Exploring the understanding and integration of nature-based solutions into higher education and TVET: Insights from 7 EU countries

Nature-Based Solutions (NBS) are increasingly recognised as essential approaches for addressing urban challenges such as climate change, biodiversity loss, and social resilience. One of the key factors in the successful implementation and long-term sustainability of NBS is the capacity-building role of education systems, particularly in equipping future professionals with the necessary knowledge and skills. This study explores the current understanding and integration of NBS within higher education and Technical and Vocational Education and Training (TVET) across seven EU countries: Germany, the Netherlands, Finland, Austria, Lithuania, Greece, and the Czech Republic. The research employs a mixed-methods approach, combining a review of academic and grey literature, expert interviews, and surveys. The study analyses how NBS-related content is embedded in educational curricula and training programs. The literature review reveals existing definitions and criteria for understanding NBS, while empirical findings highlight significant differences in perception, not only between countries but also across institutions. The integration of NBS in curricula remains fragmented, with limited interdisciplinary collaboration and a noticeable gap between theoretical knowledge and practical application. However, innovative formats such as Living Labs and co-creation with societal actors show strong potential to support transformative, challenge-based learning. By identifying key barriers and showcasing good practices, this study contributes to the growing discourse on educational innovation in sustainability transitions. It highlights the importance of transdisciplinary approaches and international cooperation in embedding NBS into higher education and TVET systems, and offers recommendations to support effective curriculum development. • Understanding and awareness of Nature-Based Solutions (NBS) vary widely. • Practical and engineering views dominate where formal NBS policy is less established. • Better communication and deeper integration of NBS are needed in education and practice. • Higher and Vocational education curricula lack an explicit focus on NBS. • Educators should call for applied NBS training and transdisciplinary collaboration.