Introduction
1.
Haridus murdepunktis
Introduction
  1. The foundations of education: Human capital, strong institutions and the will to pursue education Reflection
  1. Education at a turning point: the old system crumbling, the new one is still emerging Reflection
  1. Seven opportunities to develop the export of Estonian education Reflection
  1. Educational inequality in Estonia: where does it persist and how effectively has it been reduced? Reflection
  1. Lifelong learning must engage both the university-educated engineer and the low-skilled worker Reflection
2.
Hariduse andmetarkus
Introduction
  1. From data to decisions: How does Statistics Estonia help make society more informed? Reflection
  1. PISA blindness: Why is Estonia not using the full potential of its register data? Reflection
3.
Haridus kui tuluteenimise vahend
Introduction
  1. Returns to education Reflection
  1. Does vocational education pay off? Reflection
  1. Teachers’ wage models Reflection
4.
Haridus kui sotsiaalne lift
5.
Tarkvara uuendatud, aga kas õppimine ka?
Introduction
  1. Smart digital learning resources are evolving into an adaptive ecosystem Reflection
  1. Smart use of artificial intelligence requires human intelligence Reflection
  1. Estonia’s education system in the winds of technological and legal change Reflection
  1. Today’s classrooms require digital innovation Reflection
6.
Kestlikkus hariduspeeglis
Introduction
  1. Education is only one stone in the foundation of a sustainable lifestyle Reflection
  1. Local schools and sustainable mobility as prerequisites for independent school travel Reflection
  1. Educational institutions can bridge the gap between climate awareness and climate-responsible behaviour Reflection
  1. Supporting sustainability in education requires changes not only in content but also in teaching methods Reflection
7.
Haridus on turvalise ühiskonna alus
Estonian education 2050

Reflection

We live in an era in which automated data collection systems – satellite data, environmental sensors, databases tracking developments in the economy, society and culture – make it possible to monitor the slow but relentless destabilisation of the current social order. The problem is no longer a lack of information, or doubts about the quality of data describing the functioning of the interconnected systems on which our wellbeing and survival depend. The real challenge lies in understanding how these large systems – ecological, economic, social and cultural – interact. By integrating subject areas through genuinely interdisciplinary learning, we can offer young people a clearer sense of the interconnectedness of the world and provide tools for seeking solutions to improve the current situation.

The article points out that focusing on interdisciplinary teaching requires more time and commitment. Many schools have set an example by moving towards integrated teaching in the first stage of basic education. For reasons that are less clear, this approach is rarely continued in later stages. In upper secondary education, interdisciplinary teaching remains exceptional, for a variety of reasons.

  • In the national curricula for general education, cross-curricular integration is addressed only at the level of principle, which is insufficient for learners to develop an understanding of interconnected systems.
  • Interdisciplinary teaching is also hindered by the volume of content, its outdated elements and the excessive level of detail in national curricula. If schools wish to implement integrated approaches – allocating more time so that pupils can develop a systemic understanding of key aspects of sustainability – something else must inevitably be reduced. Some curriculum topics will receive more limited treatment. This can create tension for teachers, who may feel they are not fulfilling expectations if they cannot cover everything that is prescribed. Understandably, this leads to reluctance to invest in interdisciplinary approaches.
  • Substantial deviation from national curricula can only occur with the responsibility and support of school leadership. If leaders lack understanding of or confidence in the effectiveness of interdisciplinary teaching, and if teachers are not supported, it is generally not feasible to organise learning in this way.
  • Teacher education also lacks a substantial component focused on understanding interconnected systems. Although these themes appear in course descriptions and are addressed in practical exercises, the treatment often remains superficial and confined to individual topics. Most teachers have not themselves experienced integrated learning of this kind, and the same is true of many school leaders.

‘Sustainability’ is often associated primarily with environmental problems. In schools, this may translate into activities such as litter collection, fashion projects made from waste materials or tree-planting days. This article, too, addresses sustainability largely within the framework of environmental education and the natural sciences. From that perspective, it is indeed possible to state that sustainability themes are present in both formal and non-formal education in Estonia.

Reliance on environmental education is understandable, as the need for the concept of sustainability emerged from concerns about nature. It is now widely recognised that many natural resources once considered renewable have been significantly depleted and that humanity has exceeded planetary boundaries in critical respects. Because the absence of moral limits in resource use and the lack of experiential awareness of the integrity of social and ecological systems characterise only some societies, this is not a biological phenomenon that is inherently difficult to change, but a cultural one, and human history offers at least a few positive examples of cultural transformation, making it reasonable to invest effort in changing the current trajectory.

A starting point would be to ensure that sustainability is not confined to environmental education and the natural sciences. Current national curricula and education programmes can easily convey the impression that the environment is something external to us – a source of resources and a sink for waste. Natural science themes should therefore be connected with economic, social and cultural dimensions and linked to the design and implementation of future-oriented solutions. Further challenges and opportunities for improvement remain.

  • The national curriculum stipulates that schools visit environmental education centres at least once a year. Some schools do so more frequently, though in general visits remain limited. Such infrequent and brief contact with the ecological dimensions of sustainability is insufficient to develop competences related to a comprehensive understanding of sustainability.
  • Cultivating sustainability competence as a transversal competence clearly supports the principles of education for sustainable development. A central role is played by the individual who helps learners make sense of their experiences and who embodies values that support sustainability competence. Many teachers currently working in schools completed their studies at a time when the environmental crises that gave rise to the sustainability agenda were not widely recognised, and it remains unclear to what extent they themselves possess sustainability-related transversal competences. Even where they do, school conditions – including leadership approaches – may not support the development of these competences in practice.

One avenue for supporting sustainability competence and scientific conceptual thinking is citizen science. In recent years, new networks and data collection initiatives have emerged. However, citizen science in Estonia still lacks clear and consistent feedback mechanisms that would meaningfully reflect participants’ contributions and support reflection on their activities. This limits its potential impact on sustainable behaviour.