Words: Elisavet Petridi, Tilemachos Kotronis

Proofread: Dora Psoma

Graphic design: Kostas Touboglou

 

Keywords: Nature-Based solutions (NBS), Living Labs, Skills, Competencies , Vocational Education and Training (VET ), eNaBlS Project

Introduction

As environmental challenges such as climate change, biodiversity loss and resource depletion become more and more intense over the years, there is an urgent need to address them effectively. Nature Based Solutions (NBS) in contrast to conventional approaches, often based on technological advances, come as a twist in addressing these emerging global challenges (Mulvik et al., 2023; Dowling, 2024). NBS are practices that rely solely on natural processes and ecosystems. Their aim is to protect the environment while providing economic and societal benefits (Mulvik et al., 2023). This article focuses on the application of NBS in education, particularly in Vocational Education and Training (VET) where students gain practical experience in implementing and managing environmental solutions. It explores how such practices can promote sustainability focused competencies, using the ENABLS project and its Living Labs especially the Greek one as a case study. This project will be under the collaboration of 3 eNaBlS partners, 3s Research & Consulting, IDEA training and CERTH. The article outlines key concepts and competencies necessary for implementing NBS and discusses how they can be integrated into the VET context. The competencies identified from a similar program with the acronym NBS EduWORLD  (Mulvik et al., 2023) were highly used in this study as they were found to be relevant to our case.

Definitions, Scope and Case Study Method

Nature Based Solutions (NBS) are approaches that work with nature to address societal and environmental challenges while benefiting biodiversity and human well-being (Mulvik et al., 2023). Typical examples include:

  • Green roofs
  • Wetland restoration
  • Urban forests
  • Natural flood management
  • Reforestation
  • Conserving Mangrove forests
  • Organic farming
  • Bioswales

Competence is commonly defined as the ability to meet individual or social demands successfully or to carry out a task effectively (Weinert, 2002). It integrates knowledge, skills, and attitudes and is often context specific (Schneider, 2019; Le Deist & Winterton, 2005).

Skills, by contrast, are specific abilities learned to perform tasks and can be measured more directly (Cedefop & UNESCO-UNEVOC, 2025).

Scope and Context

This article investigates how VET can support learners in developing competencies related to NBS. Currently, the integration of NBS into VET curricula is still in its early stages, despite growing policy support for environmental education through initiatives such as the European Green Deal, the UN Sustainable Development Goals, and the Paris Agreement (European Commission, n.d.; European Training Foundation, 2023; Solas, 2024)

A notable initiative in this context is the eNaBlSproject, which aims to integrate biodiversity and NBS into higher education and Vocational Education and Training curricula. This project supports innovation in teaching practices through the creation of seven Living Labs. These Living Labs function as real world learning environments where VET students, teachers, researchers and local stakeholders come together to co-design and test Nature Based practices. Therefore, eNaBlS plays a key role in promoting NBS competencies in all EU education systems (ENABLS, n.d.).

To ensure the effectiveness of such initiatives, it is essential to define the specific competencies and skills that VET students need to develop in order to implement NBS successfully. So in this article, we will explore the key competencies relevant to the implementation of NBS, with a particular focus on those applicable to the Greek Living Lab, where they will be tested and evaluated in practice.

WORKSHOP TOOLS AND CASE STUDY METHOD

To quantify and measure the competencies gained in the Greek Living Lab a Questionnaire was used as a methodology. This questionnaire enables the participants to express their beliefs on their workshop’s activities and to what extent they gained knowledge and skills.

 

ΝBS competencies in VET

VET students need to acquire diverse and multidisciplinary competencies to be able to effectively apply these Nature  Based Solutions in their future working field (Martin et al., 2023). These competencies do not only cover technical expertise, but transversal sustainability competencies, such as those identified in the GreenComp framework (Bianchi et al., 2022), also play an important role (European Training Foundation, 2023). These competencies encompass a combination of knowledge, skills and attitudes for example systems thinking, adaptability and collective action which are essential for addressing sustainability challenges (Bianchi et al., 2022). Adopting a green mindset has therefore an equally important role to play, as it involves adopting values and attitudes that prioritize resource efficiency and sustainability in every aspect of life (Martin et al., 2023). Consequently, after conducting a literature research, the types of competencies and associated skills were classified into subcategories according to their specific nature.

Technical and sector specific competencies

Vocational Education and Training programs related to NBS require the acquisition of an extensive range of technical competencies that are modulated according to the focus sector of the program. In the case of a program focusing on the integration of NBS in the agricultural sector, competencies such as knowledge and skills related to organic/sustainable practices (e.g. rotational grazing, crop rotation, the use of organic fertilizers) are particularly important (European Training Foundation, 2023; Mulvik et al., 2023). We see already that such practices are already starting to be integrated into VET curricula, with a typical example being the agroecology curriculum in Valencia, Spain. The program covers topics such as sustainable water use, organic and mineral fertilizer use, sustainable vegetable production, and an ethical commitment to the preservation and defense of environmental and cultural heritage.

Conversely, in a VET program focused on the building sector, competencies in constructing green roofs and facades are particularly relevant. An example of such program can be the German VET curriculum for landscape gardeners which was currently being updated to incorporate climate, biodiversity, and sustainability themes

Environmental management competencies

It is important that students enrolled in Vocational Education and Training (VET) programs acquire strong environmental management competencies to work effectively with nature-based solutions. These include the ability to carry out environmental impact assessments, understand life cycle analysis (LCA), and use tools to evaluate climate related risks. Such skills, as a part of broader competencies, help ensure that NBS projects are safe, sustainable, and well adapted to their surroundings (European Training Foundation, 2023).

Transversal competencies

It is also important for learners to develop a range of transversal or “soft” competencies. These include collaboration with both experts and non-experts, systems thinking, critical thinking, and the ability to work well with different groups of people (collaboration skills as part of transversal competencies) (European Training Foundation, 2023; Mabon, 2023). Communication skills are also important as students should learn how to explain their ideas clearly to both technical experts and the general public (European Training Foundation, 2023). These competencies closely align with those highlighted in the 3s (eNaBlS partner) study and the GreenComp framework, which emphasize key areas such as systems thinking, problem framing, adaptability, futures literacy, and collective action (Bianchi, 2022)

Policy and Planning competencies

To make sure that Nature Based Solutions  will work well over time, VET students also need basic knowledge about planning and environmental policies. These competencies help students understand how to design projects that follow local laws while at the same time protecting natural areas and meeting community needs. It’s also important to know how to maintain NBS after their implementation. Therefore, learners should understand how to monitor results, identify possible trade-offs in different contexts, manage land use, and work with others to protect nature in the long term (Mabon et al., 2023). Similarly, these competencies align with those emphasized in the 3s study and the GreenComp framework, such as political agency, collective action, and competence of action, which are integrated into the NBS TVET curriculum to support effective and sustainable implementation (Bianchi, 2022).

Financial competencies

Financial and business competencies play a crucial role in the successful implementation of NBS, especially in sectors where projects are commonly public funded. For instance, in sectors such as woodland restoration, understanding how to secure and manage funding is essential (Mabon, 2023). It is thus important to integrate impact assessment and financial analysis into VET’s curriculum design. Moreover, one proposed learning scenario suggests that students could reflect on the social, economic, and environmental value of infrastructures that include NBS. Within this context, they would also develop an understanding of how to fund a project and practice presenting it to relevant stakeholders

Competency assessment  in the Greek Living Lab

To ensure that NBS skills and competences are not only defined, but also measurable, three eNaBlS partners, 3s Research & Consulting, IDEA training and Centre for Research and Technology Hellas (CERTH ), are working together to create tools to measure the competencies that learners develop  from NBS education. IDEA is leading this work at the Greek Living Lab, where a specific NBS curriculum is being developed in the context of eNaBlS project. At the Greek Living Lab, IDEA tests how well students acquire these competencies  in real world settings. Finally, these results will help improve both the curriculum and the way these skills are taught and assessed in NBS programs.  in real world settings. Finally, these results will help improve both the curriculum and the way these skills are taught and assessed in NBS programs.

Competencies tested in the Greek Living Lab

Τhe Greek Living Lab will take place at the Technical Camber of Greece, located in the coastal sea side of Thessaloniki. This initiative will focus on urban water collection design specifically for a plot near Macedonia Palace. The central element of the event will be the co-creation of ideas and generation of 3D AI visualizations of proposed interventions. The workshop will be coordinated by architect and engineer Smaro Katsangelou who is currently pursuing her PhD focused on Architecture, AI and Robotics, at Florida Atlantic University. The primary target group will be vocational engineering students who will have the opportunity to build essential competencies during this active workshop. The competencies that will be tested and that are more applicable to this particular workshop, will include critical thinking, collective action and promoting nature, futures literacy. However, to ensure diversity of perspectives and avoid overrepresentation of a single population group, the participation of the broader local community will be encouraged. In total it is expected that approximately a total of 50 participants to engage in this process.

Conclusion and Expected findings

The Greek Living Lab is expected to show that VET students can effectively develop key competencies through physical involvement with urban water collection design. By collaborating with stakeholders and using tools like 3D AI visualizations, students will strengthen both their technical and transversal competencies. These outcomes will help improve NBS training programs and show that the Living Lab model is a useful and practical way to teach these competencies in other schools and training centers

References

Bianchi, G., Pisiotis, U. and Cabrera Giraldez, M., GreenComp The European sustainability competence framework, Punie, Y. and Bacigalupo, M. editor(s), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-46485-3, doi:10.2760/13286, JRC128040

Cedefop & UNESCO-UNEVOC. (2025). Meeting skill needs for the green transition: skills anticipation and VET for a greener future: Cedefop practical guide 4. Publications Office of the European Union. DOI: 10.2801/6833866 https://www.cedefop.europa.eu/en/publications/4220

 Dowling, C. (2024). Initial report on NBS in higher education: Including principles, NBS content, pedagogy, gaps, and priorities for NBS in higher education and entrepreneurship architecture (Version 2.0) [Report]. NBS EduWORLD. https://nbseduworld.eu/fileadmin/user_upload/Resources/NBS-EduWORLD_MS5_Report-NBS_higher-education.pdf

ENABLS. (n.d.). About overview. Retrieved May 27, 2025, from https://enabls.eu/about-overview/

European Commission. (n.d.). Nature-based solutions research policy. Research and Innovation. Retrieved May 28, 2025, from https://research-and-innovation.ec.europa.eu/research-area/environment/nature-based-solutions/research-policy_en

European Training Foundation. (2023). Greening of vocational education and training: Processes, practices and policies. https://www.etf.europa.eu/en/document-attachments/greta-greening-vocational-education-and-training-processes-practices-and

Le Deist, F. D., & Winterton, J. (2005). What Is Competence? Human Resource Development International, 8(1), 27–46. https://doi.org/10.1080/1367886042000338227

Martin, J., Irshaid, J., Linnerooth-Bayer, J., Scolobig, A., Aguilera Rodríguez, J. J., & Fresolone-Caparrós, A. (2023). Opportunities and barriers to NBS at the EU, national, regional and local scales, with suggested reforms and innovations (Deliverable 5.2). https://www.phusicos.eu/globalassets/bilder/eksterne-prosjektsider/phusicos/publications/deliverable-d5-2.pdf

Mulvik, I., Stojilovska, A., Berndt, J., & Chachava, M. (2023). Nature-Based Solutions Education Network (NBS EduWORLD) Deliverable D2.1 State of the Art report. https://doi.org/10.13140/RG.2.2.16551.32166

Schneider, K. (2019). What Does Competence Mean?. Psychology, 10, 1938-1958. doi: 10.4236/psych.2019.1014125

SOLAS. (2024). Green Skills 2030: The 1st National Further Education & Training (FET) Strategy for the Green Transition. https://www.solas.ie/f/70398/x/135e0f3789/solas-green-skills-strategy-2030.pdf