Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
Executive summary
While Europe struggles to meet the pressing issues of climate change and social disparity, a new development has been witnessed within the context of higher education: the incorporation of Nature-Based Solutions (NBS). This trend focuses on bringing about environmental sustainability allied to social resilience. The article explores how European social economy faculties are incorporating NBS into curricula, not just as concepts, but as a way of engaging with nature and the community.
Building on the rich experience accumulated under the Erasmus+-funded SEgoesGreen project, the article presents outstanding case studies from Croatia, Cyprus, Greece, Poland, and Portugal. These institutions are leaders in shaping experiential learning strategies, including permaculture gardens, green campus projects, and interdisciplinary modules that enable students to participate in the process of green transformation.
This article provides a critical analysis of the challenges and benefits of integrating nature-based solutions into education to foster sustainability. It touches on institutional hindrances, calls for interdisciplinary partnership, and discusses correlation with the emerging green employment markets. It also issues policy recommendations towards mainstreaming nature-based solutions in higher education institutions, emphasizing the central role of universities to drive sustainable development and social innovation.
Taking a cue from examples of nature-based learning in applied social economy education, the article provokes a moment of contemplation regarding the role of education in the making of a sustainable and just future.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
Article : Green Classrooms, Greener Futures – Nature-Based Learning in Social Economy Studies
At a time of environmental emergency, European universities are beginning to rethink education from a transformational standpoint and from a deep connection to nature. A quiet revolution under way in the social economy schools is where curricula once laden with theoretical discussions are adapting to include nature-based solutions (NBS) not just as a form of pedagogy but also as a tool of sustainability. These groundbreaking developments reveal a timeless principle: that by getting students out into nature instead of just lecturing them about it, sustainability becomes intimate, applicable, and eminently effective.
The Promise of Learning Through Nature
Nature-Based Solutions, according to the European Commission's definition, are Nature-based solutions, fostered by nature, are not only cost-saving but also generate a balanced set of social, environmental, and economic co-benefits, in addition to increasing resilience.
Ranging from green roofs and wetlands to novel urban permaculture initiatives and thriving community gardens, Nature-Based Solutions are not abstract concepts, but instead, represent concrete, community-based practices that enhance biodiversity, address climate change, and promote social cohesion.
Although nature-based solutions (NBS) are widely documented in environmental science and engineering fields, they are just starting out in social economy research. That's changing, however, thanks to current studies driven by the Erasmus+-funded SEgoesGreen project. SEgoesGreen explores the incorporation of nature-based solutions into education on sustainability. SEgoesGreen, a project led by institutions from Poland, Croatia, Greece, Cyprus, and Portugal, provides one of the first cross-country strategies to embed Nature-Based Solutions into curricula focused on the social economy, not just today, but also in any future that may emerge.
Research Behind the Movement
Within the framework of the SEgoesGreen Erasmus+ project, the University of Zagreb carried out an in-depth study to explore how NBS can be incorporated into SE studies. The survey revealed a substantial lack of practical environmental learning in most institutions, even though awareness of the necessity of sustainability is increasing.
The results are striking: while sustainability is becoming more recognized in SE curricula, NBS remain significantly underrepresented, particularly in applied or experiential modalities. Most SE courses
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
remain confined to the lecture hall, often ignoring the potential of NBS to deepen learning in and for the environment.
The project discovered that curricula at SE faculties tend to remain theoretical, with too little incorporation of practical NBS examples and experiential learning. This is especially alarming since social economy stakeholders are well positioned to spearhead local, sustainable transformations but they need to have the right educational competences in order to be able to do so.
Where NBS have been adopted, the outcomes are nothing less than remarkable demonstrating how pragmatic environmental projects can cultivate green citizenship, transdisciplinary thought, and strengthen community resilience.
Learning from Experience: European Cross-Country Case Studies
Croatia - Shaping Management by Civic Environmental Participation
At the University of Zagreb's Faculty of Economics and Business, a "Change Management" course breaks with traditional boundaries. Students here are not simply passive receivers of information but are themselves designing and implementing projects in the community that prioritize environmental sustainability. Recent cohorts have initiated tree plantings, tended herbal gardens with healing properties, and embarked on biodiversity education programs with rural communities, bringing together business concepts, indigenous practices, and environmental science. These projects effectively integrate social entrepreneurship and nature solutions to foster socially and ecologically aware leaders.
Cyprus – The HEIght Toolkit and the Green Campus Initiatives
On sun-kissed Cyprus, the HEIght Innovation Toolkit, created through a partnership that involves UCLan Cyprus with the support of the European Institute of Innovation and Technology, equips students with the entrepreneurial and environmental skills they need to create a better world. Its extracurricular program, characterized by its intensity, plunges students into experiential learning and group workshops that lead them through the delicate process of developing nature-inspired business models. While that is happening, the island's universities are turning campuses into laboratories, putting up green walls and starting biodiversity programs that connect theory to tangible action.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
Greece: A Journey from Law to Ecology Through Interdisciplinary Modules
At Aristotle University of Thessaloniki, an “International and European Environmental Governance” course invites law students into the complex regulatory and practical dimensions of Nature-Based Solutions. Meanwhile, the University of Athens hosts its “Nisyros GeoPark Summer School,” which is part of a Master’s program in Water, Biosphere, and Climate Change, and which encapsulates the spirit of place-based learning. Students here travel through nature reserves and geo-parks, being immersed in ecological systems and community issues, and learning about the intersections of legal, economic, and environmental disciplines.
Poland - EcoCity and the Inter-University Climate Academy.
In Poland, there are also two programs that have complementary visions of NBS education. The University of Lodz's EcoCity Bachelor's program combines economics, sociology, and environmental science with a focus on developing "urban sustainability managers." Students participate in fieldwork, work together with local authorities, and explore the analysis of local ecosystems.
In the meantime, the Inter-University Climate Academy, a joint project of three universities, offers postgraduate specializations in nature-based solutions and ecological engineering. Students learn by working on real projects and with business partners, gaining both academic knowledge and insight into the market potential of green solutions.
Portugal: A Living Example of Permaculture
One of the most standout grassroots initiatives at the University of Lisbon can be seen in HortaFCUL. From a small students' project, it has evolved into a thriving permaculture garden. It has now become a part of campus life and reflects the practical application of Nature-Based Solutions through composting, edible landscaping, and ecologically resilient community design. It operates like a "living laboratory" and challenges students to contribute to the co-construction of knowledge, driving ecological literacy and democratic engagement.
From Environmental Literacy to Green Citizenship.
SEgoesGreen's theoretical framework makes a key point: education that builds not just knowledge, but also a deep sense of agency and responsibility. Environmental education must not simply limit itself to conservation parameters or a strictly biological focus; instead, it must deal with the nuanced intersections of economics, justice, and sustainability.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
It is here that social economy skills also best thrive. Founded on the values of solidarity, equal access, and the common good, social economy represents a rich potential for green skills development. By integrating nature-based solutions into curricula, universities prepare next-generation leaders to design services and businesses that meet human and environmental requirements.
Key pedagogical approaches include:
▪ Service learning enables students to engage with societal challenges through NBS projects.
▪ Living Labs: Turning university campuses into environmental innovation hubs.
▪ Problem-Based Learning promotes inter-disciplinary teamwork to resolve real-life problems.
▪ Participatory Action Research: Bringing students together with local stakeholders to design solutions collaboratively.
These practices bring learning from the abstract to the active citizenship practice-habits that cultivate what scholars call "eco-citizenship."
Opportunities, challenges, and policy implications.
The case studies not only give inspiration but also expose deep system insights. Chief among these is the persistent lack of institutional support to integrate Nature-Based Solutions. Teachers cite financial constraints, bureaucratic resistance, and the challenges of coordinating across disciplines as key barriers.
There is a growing interest in sustainability-focused education among students and educators alike. The development of "green campuses," student-initiated projects that adopt nature-based solutions, and the growing prominence of university sustainability rankings all indicate a profound cultural shift within institutions.
In order to accelerate this shift, the SEgoesGreen study brings crucial policy proposals:
• NBS must go beyond stand-alone modules and appear in the form of cross-disciplinary themes that run across business, law, and social sciences disciplines within the SE curricula.
• Encouraging interdisciplinary collaboration is vital; faculties have to come together across departments through co-teaching, co-research, and cross-enrollment courses.
• It is important to invest in teacher development and training; teachers need access to case studies, toolkits, and training in nature-based solutions and teaching sustainability.
• Involving the local community – Universities should make connections with local governments, NGOs, and businesses to root learning in community challenges.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
• In sync with the emerging Green Job Markets, education curricula should emphasize employability by focusing on emerging areas like green entrepreneurship, regenerative design, and circular economy services.
Towards a Sustainable Future.
Social economy learning incorporating Nature-Based Solutions is by no means a temporary education fad, but instead a vital strategy. Universities today are not only required to create thinkers, but also to cultivate doers who understand the complex systems that exist around them and are equipped with the skills needed to make a positive impact.
SEgoesGreen is a strong reminder that nature is not just a subject to study, but also an active participant in the learning process. Through the integration of green roofs, food gardens, climate labs, and permaculture design, education becomes a rich, democratic, and positive process.
One of the participating professors, aptly commented “Teaching for the green transition cannot be just theoretical it has to be experienced, practiced, and intensely felt.”
By incorporating Nature-Based Solutions at the heart of sustainable learning, universities throughout Europe can become hotspots of ecological innovation and community resilience. It seems that the future classroom is indeed thriving in hues of green.
References
1. Murzyn, D. et al. (2024). Integrating Nature-Based Solutions in Social Economy Education for Enhancing Environmental Sustainability European Research Studies Journal, Vol. XXVII, Issue 1, pp. 96–113. [https://ersj.eu/journal/3351]
2. European Commission. (2021). Nature-Based Solutions. Retrieved from: https://research-and-innovation.ec.europa.eu/research-area/environment/nature-basedsolutions_en
3. Council of the European Union. (2022). Council Recommendation on Learning for the Green Transition and Sustainable Development (2022/C 243/01). Official Journal of the EU. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29
4. Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp – The European Sustainability Competence Framework. Joint Research Centre, European Commission.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
5. Seddon, N. et al. (2020). Understanding the Value and Limits of Nature-Based Solutions to Climate Change and Other Global Challenges Philosophical Transactions of the Royal Society B, 375(1794).
https://doi.org/10.1098/rstb.2019.0120
6. Vasconcelos, C. & Calheiros, C. S. (Eds.). (2022). Enhancing Environmental Education Through Nature-Based Solutions. Springer. [A foundational work on how NBS can transform environmental education.]
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.
Project Acronym: SEgoesGreen
Project number: 2022-1-PL01-KA220-HED-000087149
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.