Impact of COVID-19 on Education for Sustainable Development (ESD) in the context of twin transition

Ann Finlayson, Monica Moso-Diez, Violeta Orlovic Lovren
EENEE Analytical Report AR02/2021

The report looks into the impacts of COVID-19 on education for sustainable development (ESD). It provides an overview of existing evidence on policy responses to COVID-19 targeting either ESD specifically or the provision of education generally at schools, vocational education and training, and higher education. The integration of ESD and impacts by the COVID-19 pandemic are analysed following the dimensions and aspects of sustainability relevant to each education level. The report shows how some of the policy responses to the crisis caused by the pandemic enable or challenge the promotion of ESD. It also suggests recommendations for future promotion and adoption of ESD that are structured according to the five UNESCO 2020-2030 Roadmap priority areas: advancing policy; transforming learning environments; building capacities of educators; empowering and mobilising youth; and accelerating local level actions.

Strong relevance
The relevance of the EENEE deliverables to the Sustainable Development Goals (SDGs), adopted by the United Nations, is generated using the OSDG open source initiative (