I'm Private, I Can Fight for Climate Change via Social Media

To create an educational methodology that would help teachers and SEN students to acquire new digital skills and to inspire the young generation of digital publishers with new technological ideas....

To create an educational methodology that would help teachers and SEN students to acquire new digital skills and to inspire the young generation of digital publishers with new technological ideas. We aimed to use video storytelling technology together with writing techniques (script, drama, narration, etc.) to make teaching and learning more interesting with tools that were closer to students' reality. Special targets included providing teachers with a tool to encourage students to read and write in the protection of the environment and teaching that social media publishing was not a bad thing as long as it was used consciously. We tried to influence the masses with text language, visual language, and media techniques. We encouraged young people to read digital publications and books, to be open to the exchange of views, and to create something new and different (such as video trailers, book trailers). We also developed e-skills and explained social problems to their own audiences digitally with their own observations and their own narratives. Initially, efforts were made to reduce the use of plastic products, to protect nature, to raise environmentally sensitive generations, to reduce greenhouse gas emissions, among others.

A1) First Step in Digital Journalism A2) Master Journalists at Work A3) Advocacy for Climate Change

Participants gained a deeper understanding of social media's role in climate change advocacy. They developed skills in creating and sharing climate-related content on social media platforms. Participants learned about the cultural and environmental aspects of Konya, Qualteira and Byalistock. They built connections and shared experiences with other young climate activists from various countries. Other results are as follow: - Better social media usage. - Improved language acquisition environments. - Enhanced digital literacy through digital broadcasting. - Addressed innovative practices in education by supporting collaborative learning and critical thinking. - eTwinning activities involving students between partner schools. - Strategic use of ICT. - Encouraged online meetings and chats in collaborative multicultural environments. - Promoted intercultural dialogue between groups. - Raised individuals who can influence public opinion on climate change. - Increased respect for students with special learning needs in society. - Dissemination of the project results in several traditional media communication channels, as well as in internations conferences (eg. UPUES 2024, Necmettin Erbakan University, Konya)