“GreenComp” as a tool for examining motivation of vocational teachers to create learning opportunities for the green transition

Abstract

AbstractThis study aims to investigate the motivation of vocational teachers in Greece to create learning opportunities that develop sustainability competences in students, using the European competence framework “GreenComp”. This monumental task has been defined in the concept of targeted professional development programs that support vocational teachers in their efforts to promote sustainability education. A sample of 173 teachers from different vocational sectors and regions were surveyed and data were analyzed using the expectancy-value theory of motivation. Results reveal that teachers had the lowest ability beliefs, interest, and face the highest associated costs for certain competences and that there were statistically significant differences in motivation depending on factors, such as vocational sector, educational experience, and training in sustainability issues. This research provides important insights into understanding the readiness of vocational teachers to respond to the demands of the green economy transition and can serve as a basis for further research in this area.