Comparison of ESD integration in initial teacher education across five European countries
| Country | Integration model | Is ESD mandatory? | Main barriers | Opportunities/innovations |
|---|---|---|---|---|
| Ireland | Implicit (cross-curricular), ad hoc | no | Overcrowded curriculum, lack of CPD | Curriculum mapping, CPD co-designed with schools |
| Finland | Implicit, optional minor | no | Rigid programme structure, low CPD participation | Support for teacher-led changes, expert consultations |
| Germany | Optional certificate pathway | no | ECTS credit competition. Lecturer resistance | Green skills seminar, new training materials |
| Portugal | Project-based, not systematic | no | No formal inclusion, reliance on student-interest | Potential for more structured inclusion |
| Spain | Optional dedicated course | no | Limited hours, not mandatory | Personalized assignments co-constructive student involvement |
| Country | Integration model | Is | Main barriers | Opportunities/innovations |
|---|---|---|---|---|
| Ireland | Implicit (cross-curricular), | no | Overcrowded curriculum, lack of | Curriculum mapping, |
| Finland | Implicit, optional minor | no | Rigid programme structure, low | Support for teacher-led changes, expert consultations |
| Germany | Optional certificate pathway | no | Green skills seminar, new training materials | |
| Portugal | Project-based, not systematic | no | No formal inclusion, reliance on student-interest | Potential for more structured inclusion |
| Spain | Optional dedicated course | no | Limited hours, not mandatory | Personalized assignments co-constructive student involvement |
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