Des métiers pour une planète plus durable

The partner countries aimed to develop the following skills in students: - the ability to work in groups on shared topics prior to the exchanges. - a sense of belonging to European citizenship. ...

The partner countries aimed to develop the following skills in students: - the ability to work in groups on shared topics prior to the exchanges. - a sense of belonging to European citizenship. - recognition of the contribution of science to the fight against climate change (for students who have chosen scientific specializations such as Engineering or STEM). - psychosocial skills. - English language skills. - environmental awareness and an assessment of their own eco-anxiety. - a sense of competence to meet the challenges of tomorrow related to climate change. - the 'ecological' dimension of the career guidance projects of final-year students. For teachers and adults in the schools involved in the project: - the ability to organize, coordinate, budget, and plan a large-scale project = to unite and involve adults with diverse profiles and skills around a project serving students from 5 different countries. The partners wanted to place students in the role of researchers and agents of change. To develop an understanding of sustainable urban development as a response to climate change. To strengthen international cooperation.

We implemented preparatory activities for the mobility program (pre-task activities + questionnaire on psychosocial skills). We planned and organized the mobility sessions in the five partner countries and the activities during the mobility week. These included company visits related to the theme chosen by the host country. We initiated coordination efforts among the adults involved (teachers, guidance counselors from the CIO, headteachers, and administrators). We created an eTwinning platform. We sought to disseminate the project in each country and to local academic bodies: In France: Drareic, Maison de l'Europe, DSDEN21, and CIO Dijon. Each country participated in Erasmus Days and organized information sessions for families and participating students.

The students produced videos (pre-task interviews with professionals in each country). The students created a booklet, 'J4SP in Action.' The teachers compiled all the teaching sequences implemented in each country into a booklet. Two films were made by a professional during the first and last exchanges in France. These two films allowed the project to be disseminated to parents, teachers, and students at the high school, as well as to the staff at the Dijon Career Guidance Center (CIO). See the attached link on the shared drive https://drive.google.com/drive/folders/10bYiPXYh6GUWAuL9teshqDv62wewFRgo = Folder 4 and folder 6