We succeeded -use of digital tools to make the lesson more meaningful, tangible and interesting for each student, to be guided and used in a positive way due to the huge amount of information -promotion of equality & equal opportunities for those who are in a continuous school learning process (they experienced the crisis and unemployment with uncertainty and relegation) - adopting a global perspective on the issues of sustainable development, ecological footprints, global justice and poverty, and how these affect and are affected by climate change. - providing environmental education, new ideas, skills, on how to teach sustainable development. -identification of central themes in the context of Global Citizenship Education that connects real life in the field of education. -knowledge of the sustainable development goals, which have been adopted by all European countries and is based on the values of solidarity, equality, social inclusion and synergy -incorporate the 4 Cs (curiosity, confidence, caring and collaboration) into the curriculum in a meaningful way - promoting channels of communication and listening through collaborative work, social and emotional intelligence.
Our society is becoming faster and more demanding, entering a new technological world, which without the development of education cannot be understood. Our teenagers spend a lot of time on social media, where they are more likely to show high levels of internalizing behaviors and in general antisocial behavior. At the same time the climate is changing rapidly, there is a reckless use of natural resources and a lack of educational tools to cultivate ecological consciousness. It was necessary to diversify the strategies used in teaching, in order to engage students in a more meaningful learning experience, more compelling than ever before. Students seem to be less motivated every day to learn their life and career building skills. Our school wanted to create a comprehensive long-term school policy plan to approach methods for students (initially through research projects, school activity programs and then through the European mobility programs) where it would not be enough to give them knowledge but to learn it, transforming knowledge into action, always with respect to cultural specificities.