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
Introduction
  1. Studying in Estonian-medium schools supports the integration of ethnic minorities Reflection
  1. How do we design a school network that adapts to declining pupil numbers while supporting educational goals and regional development? Reflection
  1. Educational inequality in life expectancy and ways to reduce it Reflection
  1. People with higher education value solidarity and innovation more, while security is valued equally across educational levels Reflection
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

The analyses presented in the article show that, among the five value orientations examined, appreciation of nature is considered the most important in Estonian society. This is followed by security and solidarity. Innovation ranks fourth and hedonism is valued least. Values have fluctuated over time and, for example, hedonism has shown an upward trend compared with earlier years. Somewhat unexpectedly, the data indicate that the value placed on security did not increase following the outbreak of the full-scale war in Ukraine. Data collected in 2021 instead show a decline in the importance attributed to security, particularly compared with 2014. Future survey rounds may reveal further shifts in the value attached to security. Compared with Finland, the most recent data show the largest differences in solidarity. While the article focuses primarily on comparisons over time and between groups, this reflection considers how values are shaped and put into practice.

First, value formation requires deliberate attention. If values are not acknowledged, examined and consciously cultivated, they will develop implicitly. In Estonia, greater emphasis should be placed on values within the national curriculum, particularly in relation to the development of general competences. To date, the curriculum has largely presented lists and brief descriptions of key competences, with less attention to the broader vision and value framework within which these competences should be cultivated.

Second, articulating and naming values is not enough. Greater focus is needed on how values are translated into practice and how they can be effectively cultivated. Declared values do not always correspond to behaviour, and behaviour may not reflect stated priorities. For the past 18 years, appreciation of nature has consistently been identified as the most important value in Estonian society. This might suggest that environmental concern is expressed in consistent and systematic action. However, experts note that raising awareness of climate change and environmental issues, and encouraging new behavioural patterns, still require sustained effort in Estonia.25 The relationship between values, attitudes and behaviour has been widely studied, and it is well established that attitudes do not automatically lead to behavioural change.26 In education for sustainable development, increasing emphasis is therefore placed not only on shaping knowledge and attitudes but also on supporting concrete changes in behaviour.27

If values are not acknowledged, examined and consciously cultivated, they will develop implicitly.

Cited sources

25 See e.g. P. Post, K. Uibu, J. Terasmaa (eds.), [Eesti haridusteaduste ajakiri 12 (2). Kliimateadlikkuse edendamine hariduses ja ühiskonnas]()https://eha.ut.ee/23/, 2024.
26 See e.g. G. Chaplin, P. Wyton, Student engagement with sustainability: Understanding the value–action gap. – International Journal of Sustainability in Higher Education 15 (4), 2014; J. Wang, M. Shen, M. Chu, Why is green consumption easier said than done? Exploring the green consumption attitude–intention gap in China with behavioral reasoning theory. – Cleaner and Responsible Consumption 2, 2021.
27 L. Pajula, Ä. Leijen, Supporting sustainability mindsets in initial teacher training: A systematic literature review. – W. Leal Filho, B. Gasparetto Rebelatto, A. Annelin, G. O. Boström (eds.), Competence building in sustainable development. World Sustainability Series (Springer, 2025).