CAN WE CREATE THE 'PERFECT' ENVIRONMENT WITH DIGITALITY AND ART?

We aimed to achieve several important objectives by implementing the project. First, we sought to raise awareness among students and their families about the environmental risks and problems cause...

We aimed to achieve several important objectives by implementing the project. First, we sought to raise awareness among students and their families about the environmental risks and problems caused by domestic waste. Our goal was to foster a 'Green Environmental Awareness' not only among students but also within the broader community. Additionally, we aimed to emphasize the positive environmental impact of recycling practices and encourage students to adopt essential recycling behaviors, skills, and habits. Integrating digital technologies within an interdisciplinary framework aligned with the EU Energy Policy was another critical objective. We worked toward creating and implementing e-learning and e-material platforms to enhance environmental education through digital and innovative applications. Through 3D simulations, we provided students with a realistic understanding of how environmental destruction occurs, making the learning experience more tangible and impactful. Ultimately, we aimed to improve students' technology literacy, enabling them to better comprehend and utilize modern digital tools for environmental sustainability.

During our project, we implemented a variety of activities aimed at promoting environmental awareness and sustainability in Türkiye, Spain, Italy, Romania. Group discussions were held on combating climate change. We collected waste oils from students and produced biodiesel energy as part of renewable energy. An expert from the Environment and Climate Directorate came and held a conference. Brainstorming sessions were conducted to produce alternative solutions to environmental problems through workshops with student groups. A symposium was held that focused on understanding environmental issues. A debate discussion was held by the students on the topic: "Is the human being stronger than the environment? - Is the environment stronger than the human?" Biodiesel production from waste oils was carried out in the chemistry laboratory of the university with the active participation of all partner school students. Activities related to 3D virtual learning environments were organized. With virtual reality headsets, the places where the shots were taken were shown to the children in the virtual environment. A trip to the predetermined areas was organized, and saplings were planted together with the students.

The results of our project were as follows: The approval of our project was announced via social media and school websites. After the approval of the project, the logo work was completed, with Italy, Spain, and Romania as partners for our project. A logo competition was designed with our partners, and the winner of the competition represented our logo project. Photos of the activities were displayed on the school board of each partner, and the boards were updated after each activity. In this way, other students, school personnel, and parents were informed about the activities.We produced biodiesel energy .The events were promoted and disseminated through social media.We created a website within the project as a key platform to share our outcomes, engage students and teachers, and ensure the sustainability and wide.At the local community level, we broadcasted radio interviews contributed to the dissemination of the project, informing our all partner school staff about its importance. After each activity and mobility, an evaluation and dissemination activity is conducted at the school.Among other schools not directly involved in the project, teachers who were involved helped other students to encourage participation in the project.