Although widely endorsed by subject-matter experts and representative of different stakeholder groups, the framework has not yet been tested in a real setting. Putting GreenComp into practice, by rolling it out and evaluating it in a specific context, could and should lead to amending and refining it based on feedback from practitioners and end users. The framework should thus be treated as a living document.

Another challenge is the wide scope of this framework, targeting all people, from young children toadults, thus touching upon different educational settings. Moreover, due to the vast and rapidly evolving nature of the sustainability concept, this framework depicts competences necessary for sustainability as an overarching topic. Therefore, subfields are not directly addressed in this context. Some examples of these competences include but are not limited to, responsible production and consumption, competences for the circular economy, or competences for specific education levels. Future developments in these directions can very well be envisaged on the basis of GreenComp.

Learning for environmental sustainability is essential to achieve a sustainability mindset and trigger the willingness to act for a sustainable future. However, education and training, including this competence.*

* The content used on the site comes from: Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. GreenComp – Europejskie ramy kompetencji w zakresie zrównoważonego rozwoju. Bacigalupo,M., Punie, Y. (red.), EUR 30955 PL, Urząd Publikacji Unii Europejskiej, Luksemburg, 2022; ISBN 978-92-76-53198-2, doi:10.2760/182235, JRC128040