Abstract:

Introduction:
This paper discusses the role of digital competences and green skills in education. It reviews previous framings of digital and media literacy, European policies on developing key competences and sustainability competences. Also, it suggests how these could be developed through eTwinning and Erasmus+ projects, presenting examples of activities and Web 2.0 tools from previous eTwinning and Erasmus+ projects (awarded both nationally and at a European level) and emphasizing the role of the Erasmus accreditation towards achieving these goals.

Theoretical foundation:
Competences are a combination of knowledge, skills, and attitudes. The National Education Law (1/2011), Appendix 1 – The list of terms and expressions definitions used in the law - defines competence as “the proven ability to select, combine and use adequate knowledge, skills and other acquisitions consisting of values and attitudes, to successfully solve certain categories of work or learning related situations, in addition, to develop professionally or personally in terms of effectiveness and efficiency”. The Praxeological Dictionary of Pedagogy (Bocoș, M.-D. (coord.), Răduț-Taciu, R., Stan, C., Chiș, O., Andronache, D.-C., 2016) describes competences as the result of a dynamic process, being specific to a situation and having the capacity to be adapted to other situations, almost isomorphic with the current situation and belonging to the same family of situations: “Being competent means knowing how to act qualitatively, efficiently and promptly in a category / class of similar or atypical situations”.
Digital competence, part of the key competences, is defined by the European Council, in the Council Recommendations of 22 May 2018 on key competences for lifelong learning as “the confident, critical and responsible use of, and engagement with, digital technologies for learning, work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking”.
GreenComp, the reference framework for sustainability competences, defines sustainability as ”prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries.”

Research questions:
During this research, the following questions have been explored:
- What key-competences can students from „Petru Rareș” National College develop through eTwinning projects and Erasmus+ accreditation?
- How can we teach sustainability for our students, in order to become an Eco-School and how can we improve students` digital skills?

Research methodology:
The research methods used were analysis of students’ work, the Selfie survey and a questionnaire-based survey.

Results:
Digital Competences are key competences we should aim to develop in each lesson, no matter the subject we teach. Key competences are more important than a particular content we, as instructors, need to teach.
Sustainability competences empower learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures.

Keywords:

Competences, Digital skills, GreenComp, Green Skills, eTwinning, ErasmusPlus, Project-Based Learning, Web 2.0, Accreditation.