The trilateral Erasmus+ project "Learning sustainability - sustainable learning" between Germany, Denmark and Spain deals with global climate change, which is continuously progressing, increasingly present and appears inevitable. The primary goal of the project is an intensive examination of the causes and possible consequences of climate change in order to subsequently achieve changes in individual behaviour for an environmentally conscious and environmentally friendly lifestyle. In this context, country-specific characteristics of the participating partners will be focused in order to gain a comprehensive insight into various problems of climate change and to enable reciprocal learning with regard to individual behaviour. The students participating in the project are between 15 and 18 years of age. They attend the upper school of the participating schools with a focus on economics, health, foreign languages, computer science or in the case of Denmark innovation. For the project, they deal with three pillars (1) dealing with waste, (2) their own consumer behaviour and (3) mobility. While dealing with waste focuses on waste prevention, waste separation and recycling, the consumer behaviour pillar deals with issues such as food waste and CO2 emissions related to food consumption. Finally, the mobility pillar raises awareness in the area of environmentally harmful or environmentally friendly means of transport. All three pillars are dealt with in a country-specific manner and aim to impart knowledge and expertise, to make one's own behaviour visible and to adapt it specifically in the future in the sense of an environmentally friendly lifestyle. Eventually, the intention is to enable students to act in an environmentally conscious and responsible manner as members of society. The overall aim of the project is to improve foreign language skills, intercultural competence, critical (self-)reflection, planning, organisational and problem-solving skills. Furthermore, these are key qualifications that are important for the employability of students and will make it easier for them to apply for an internship, training or study place. Finally, skills in the field of social media and film making will be trained. Four mobilities are planned. Starting with the first mobility in Germany, which will focus on basic project organisation and further training in the fields of climate change, sustainable action and social media, three short-term exchanges are planned in each of the participating countries. The first exchange in Denmark will focus on waste separation, prevention and recycling, which will be developed using innovative working methods. Learning outcomes will also be achieved through visits to companies and institutions that focus on sustainability. The mobility in Spain is pursuing an analysis of the consequences of climate change there. For this purpose, interviews are conducted with local business owners in order to make the extent as well as the temporal course of the weather disasters visible and evaluable. In addition, students will be analysing the waste disposal of municipal businesses, taking part in excursions to cities and nature reserves and running workshops on CO2 emissions, consumer behaviour and mobility. With regard to mobility in Germany, the focus is on the development of approaches to solutions, their presentation and publication; innovative working methods are once again used for this purpose. A central element here is the production of a country-specific short film that presents the individual effects of climate change, offers incentives for environmentally conscious action and is presented to other actors, e.g. representatives of the Herford district, in order to communicate the demands of the students. In addition to this short film, photomontages and keyword clouds on current and future environmental problems, the elaboration of concepts for the reduction of CO2 emissions, the creation of country-specific Instagram profiles, which express recommendations for environmentally conscious living with regard to dealing with waste and one's own consumer behaviour, and the creation of CO2 footprints present work results to be achieved. The results are collected on internet-based platforms such as eTwinning and Instagram. This enables the results to be shared across countries and made available for broad reflection. The publication of the results and materials on the PEP also serves to disseminate the results. As a result, the project aims to enable students to deal with climate change in a competent and reflective way, to support them in their personal development and to make them mature, self-confident Europeans.
The Erasmus+ project "Learning Sustainability - Sustainable Learning" between Germany and Spain dealt with global climate change, whereby the focus changed from the original planning right at the beginning of the project due to the loss of the Danish project partner. The project participants dealt with the causes and possible consequences of climate change, so that possible changes in individual behaviour for an environmentally conscious and environmentally friendly lifestyle were then developed. In this context, country-specific characteristics of the participating partners were addressed. As a result, the project aimed at enabling the students to deal with climate change in a competent and reflective way, to support them in their personal development and to make them mature, self-confident Europeans. The implementation of the project focused on the two pillars: dealing with waste and own consumption behaviour. For this purpose, one digital and two analogue mobilities were carried out. During the first mobility in Germany, in which the Spanish partners participated digitally due to corona, basic considerations were made about the organisation of the project and a preparatory training in the area of climate change and sustainable action was carried out. From the training, central contents and insights could be used for the own project work with the students, especially for the workshops in Germany (Mobility C3). With regard to dealing with waste, the students were sensitised above all through the activities in mobility C2 (Spain). This was achieved through plogging for waste avoidance and waste separation as well as through the specific guided tour in an aquarium with a presentation about marine pollution in the Mediterranean Sea, especially by plastic, as well as the consequences for nature. The final evaluation confirmed the targeted learning outcome. The second pillar - consumer behaviour - was focused on in the third mobility C3 (Germany) with topics such as food waste and CO2 emissions in connection with consumption, e.g. for food. Care was taken to contextualise the content in a country-specific way. By creating an individual ecological footprint and the country-specific comparison as well as the visit to the climate house, the participants were able to relate their own behaviour to climate change. In this way, knowledge and skills were conveyed, own behaviour was made visible and possibilities for change in the sense of an environmentally friendly way of life were shown. The overall aim was for students to act in an environmentally aware and responsible manner as members of society. In addition, the expansion of foreign language skills, intercultural competence, critical self-reflection as well as planning, organisational and problem-solving skills were focal points. The results are photos with the motto "Influencer for Environment" and keyword clouds on current and future environmental problems, which show recommendations for action for an environmentally conscious lifestyle with regard to dealing with waste and one's own consumption behaviour. The results were collected on eTwinning. We expect the benefit to be that, on the one hand, the students have acquired knowledge and skills to lead an environmentally responsible lifestyle in the long term, both privately and professionally, and to benefit from the interdisciplinary skills, such as foreign language competence and intercultural competence. On the other hand, we also expect a benefit for the institutions in that the knowledge gained from the activities can also be applied in other school contexts.