EPALE - Electronic Platform for Adult Learning in Europe

Green and digital transitions are a fact in Europe. Many articles, many debates around how we can balance green and tech, how technologies can help environmental causes, and how environment can be a guide for digital development. For sure, the European Commission is pushing forward strategic plans and enormous investments – it is sufficient to search online to have an initial understanding of what it is currently happening.

Our question though – are young people involved in twin transition? Are they aware of the effects of technologies and how they impact at environmental level?

Through the local work and brainstorming sessions with youth workers and youth, we have discussed green and digital as everyday concepts, and we have defined new ‘transition’ (or twin) competencies that bring together green and digital competencies. 

In this sense, Call2Nature project has promoted the birth of ‘transition’ competencies through a bottom-up approach. In fact, in Greece, Italy, Spain and Denmark we have implemented several world café sessions to critically assess expectations, current situations, as well as debate about digital habits, and how environmental activism is conceived. 

We have started from two very concrete tools – the GreenComp and DigComp, and approach them from the perspective of young people through the facilitation of youth workers. Especially, we have gone beyond a ‘good’ or ‘bad’ use of technology, by adopting values like the sense of justice, initiative, participation, personal mental health and capacity to make a change, both at individual and collective level.

Through creativity, and a lot of collective energy, we have developed “new competencies”, and of course more should be thought of! 

How did we do that?

We started from the analysis of the GreenComp and DigComp, as we just said. The GreenComp is the ultimate guide for sustainability competencies. It brings everyone on the same page, from learners to educators, by clearly defining what it means to be sustainable.

The GreenComp competences have been defined to “help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility and care for our planet”. They have been designed to provide a basis for trasformative learning, leading to real change, and have the merit of offering a common EU tool.

This work "green competence framework of the European Union" by Polygonal APS is licensed under All rights reserved

The DigComp is a very useful framework that has been the foundation for any digital project which has come across Europe since 2010. DigComp is the most complete and explanatory analysis on how to develop and assess digital skills, and make plans to become more tech-savvy. 

DigComp is like a blueprint for the EU's digital skills policy and is really important for our future. As such, it plays a pivotal role in guiding Europe’s transition toward a more responsible and inclusive role of technologies in the life of millions of Europeans. With DigComp, educators, teachers, youth workers, and any educational practitioner can define in a clear way how to direct their training work.

This work "digital competencies framework developed by the European Commission" by Polygonal APS is licensed under All rights reserved

We have creatively made them interact! Go further to see how!

Area 1: Embodying sustainability values

The values highlighted in area 1 are sustainability, justice for current and future generations, and the preservation and restoration of nature, as well as freedom of expression and dignity. They do not directly overlap with digital literacy, however we consider them strictly related because if one does not embrace a sustainable lifestyle, it seems hard to see how to create an effective individual and collective sensitivity toward a sustainable approach in technology. Certainly, this statement applies to youth or youth organisations. In this sense, we deeply connect it to the foundations, in terms of understanding about the most important concepts regarding circular economy, and how technology is physically constituted, and how it can impact the environment.

Area 2:  Embracing complexity in sustainability

This area focuses on viewing sustainability from all sides, by assessing information, challenging the status quo through a deeper analysis of personal beliefs. In this aspect, this area matches digital education in the aspect of critical thinking, data literacy, recognition of greenwashing, and the detection of carbon footprint agenda of digital platforms. Plus, we see collaboration/communication of the DigComp matching with the first area of GreenComp, as one should employ sustainability as part of one’s everyday behaviour and approach in the way technology is socially deployed. Differently said, the acquisition of competencies around netiquette, mutual respect and sharing culture are part of embracing complexity in sustainability.

Area 3: Envisioning sustainable futures

This area can be matched with the usage of technology as a means to solve current environmental problems, or equity issues, by critically reflecting on the possible future alternative scenarios, how to reach them with sustainability and technology education. This part is about strategy creation, for the effective action for sustainability (area 4)

Area 4: Acting for sustainability

This area covers all the aspects of individual and collective agency, identifying both personal and shared responsibilities, as part of a responsible digital citizenship. In this area we look at the political agency both from the individual and collective side, making sure users are effectively using technologies both in a way that it is compatible with earth’s cycles, and that it is a tool to connect with others to act on global problems. From the individual side, we focus on encouraging the adoption of more sober uses and modifying our modes and types of consumption in relation to device hardware and content, both at work and at home. From the collective point of view, we see technology in its digital citizenship dimension – online mobilisation, the fight against programmed obsolescence, the exploitation of children to craft technology, rare material exploitation etc. 

With creativity, we have then split those areas in further six areas

Green to Know!

This module addresses key questions and concepts related to sustainability and technology. Participants will explore foundational principles of the environment and digital tools, examining how our relationship with technology can be redefined to promote sustainability. Emphasis will be placed on strategies for reducing the environmental impact of technology use.

The Sustainable Geek

In this unit, participants will deepen their understanding of technology's environmental footprint and learn how to make more sustainable choices. The focus will be on the importance of purchasing refurbished or regenerated devices, as well as on exploring the entire lifecycle of electronic products. Participants will gain insights into the broader social and environmental implications of technological consumption.

The Green Detective

Navigating the vast array of information in today’s digital landscape requires critical thinking. In this unit, participants will develop skills to identify misinformation, detect greenwashing, and validate climate-related data. They will use digital tools to conduct research, assess climate change issues, and critically evaluate news sources for a realistic perspective on environmental matters.

The Green Activist

This unit empowers participants to leverage technology for impactful activism. It covers the fundamentals of digital advocacy, focusing on data-driven communication strategies that resonate on social media platforms. Participants will learn how to engage communities effectively, plan campaigns, and mobilize support for environmental causes, including organizing events like hackathons.

The Green Networker

Effective problem-solving and communication are at the heart of building a sustainable future. This unit guides participants through the principles of strategic networking and collaboration, emphasizing the importance of creating a supportive community. By developing strong connections beyond their immediate circles, participants will learn how to unite efforts and build alliances to amplify positive environmental actions.

Each of those areas has further sub-competencies. We have resumed them in this table.

This work "a new youth-friendly framework on digital and green competencies" by Polygonal APS is licensed under Creative Commons Attribution Non Commercial Share Alike 4.0 International

This work by Polygonal APS is licensed under All rights reserved

But now, where are the cards? To discuss all these aspects in a fun and interactive way, the youth workers of Polygonal have come up with a great idea for discussion. How can we engage young people again to debate in a simple and straightforward way all these competencies with something that it is tangible and immediately usable in a youth activity? 

Here you are our gift (check in the first set of results)!