Making Europe's Future Sustainable! A simulation-based learning program for schools

For the Green Deal and the UN Agenda 2030 to succeed, involvement and engagement of the public is of utmost importance. Schools contribute significantly to engage pupils, parents and the wider com...

By implementing the project we wanted to achieve 1) an inclusive digital learning program: we aimed to develop the GCE approach into a more inclusive model through a digital learning program that considers the diverse realities and needs of young people in Europe, 2) experience-led learning for teachers: we intended to enable teachers to utilize experience-led learning methods in GCE that emphasize social and emotional learning for a more holistic educational experience, 3) citizenship competencies: our goal was to foster citizenship competencies to stimulate youth participation for a sustainable future, including critical thinking, social engagement and active participation, 4) a cross-curricular implementation: we aimed to contribute to a cross-curricular implementation of the GCE approach within European school systems to create more cohesive and interdisciplinary learning environments, 5) skills for educators and scientists: we wanted to provide skills for educators and scientists who are addressing the grand challenges of a sustainable global future to use the interdisciplinary GCE approach in teacher training and science outreach activities.

Our project developed, implemented and disseminated an open-access simulation-based learning program for cross-curricular education on sustainable development and citizenship engagement. According to the project`s target groups, objectives and tasks, we implemented five key activities: 1) project results: we produced five project results with focus on co-creation and piloting, including feedback from teachers and pupils and evaluation loops, 2) training: we conducted teacher training workshops and multiplier events in Austria, Hungary and Poland with a focus on the dissemination, multiplication and expansion of an inclusive approach, 3) dissemination: we presented the learning program at two conferences ensuring stakeholder involvement for broader impact and adaptability to non-formal learning settings, 4) online promotion: we made all results open-access via an online platform, supported by a “What we recommend” manual and collaborations with transnational networks, 5) project management: we implemented a monitoring and quality management plan to ensure the project meets its objectives with all results published under a Creative Commons (CC) license for wide dissemination.