SEED

The main objective of the SEED project was to empower teachers and school communities to become active drivers of environmental sustainability and digital responsibility within their institutions....

The main objective of the SEED project was to empower teachers and school communities to become active drivers of environmental sustainability and digital responsibility within their institutions. We aimed to develop practical tools and training opportunities that would help educators incorporate sustainable values into school life—both in the organisation of events and in the use of digital technologies. More specifically, we wanted to: Support teachers in designing and managing sustainable school events by providing them with clear, accessible guidance through a school-kit composed of modular, multilingual resources; Improve teachers’ digital competences, with a focus on digital sustainability, ethical tech use, and responsible consumption of digital tools; Foster the development of soft skills such as critical thinking, collaboration, and systems thinking—particularly as they relate to sustainability challenges; Encourage the exchange of practices and mutual learning among educators across different European contexts; Promote inclusive and environmentally conscious practices by making all materials adaptable, accessible, and free to use in different types of schools.

Activity 1: SEED School-Kit for Green Events This first phase focused on the creation of a modular school-kit aimed at supporting teachers and school staff in planning and managing sustainable school events. The kit included 15 micromodules covering key topics such as sustainable resource management, food sustainability, green procurement, stakeholder engagement, digital tools for sustainable events, and best practices Activity 2: Green Digitalization Guidelines The second activity developed a set of training resources to promote responsible and sustainable use of digital technologies in schools. This included three modules: (1) Digital Sustainability, (2) Implementing Sustainable Digital Practices in the Classroom, and (3) Advanced Sustainable Digitalization. Activity 3: School Guidelines and Piloting The final activity consisted of developing practical guidelines for implementing green and digital sustainability principles at the school level.

Teachers were our main target group. A total of 18 teachers (at least 3 from each of the 6 participating schools) were actively involved in all project phases: the development of the school-kit, the training modules on green digitalization, and the piloting of sustainable school guidelines. Through this, they improved their competences in two core areas: sustainable development and digital sustainability. Teachers reported a clear increase in their ability to organise environmentally responsible events, apply green procurement practices, and engage their school communities in sustainability-oriented thinking. They also gained new digital skills—particularly regarding the environmental impact of digital tools and how to make more conscious use of educational technology. Most importantly, they developed a stronger awareness of their own role as multipliers and change agents within their schools. Students—around 360 across all three countries—benefited indirectly but meaningfully. Although not the primary implementers of the activities, they were involved through school events, classroom discussions, and project-based activities led by their trained teachers. Students participated in at least one sustainable school event in schools