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Description
The project enhances competencies in two key areas that are one of the biggest challenges in Slovenia, the EU and globally: climate change and the digital transition. The development of an entirely new methodology and a didactic digital tool for the experiential teaching of this issue and the literacy of primary school teachers and students in the direction of the goals of the digital and green transition, led by decarbonisation, and their additional training with competences for life, such as taking own initiative, responsibility for one''s actions, concern for the common good. A successfully implemented project will significantly reduce the city''s carbon footprint, create new knowledge and habits in various age groups in the field of environmental awareness and significantly impact the lives of future generations. Main project results are development of new digital methodology and learning practices in the field of environmental literacy and the training of a critical mass of multipliers, teachers and other professional staff to use these practices and establish the foundations of a sustainable multi-sectoral structure for the wide dissemination of results after project completion.
Summary of project results
The project addressed several key issues and challenges in different areas, in particular:
Climate Change:
- Development of methodologies and tools to teach climate change and decarbonization.
- Educating teachers and primary school students on reducing their carbon footprint.
- Creating new knowledge and habits in environmental awareness across different age groups.
- Implementing activities to lower the carbon footprint in schools and urban areas, which aligns with EU decarbonization goals.
Digital Transition:
- Development of a digital tool for experiential teaching related to environmental issues.
- Training teachers and students in digital literacy.
Life Skills Development:
- Promoting skills such as taking initiative, responsibility, and concern for the common good among students.
Educational Methodology:
- Developing new teaching and learning methodologies for environmental and digital literacy.
- Training a critical mass of multipliers, including teachers and other professional staff.
By addressing these issues, the aimed to significantly improve the skills and competencies of primary school teachers and students, contributing to broader environmental and digital transitions and fostering sustainable habits and cooperation across sectors.
The primary goal was to develop a new methodology, incorporating innovative practices and didactic tools for teaching and learning, specifically in the fields of environmental and digital literacy for primary school teachers and students. Another crucial objective was to train a critical mass of multipliers, including teachers and other professional staff, to effectively implement the developed teaching methods in practice. Finally, the project sought to establish the foundations for a sustainable multi-sectoral structure among partners and stakeholders, ensuring the broad dissemination of results beyond the project''s conclusion. The team diligently followed the planned activities, actively participating in various events and conferences to promote the project and the newly established digital didactic platform.
First, an analysis was made of the state of education and knowledge in the fields of environmental care, climate change, carbon footprint, and the needs and recommendations of the educational staff.
A new digital didactic platform for CO2 monitoring of schools was developed with the Green Penguin gamification (the Green Penguin platform). Within the platform, 20 didactic resources, methods and materials have been developed for teaching and learning about environmental issues and ways to reduce CO2.
seven primary schools have been involved in testing and using the Green Penguin platform. 81 teachers participated in peer learning and 20 were trained to transfer their knowledge on how to use the platform to other colleagues and schools.
A key focus was on educating and training teachers and other stakeholders, who served as primary multipliers, to expand the use of the Green Penguin platform. The project also involved the continuous development and updating of the platform based on feedback from teachers and students at pilot schools. Additionally, promotional materials and necessary equipment were purchased and ordered to support the project''s initiatives.
Overall, the project made substantial contributions towards environmental education, digital literacy, and institutional cooperation, impacting teachers, students, and broader communities.
Here''s an overview of the results in different areas, in particular:
1. Development of new Teaching Practices and Methodologies: the project developed an innovative digital tool and methodologies for teaching environmental issues and decarbonization.
2. Enhanced Environmental Awareness: Teachers and students were educated on the importance of reducing their carbon footprints, fostering a deeper understanding and proactive behavior towards environmental protection.
3. Improvement in Digital Literacy: The project created a digital tool (digital didactic platform) that facilitated experiential learning, enhancing digital competencies alongside environmental literacy.
4. Institutional Cooperation: The project promoted collaboration among various sectors, including businesses, municipalities, schools, public institutions, and NGOs. This partnership fostered a supportive environment for implementing new teaching practices.
5. Life Skills Development: Primary school students developed crucial life skills such as initiative, responsibility, and concern for the common good.
6. Reduction of Carbon Footprint: The project contributed to the reduction of the carbon footprint in cities by educating and engaging the younger population in sustainable practices.
7. Sustainable Multi-sectoral Structure: Foundations were laid for a sustainable, multi-sectoral structure that ensures the continued dissemination of project results beyond its end.
8. Empowerment of Educators: Teachers were empowered with new teaching tools and methodologies, improving their ability to educate students about environmental issues and digital literacy.
9. Promotion of Institutional Cooperation: The project fostered enhanced cooperation between formal and non-formal educational institutions.
Key beneficiaries were:
- Primary school teachers and students: gained new competencies in environmental and digital literacy, life skills, and awareness of carbon footprint reduction.
- Municipalities and local infrastructure: benefited from partnerships that supported local environmental initiatives and educational improvements.
- Businesses and NGOs: collaborated in developing and implementing new educational tools and methodologies.
- Urban population/general public, particularly within the cities involved in the projec: Indirectly benefitted from reduced carbon footprints and improved environmental practices facilitated by educated students and teachers.
Summary of bilateral results
The Norwegian project partner Foundation for Environmental Education Norway (FEE Norway) provided invaluable suggestions and shared their extensive knowledge throughout the project, shaping the approach and ensuring that the initiatives were grounded in proven practices. Their provision of CO2 calculations helped measure the environmental impact of the activities, demonstrating the effectiveness of the initiatives and identifying areas for improvement. Additionally, FEE Norway managed the cooperation with the pilot school in Norway, which served as a model and testing ground for broader initiatives, providing valuable insights and feedback. As the world''s largest sustainable schools programme, Eco-School is recognized by UNESCO and UNEP, adding credibility to the project and ensuring alignment with international standards and best practices.The project achieved significant results at the bilateral level, with notable improvements in knowledge, understanding, and wider effects. In both countries, Slovenia and Norway, the project significantly enhanced the skills and competencies of primary school teachers and students in the areas of environmental awareness and digital literacy. This was achieved through interactive and gamified learning activities that encouraged students and teachers to reduce their carbon footprint. The project also included bilateral study visits, allowing participants to exchange good practices and strengthen bilateral relations. These visits provided valuable insights into effective environmental practices and furthered the project''s goals of reducing carbon footprints and promoting sustainability.The project enables possibilities to continue the bilateral collaboration beyond the initial project timeline. The FEE Norway plans to promote the Green Penguin platform to all international schools in their network. The project partners wish to extend project''s benefits beyond the formal duration of the project.