SDG Labs project introduced an innovative, transdisciplinary and future-oriented educational programme for Higher Eduaction Institutions (HEI) in se related study fields that aspires to bring real and measurable results on upscaling the role of se as central actor of the green transformation. The purpose of this was: - To utilise research findings and existing practices and develop new knowledge for innovative educational programmes that promote environmental awareness, stimulating green attitudes in the se sector. - To provide a holistic and flexible training programme improving the professional development of se academics through the application of innovative teaching practices. - Supporting the next generation of green social entrepreneurs who are currently se students (enhancing skills needed in the green business sector). - Developing teaching and learning resources that link sustainability issues in se curricula with current trends of change (e.g. green labour market requirements). - Connecting higher education, teachers, students and green see communities to collaborate, research and co-create knowledge and social innovations driving green solutions and green transformation.
The main reason for preparing the project was the perceived economic and social effects of the changes taking place, including climate change. this necessitates considering environmental and economic aspects in different contexts. The social economy is a key economic sector for the realisation of an inclusive green transition. Social economy entities (SEEs) provide work for more than 13.6 million people in Europe, and the number of so-called 'green sees' is impressive. Green SEEs offer innovative solutions in many forward-looking green sectors (energy, circular economy, etc.). To fully realise their potential towards a green transformation, action is needed at all levels starting with education (especially higher education). However, there is a lack of green skills for the future see workforce, as educational institutions find it difficult to integrate environmental sustainability into their curricula. SEEs, on the other hand, show a high demand for transversal competences (including green competences). Our project has placed ses at the centre of green transformation by introducing a synergistic, multi-level socially driven green labs programme.