BIOETHICS AND SUSTAINABLE ENVIRONMENTAL MANAGEMENT IN SCHOOLS

The BIOSEM project highlights the importance of integrating education in the field of environmental bioethics into secondary school curriculums. The goal of the project was mainly in the support ...

The BIOSEM project highlights the importance of integrating education in the field of environmental bioethics into secondary school curriculums. The goal of the project was mainly in the support of secondary school teachers and the preparation of curriculum for students. The projects main purpose was to build in students bioethics competencies, including critical thinking, ethical reasoning, and environmental awareness. For each of the seven identified areas, we wanted to establish knowledge, skills and attitudes students should acquire during the prepared lessons. By working with young people we wanted to help them increase their level of knowledge and skills, which would help them orient themselves more easily and react in situations in which it is necessary to make decisions and act based on ethical principles. In summary the project wanted to achieve the following: promoting environmental awareness and action, integrating bioethics into education, creating educational resources promoting knowledge, competences and appropriate attitudes aligned with values and joint EU (and global (SDG)) policies, and supporting teacher and institution capacities.

The activities implemented aligned closely with the project application, with significant focus on developing planned results within the WPs. The knowledge and competency framework for high school bioethics, created in WP2, provided a foundation for the project. Building on this, scenario-based educational materials and an elective course were developed, emphasizing critical thinking and ethical reasoning. WP3 introduced a teacher-focused e-learning module, offering practical resources for integrating bioethics into classrooms. Additionally, an online repository of good practices ensured widespread access to materials, fostering collaboration and extending the project's impact beyond the partner institutions. The project included regular online meetings to ensure coordination and progress tracking. Five in-person partner meetings strengthened collaboration and allowed for hands-on planning and material development. A teacher training session was implemented as planned. In addition to the planned student exchanges (the plan in application), one additional exchange was organised to test the developed curricula and an extra e-Twinning project was implemented.