Cantell et al., 2021b, a, p. 69). Older students can organize a real demonstration and topics can be, for example, “reducing the school’s water or energy consumption or implementing a climate campaign” (Cantell et al., 2018b, b, p. 28). Picking up litter and recycling waste are actions suggested in almost every guidebook studied. To learn about sustainable consumption, the guidebooks suggest studying advertisements or tuning old products (Cantell et al., 2021b, p. 49).

Reflecting on one’s own habits was found to be a common approach to teaching sustainability in the guidebooks. Topics in this regard can be, for example, inventing ideas or making sustainable choices at home or at school. Students can also monitor their daily water consumption or biowaste generation. Calculating energy prices or carbon footprints are also suggested methods. In Levchyk et al. (2021, p. 353) study, a pedagogy of empowerment called “motivation and inspiration for action” was used to develop children’s responsibility for their own behaviours and actions. This pedagogy of empowerment motivated students to work toward sustainable development and helped confirm the relationship between values and behaviour.

One approach to developing students’ action-oriented competence, as mentioned in the guidebooks, is allowing them to act as change agents for sustainability. Students can give instructions to parents, teachers or policy-makers on accounting for sustainability. The guidebooks suggest that students make posters, videos, letters to newspaper editors or tweets about themes such as slowing down climate change, protecting waters or reducing waste. Students can also write down a promise to work for the environment. In So and Chow’s (2019) case study, primary school students were trained to work as green ambassadors who pass on their knowledge and experiences to their peers. Research showed that this was a good way to build an active and cooperative learning environment.

Collaboration competence can be developed by reflecting on diversity and equality and learning cooperation and negotiation skills. Teaching practices in this regard enable students to work together through drama, debate, discussion, games, pair or group work and/or meetings. The topics of the roleplay can be, for example, refugees, emotions or working together with others. For example: “Small situations with bullying and bad behaviour are presented in the group. Let’s change representations so that unwanted behaviour is corrected to kindness and consideration.” (Heinonen et al., 2016, p. 10). According to Bassachs et al. (2020), students’ participation in cooperative modes of learning improves their social relationships with peers. Vesterinen and Ratinen (2023) claimed that cooperation provides the base for gaining sustainability competences in primary school.

The results of the present study suggest that values thinking competence can be developed via dialogue and value reflection. Line of values is a teaching method that involves students choosing their place between two dimensions of a line: one end denoting agreement with a topic, and the other end denoting disagreement. This allows students to express opinions and generate conversations. Reflecting on the most important human rights and making a list of things required for a good lifestyle are also mentioned as practices for value discussions. According to Malandrakis and Chatzakis (2014), developing children’s attitudes towards sustainability is necessary at the early years of schooling.

All the guidebooks studied encourage teachers to take students to nature. The goal of the nature trips is to encourage students to spend time in nature. “Fun experiences and experiences in nature motivate children to make environmentally friendly solutions in their own lives, because you care for what you love” (Arjanne et al., 2016, p. 180). The relationship with nature does not arise by itself, it has to be learned. That is why it is worth visiting nature often. “A strong relationship with nature is the key to adopting a sustainable lifestyle and to your own well-being” (Arjanne et al., 2017). Also according to GreenComp (Bianchi et al., 2022), a sense of being connected with nature should be a basis for our relationship with the environment. Previous studies have shown that childhood experiences in nature increase environmental sensitivity (Chawla, 1998).

This study also revealed that futures thinking competence can be developed by reflecting on change and envisioning methods. Imagining the future, or backcasting, is a teaching practice presented in the guidebooks studied. The guidebooks also suggest that students invent ideas to make the world a better place and determine how to achieve them. Students can also discuss the questions: “What changes have there been in your life? and Which changes have you influenced yourself?” (Cantell et al., 2018a, b, p. 181). In Julien et al. (2018) study, futures thinking competence was developed by offering students the opportunity to project themselves into the future through drawing activities, scenarios and roleplay, and these learning tools proved effective.

4. Discussion

The focus of this study was on how sustainability competences are developed through environmental education at the primary school level. The findings of this study show that Finnish guidebooks for teaching environmental studies do support implementation of education for sustainable development and sustainability competences. It is likely that the results of this study will be useful in international contexts as well. However, books should put more emphasis on the fact that the well-being of nature is important above all for its own sake and for future generations. Humans are part of nature, and supporting fairness is about preserving nature for future generations and for nature itself (Bianchi et al., 2022). According to Washington (2018), making education more ecocentric, and teaching in a way that encourages a sense of wonder at nature, are keys to a sustainable future.

This study suggests that in education for sustainable development at primary school, emphasis must be placed on the development of the student’s good connection with nature. Research indicates that positive experiences with nature in childhood lead to active care of the environment in adulthood (Chawla, 2007). “Children and adults with higher measures of nature connection report more pro-environmental behaviours of many kinds” (Chawla & Gould, 2020, p. 636). According to Steele et al. (2016), environmental education, both indoors and outdoors, must be a part of education for all students. It has an impact on attitudes about self in the context of world, and also overall health and wellness.

This study suggests also that guidebooks could more strongly bring out community projects of denaturalization, what is called civic ecology practices. For example, Krasny and Tidball (2009) found out that an environmental education program, in which learning is situated in civic ecology practices, has the potential to address both environmental and community goals. Environmental education can support youth agency and empowerment for climate action (Ruiz-Mallén et al., 2022). According to the results of Vesterinen and Ratinen’s (2023) review, the development of sustainability competences is most effective when adults support children’s actions for sustainability. The authors also stated that in primary school, values must be discussed upon considering students’ abilities.

This study suggests that teachers offer children opportunities to reflect on their thoughts and ways of acting in order to promote sustainability. According to Cheng and So (2015), a teacher with good environmental understanding can move from using textbooks to integrating environmental teaching into daily dialogues with students. Also according to Boyd’s (2019) study, it is important to allow children time to reflect and to think about environmental issues, and also to offer solutions to problems. Previous studies have shown that students need a feeling they still have hope in the future left (Ojala, 2017; Ratinen, 2021). Teachers need to make students believe in their own competence and ability to meet challenges successfully (Smith et al., 2016). In Steele et al. (2016) study, educators became provocateurs, challenging not only the thinking of their students, but also of themselves. Reflecting on sustainability topics together can be fruitful for both the teacher and the students.

All key competences need to be considered in the teaching and learning of sustainable development (Vesterinen & Ratinen, 2023). Still, futures thinking competence was found in the contents and teaching practices of only the sixth-grade guidebooks in the present study. However, Julien et al. (2018) showed that futures thinking competence can be developed from primary school onward. Therefore, this study suggests that students’ futures thinking competence should be developed early in primary school, rather than in the sixth grade only.

Education for sustainable development must be included in all subjects, not only in environmental studies. Actually, environmental education should be integrated into the entire school life, not only into the subject curriculum (So & Chow, 2019). Sustainability should be the foundation for all learning (UNESCO, 2017). According to Brundiers et al. (2010), students’ sustainability competencies develop in real-world learning situations, but not automatically. Therefore, learning situations must be well organized, and a whole-school approach—wherein a sustainability culture is established across all elements of a school—should also be considered (Bianchi et al., 2022).

Teachers play a major role in including these themes and practices in their teaching approaches. Teachers can make sustainability transformation happen in schools, but they need new competency to do so (Karvonen et al., 2023). Time and resource limitations are common challenges that teachers meet when trying to teach sustainability (Evans et al., 2012; So & Chow, 2019; Stewart et al., 2021). The limitation of this research is that there is no evidence that teachers completely understand the content of these guidebooks, or they have time or tools to use all of them. A shift in mindset and behaviour is required to support sustainable lifestyles (Bianchi et al., 2022), and a teacher can help to make this transition happen (Boyd, 2019). Therefore teachers need greater scientific and administrative support like teacher training to achieve this goal (Malandrakis & Chatzakis, 2014). In this regard, further information about what works in teaching and learning sustainability is required, so reliable assessments need to be conducted (Redman et al., 2021). Recommendations for future research could be for example to interview teachers to know about the use of the guidebooks.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2286120

Additional information

Funding

This work was supported by the Jenny and Antti Wihuri Foundation under Grant 00220427.

Notes on contributors

Marjo Vesterinen

Marjo Vesterinen is a Doctoral Candidate at the Faculty of Education at the University of Lapland, Rovaniemi, Finland. This article is a second article for her dissertation about teaching and learning of sustainability competences in a primary school level. The first article, Sustainability competences in primary school education – a systematic literature review, was published on January 2023 in the journal Environmental Education Research and written with her supervisor, Professor Ilkka Ratinen, the Faculty of Education at the University of Lapland, Rovaniemi, Finland. The third article for the dissertation is now in progress. It’s a case study about teaching sustainability competences to primary school students. Marjo Vesterinen is working in a school as a sustainability teacher at the moment and collecting data for her third and last article of the dissertation.