Vuelve a aparecer Finlandia, como también se repiten apariciones del sur global. El caso es que Finlandia tiene incluido un enfoque de educación ecosocial en su sistema escolar que incluye mejorar el aprendizaje y la educación como medio para acelerar el cambio social sostenible y competencias y estilos de vida sostenibles. Su hoja de ruta propone que “un cambio hacia una sociedad más sostenible es posible gracias a transformaciones en nuestra visión del mundo, una comprensión más amplia y profunda, así como nuevas habilidades y conocimientos”. En particular, la visión del cambio se basa en la noción de que la educación influye en nuestra comprensión de la complejidad de las sociedades y los estilos de vida sostenibles. Por lo tanto, la hoja de ruta propone que se logre una transición exitosa a la sostenibilidad mediante la integración de la educación ecosocial en los planes de estudio básicos.

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The second area of change, Education, competence and sustainable lifestyles 7, includes enhancing learning and education as means to accelerate sustainable social change (FNCSD, 2022, p. 19). The roadmap proposes, that “a shift towards a more sustainable society is made possible by changes in our worldview, a broader and deeper understanding, as well as new skills and knowledge” (FNCSD, 2022, p. 19). In particular, the vision for change is based on the notion that education has an influence in our understanding about the complexity of societies and sustainable lifestyles. Therefore, the roadmap proposes that a successful sustainability transition is achieved through integrating eco-social education into the core curricula (FNCSD, 2022, p. 21–24). The roadmap explicates the following vision for 2030:

An increasingly strong value base and competence that promote sustainable development add significance to people’s lives and boost competence that supports the creation of new knowledge, new ways of working and solutions for global sustainability problems. Knowledge and education are available to everyone. Continuous learning offers everyone the opportunity to expand their understanding and competence, learn new skills and knowledge needed in our changing world, both in and out of the workplace. Our education system provides knowledge promoting the sustainability shift to all population groups equally and accessibly. The educational attainment of the population has improved, and educational and competence gaps have been closed. Society supports sustainable lifestyle choices, and the general attitude towards and opportunities to make sustainable choices have improved. Although Finns consume less and more sustainably, their wellbeing has improved.

The roadmap defines that eco-social education “departs from the notion that humans should act within the limits set by the resilience of ecosystems” (FNCSD, 2022, p. 23). The eco-social education provides the basis for adopting a sustainable lifestyle. Similarly, the roadmap describes a sustainable lifestyle as an attitude that “builds on the notion of humans being part of nature and depending on the vitality of ecosystems” (FNCSD, 2022, p. 19). In addition, the sustainable lifestyle includes sustainable consumption habits and social responsibility (FNCSD, 2022, p. 24). The roadmap argues that the educational actors play a key role in renewing society’s value base and mainstreaming sustainable lifestyle. Because of this, the sustainability transition calls for cooperation between formal, non-formal and informal education (FNCSD, 2022, p. 21, p. 24). In addition to the educational actors, the state plays a key role in creating the necessary preconditions for adopting a sustainable lifestyle. This includes (…)

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Paldanius, S. (2023). Perspectives on “sustainability transition pathways” in the 2030 Agenda roadmap: the case of Finland [Master’s Thesis Development, Education and International Cooperation Department of Social Sciences and Philosophy. University of Jyväskylä] https://jyx.jyu.fi/bitstream/handle/123456789/89393/URN%3ANBN%3Afi%3Ajyu-202310055423.pdf?sequence=1