NewTechnologies4Climate.
▶Summary
Background: Why did you apply for this project? What were the needs you have addressed?* We applied for this project because it addressed critical needs identified in partner schools’ strategic do...
▶Objectives
Background: Why did you apply for this project? What were the needs you have addressed?* We applied for this project because it addressed critical needs identified in partner schools’ strategic documents regarding climate change and digitization. This project sought to tackle low environmental awareness among our students, who lacked fundamental knowledge of CO2 emissions, renewable energy, and the significance of carbon sequestration. By fostering pro-ecological habits, it aimed to cultivate environmentally responsible attitudes among students, creating a lasting impact. Additionally, the project supported the integration of students with fewer opportunities, helping them evolve into individuals with a broader range of possibilities and skills. Another key motivation was to bridge gaps in digital literacy and to enhance teachers' knowledge of climate phenomena. By improving digital and linguistic competences, it ensured an inclusive educational approach, fostering both student and teacher growth. The desk and needs analysis, based on policy documents and surveys, highlighted these challenges, confirming our collective need for action. This project provided an opportunity to drive change, align with strategic goals, and build a di
▶Activities
In our project, we implemented a range of impactful activities aimed at enhancing climate change education and digital innovation. We conducted virtual and on-site training sessions for teachers, focusing on climate warming and integrating digital tools, programming, and robotics. Workshops were organized for both teachers and students, equipping them with valuable skills in robotics and programming. Open lessons were led by nature and ICT teachers from partner institutions, utilizing innovative equipment such as educational robotics, drones and Virtual Reality technology to engage and educate students more effectively. Modern teaching materials were developed to support the updated curriculum and provide comprehensive resources on climate change. Additionally, educational visits were organized to institutions involved in climate care, allowing participants to connect theory with real-world applications. We also created online eco-games to promote environmental awareness and digital learning through interactive, engaging formats. These activities collectively aimed to deepen climate knowledge, improve digital competence, and foster pro-ecological behaviors in students and teachers alike.
▶Impact
Our project achieved a range of tangible and intangible outcomes that contributed significantly to climate change education and digital literacy. We produced an e-book containing five lesson plans that integrated climate change topics with programming and robotics, quizzes on climate change, training materials produced during each mobility, ecological presentations containing activities and ideas for environmental education in each partner schools, recorded videos of lego robotics workshops. We developed six digital environmental games using Scratch, enhancing engagement and learning. As a result, knowledge and awareness of climate issues increased among 82% of participants, including a deeper understanding of fossil fuel impacts. Both students and teachers acquired new digital skills, particularly in programming, reflected in 80% of participants. Common educational methods were created, shared with 25 additional teachers, and integrated into the curricula of partner schools. These methods were designed to be transferred and continuously applied in the teaching process. Long-term outcomes included a project website providing all teaching resources and worked out results. Additionally, acomprehensive inclusiveness report was made