Climate change is undoubtedly a reality that affects us as a society nowadays. Considering the fact that in order to achieve a global change in this matter, we have to start locally and above all start taking small steps to gradually produce a change of mentality that will result in a greater environmental awareness in people’s behaviour. Regarding this premise and taking into account the relevance of the “Fridays for future” demostrations for our students, we have decided, as an educational community, to take these ideas and put them into practice, and thus take small steps from our school towards a global movement. Therefore, we want to create and implement a climate protection plan adapted to each school and each reality. Specifically, this means that five countries (Germany, Italy, Lithuania, Poland and Turkey) will participate in the exchanges, in each of them, the host school will propose a measure that can be applied in the school, for example, how to handle with waste separation or how to reduce water consumption or how to foster regional product consumption and so on. During the time between exchanges all schools will test and discuss whether this measure could be applicable to their school and reality. So at the end of the whole project there will be five measures available, of which at least two must be applied in the schools.If possible, the second measure should be taken out of the five available ones. The two measures and their explanation will be brought out in a brochure to be available for the whole school community. In total, about 40 people are going to participate among students and teachers. The exchanges will be extended over a period of 24 months. Communication will be carried out through digital media, e-Twinning and e-mails, that will allow the formation of international teams to do the following activities: exchange on success and problems about the concret measure chosen by the schools. The language used as a means of communication will be English which will lead to improving the language competence among the particpants and to bridging the gap between cultures by using it as a means of communication.
Climate change and environmental degradation are not merely challenges but existential threats confronting Europe and the global community. The European Union's robust policies are aimed at safeguarding the environment and minimizing risks associated with climate change, human health, and biodiversity. At the heart of addressing these challenges is the profound role of education. It serves as a powerful instrument for fostering climate action by equipping individuals with the knowledge, skills, values, and attitudes necessary to become effective agents of change. From the inception of our project, we recognized the necessity of cultivating a global transformation that begins locally and takes root through incremental steps. Our core belief was that instilling an environmentally conscious mindset, which ultimately leads to heightened environmental awareness, should commence from the earliest stages of education, even within nursery schools. Benjamin Franklin's timeless adage, "An investment in knowledge pays the best interest," resonates profoundly in this context. UNESCO echoes this sentiment by acknowledging that education encourages young people to reshape their attitudes and behaviors, helping them adapt to the trends driven by climate change. Our project wholeheartedly embraced these principles, and we are proud to report that we have successfully met all our project objectives. We have crafted a comprehensive climate protection plan and produced an accompanying brochure that provides a concise overview of the activities undertaken during the project. Each participating country meticulously adhered to the European Union's guidelines for climate protection, ensuring that this vital information is accessible to our entire school community. Five countries (Germany, Italy, Lithuania, Poland, and Turkey) participated in our exchanges, and each host school focused on addressing a pertinent regional issue. For instance, Berlin, Germany, and Klaipeda, Lithuania, organized workshops on waste separation and recycling. Klaipeda, Lithuania, also conducted surveys to gauge water consumption among teachers and students, raising awareness about the importance of water conservation. In Wroclaw, Poland, a visit to Hydropolis, the Water Knowledge Centre, aimed to improve knowledge about reducing water consumption. In Mersin, Turkey, workshops focused on recycling glass, paper, and other materials for crafting souvenirs, while surveys raised awareness about the dangers of waste vegetable oil. In Bari, Italy, a visit to Masseria del Duca emphasized the importance of consuming locally produced food to reduce pollution, save energy, and protect the environment. Throughout these exchanges, environmental care emerged as a unifying theme, fostering openness among young participants and dispelling any preconceived notions. The friendships and connections formed during these experiences transcend the project's duration. The project yielded tangible educational outcomes. Students were exposed to new technologies and applications, such as digital media, video editing programs, e-Twinning, Kahoot, and Photoshop, which expanded their skill sets and knowledge. These exchanges also facilitated the development of communication skills and enhanced language proficiency, particularly in English. Students displayed attentiveness, responsibility, and sensitivity as they cared for their project partners during meetings and showcased their artistic talents during salutatory concerts. The primary aim of all project activities during meetings was to capture the attention of the younger generation, drawing them into the realm of environmental issues. We are confident that project participants will continue to champion environmental protection initiatives discussed throughout the project's duration. The long-term benefits of our project extend beyond its conclusion, as climate protection becomes an integral component of our educational curriculum and extracurricular activities. Students participating in the project have assumed the role of educators within their families, captivating relatives and friends with their environmental ideas. These seemingly small but pivotal steps are catalysts for changing mindsets and increasing awareness of the profound effects of the climate crisis. They empower individuals with the knowledge that they possess the capacity to drive change, setting a course for a more sustainable future.