GREEN FOOTPRINT- youth skills for climate and environment literacy
▶Summary
Project partners decided to apply for the GREEN FOOTPRINT project because of the growing need for environmental education in their organizations and among young people. The project offered a uniqu...
▶Objectives
The GREEN FOOTPRINT project was primarily aimed at developing the personal and professional competencies of youth workers, particularly in planning and implementing educational practices that would combine interactive and interdisciplinary environmental education solutions. The goal was also to create new educational tools for youth that would have a strategic approach, combining the needs of environmental education with remote education. The project also aimed to deepen the understanding of the role of youth in pro-environmental activities, such as the circular economy, protection of local ecosystems, as well as engagement with NGOs and local governments for environmental protection.
▶Activities
During the 27 months of project implementation, the following project activities were implemented: 1) 3 Transnational Project Meetings (TPMs) 2) 3 Learning, Teaching and Training Activities: - Closed-loop economy strategies, models, best practices (venue: Riga, Latvia) - How to holistically protect the local ecosystem on the example of conservation practices practices (venue: Bolzano, Italy) - Good practices of youth environmental education and cooperation of NGOs with local governments in local ecosystem protection (venue: Krakow, Poland) 3) Development of GREEN FOOTPRINT educational kit related to the topic of environmental education consisting of: 5 educational videos, 5 multimedia presentations and a set of educational questions related to the topics of the videos and presentations. 4) Implementation of 5 dissemination events in 4 partnership countries: Poland, Latvia, Italy, Germany.
▶Impact
The GREEN FOOTPRINT project achieved a number of concrete results that contributed to the achievement of its goals. A series of 5 short educational films, multimedia presentations and a set of educational questions on environmental protection and climate change were created, which was one of the key intellectual results of the project. These films were designed as teaching tools to support the education of young people in the field of ecology. In addition, through the organized international workshops, participants gained new competencies and knowledge in the field of closed-loop economy strategies, protection of local ecosystems and educational practices related to ecology. Dissemination events held in partner countries allowed for wide dissemination of the results gained and increased public awareness of key environmental issues. In addition, the project contributed to the strengthening of international cooperation between partner organizations and the development of innovative educational tools that can be used in further work with young people. All of these activities resulted in increased motivation of participants to engage in environmental projects and in their own personal and professional development.