The CONTEXT EDUCinema Clima TurAction focuses on film as a social-educational resource in climate action by means of film literacy of students between 15-17 years, who will create a musical film with locations in different countries and contexts of interest of green tourism. In this context, school musical cinema will be an awareness tool to attract and engage tourists in climate action in their tourist stays in territories that are being sought to escape the impacts of climate change and pandemics. Film literacy for climate-action green tourism emphasizes a double perspective of reflection and social-educational action, with an intergenerational, environmental, school and social, civic and community focus. This context expands the potential inherent in collective creativity focused on climate action (ODS13), and the centrality of lifelong learning (ODS4). Its general and specific OBJECTIVES converge in the purpose of promoting film literacy for the fostering of good Environmental Education practices. These good practices, in addition to contributing to the promotion of ecologically and socially responsible values, attitudes, behaviours, etc., favour the attraction of people (visitors, tourists, etc.) who feel they are participating in activities and/or actions for the climate in tourist destinations. A line of action that – in the current circumstances, with the impact caused by the COVID-19 pandemic – constitutes a challenge that responds to needs and/or demands linked to improving socialization, caring for physical and emotional health, protecting employment in different economic sectors (visiting landscapes, heritage tourism, urban and rural ecology, culture, gastronomy, travel and tour operators, etc.). This is especially relevant in regions such as Galicia, Lisbon, Emilia Romagna, Gdansk, or the Canary Islands, where tourism plays an important role at the socio-economic level. The general description of its ACTIVITIES converges in the STE(A)M methodological model: learning and teaching by learning, in this case developing scientific content for the Climate Action of the IPCC report of September 24, 2019 in all European ocean environments. The key foundations of its pedagogical practices are focused on the performing arts, and, singularly, on cinema and audio-visual resources. These performing arts are aimed at informing, raising awareness and sensitizing the population – starting with children and teenagers – about the environmental impacts caused by climate change and the high risk of being increased in the regions that in the last summer have been especially attractive for tourism due to the benefits of their low risks of heat waves and COVID-19 transmission. Different mobility activities were carried out, allowing students to shoot a film about climate action across different climatic domains within the consortium. The METHODOLOGY is part of the pedagogical and curricular line that, with a transversal and interdisciplinary approach, takes as a reference Action Ecotourism for the Climate. It is oriented towards awareness, critical reflection and the use of its potential in a COVID-19 stage and beyond. Education is thus placed in favour of opportunities that offer viable alternatives to mass tourism, with healthy and sustainable leisure. A line of action that subscribes to the principles and recommendations of the World Leisure Organization and the Ottawa Charter on Health Promotion and the Declaration on “Leisure, Tourism and Environment” – in which the fight against climate change has a prominent place, as does the UNESCO Incheon declaration (2015). Among the RESULTS obtained, we highlight the 'Cine Climantopia' movie, the educational e-book, in the style of a didactic unit, about the film 'Climantopia: the school book', the e-book "School Citizen Science in Climantopia: Design of laboratory practices on climate change for dissemination through school stands in tourist places", an e-book on 'Making cinema for environmental communication', an e-book on 'Making theater for environmental communication', a making-of, and two versions of a musical. The LONG-TERM BENEFITS include the opportunity that “collective creativity” opens in the European educational dimension to assume the need to overcome a strictly personal, local or national vision of the creative act. This cooperative and innovative model stimulates people from different EU countries to participate actively in a common project, enhancing the values of coexistence and emphasizing the rights and duties inherent in the condition of European citizenship.
The project had the following general objectives: Develop a STE(A)M pedagogical model for secondary school students, focusing on climate change and collective creativity. Establish multisectoral consortia that promote Environmental Education and film literacy to drive green tourism in vulnerable regions affected by COVID-19 and climate change. Integrate collective creative, scientific, and artistic processes in promoting health and the environment, with a focus on intergenerational and community collaboration. Specific objectives included: Integration of climate literacy into school curricula. Promote a culture of sustainability through Environmental Education. Foster entrepreneurship in climate action ecotourism through short films. Develop environmental short films focused on coastal environments near schools. Analyze the relationships between global environmental impacts and health, particularly in the context of the COVID-19 pandemic.
The project originated in response to various fundamental needs and challenges: Environmental Education and Climate Awareness: The growing need to address environmental education and climate awareness in students aged 15-17 became an evident priority. The COVID-19 pandemic and the search for safer tourist destinations highlighted the importance of promoting sustainable tourism and climate action. The project used cinema and audiovisual resources to inform, sensitize, and raise awareness, particularly among young people, about the environmental impacts of climate change and the importance of climate action. Creativity and Active Participation: Collective creativity was considered essential for engaging all key competencies in a cooperative and innovative approach. School Education and Key Competences: The project aimed to strengthen the development of key competences in the field of school education through the innovative STE(A)M methodology, which combines school science with art, technology, and social participation. Scientific and linguistic competences were developed in highly relevant contexts, such as tourism and the global impacts of climate change.