The project "The sustainable city, an eco-logical city?" involves six European secondary schools of the college type: - College of Servois (La Chapelle en Serval, Oise, Hauts-de-France, France) - Lothar Kahn Schule (Rehlingen-Siersburg, Germany) - IES Jacarandá (Brenes, Seville, Spain) - 3rd Junior High School of Rhodes (Rhodes, Greece) - Fons Vitae Lyceum (Amsterdam, Netherlands) - IC centro storico Moncalieri (Piedmont, Italy) around ecological, urban, environmental and civic issues for two years (2020-2022). Our schools are scattered throughout the European Union, looking at very different ecological practices where a North / South dichotomy is sometimes seen in personal representations. In each of the schools, located in cities or in peri-urban areas, the concern for a healthier environment and a more sustainable city has strongly emerged in the minds of the school community and the programs, in particular since the organization of major forums (for example COP21 in 2015) or initiatives led by very diverse actors (strikes for the climate, specific actions of environmental NGOs). It is in a multidisciplinary spirit and with a desire to support the eco-citizens of tomorrow that this project is developed in favor of an ecological conscience and the challenges to come. During the two years of collaboration between our establishments, we wish to promote the discovery of each establishment through six six-day mobilities in each of the countries where students and teachers will discover and work together on productions that highlight their creativity, their ideas and their talents. For each mobility, at least six students and two teachers from each country will be directly involved through a methodology of work in international groups leading to a specific result. This is how models of the city of tomorrow will be produced during the first mobility, in the same way as posters, mind maps, films and books to make classroom learning concrete. With this synthesized theory, we wish to work on the representations, sometimes erroneous, of the participants through practical workshops (scientific, artistic, sports or even culinary) in which each of the participants will be able to fully develop. The whole will be guided by the observation of problem situations and symbolic places of sustainable development: organic development center, shared gardens, museums, eco-districts, ... Through this project, we want to make the idea of a common front of eco-citizens more concrete in order to replace the student actor of his environment in particular by using all the learning techniques at our disposal: the use of digital will be privileged , through the Etwinning platform, as well as the creation of supports making concrete the enhancement of the school curriculum. This will be the vector for greater collaboration between the target groups around multidisciplinary and interdisciplinary issues bringing together a large number of direct and indirect actors (school community, families, local communities, environmental associations, urban planners, experts, ...) . Our project aims to be a source of life, interactivity and a driving force for the participants who will be able to share their experience and their experience through a strong dissemination which the media will be able to echo in order to allow the transfer of practices. It is therefore a project not only local but whose impact will be on several scales (academic, regional, national and European) involving multiple actors (families, schools, ...). The contributions will be multiple in favor of a real work on the linguistic, oral, digital and social skills from which the participants will be able to profit in favor of a greater employability.
The project "Sustainable City, an Eco-logical City?" involved six European secondary schools of the middle school type: Collège du Servois, Lothar Kahn Schule, IES Jacarandá, 3rd Junior High School of Rhodes, Fons Vitae Lyceum, and IC centro storico Moncalieri, focusing on ecological, urban, environmental, and civic issues over three years (2020-2023). Our schools are scattered throughout the European Union with diverse perspectives on ecological practices, where a North/South dichotomy sometimes prevails in personal perceptions. Unfortunately, the two German and Dutch colleges did not participate in the project due to the health crisis, declining the opportunity offered by this project, which was thus carried out in four schools and countries. In each of the schools, located in urban or peri-urban areas, the concern for a healthier environment and a more sustainable city strongly emerged in the minds of the school community and the programs, especially since the organization of large forums (similar to COP21 in 2015) or initiatives led by highly diverse actors (climate strikes, specific actions by environmental NGOs). It is with a multidisciplinary spirit and a desire to support the eco-citizens of tomorrow that this project has developed in favor of ecological awareness and future challenges. During the three years of collaboration between our institutions, we aim to promote the discovery of each school through four six-day mobilities in each of the countries where students and teachers have discovered and worked together on productions showcasing their creativity, ideas, and talents. For each mobility, at least six students and two teachers from each country were directly involved through a methodology of work in international groups leading to a specific result (in reality, thanks to rigorous and multi-actor budget management, we were able to travel more students and teachers despite the increase in transportation and amenities costs. This is how models of the city of tomorrow were created during the first mobility, as well as posters, films, and books to make classroom learning tangible. To this synthesized theory, we want to work on the sometimes erroneous representations of the participants through practical workshops (scientific, artistic, sports, or even culinary) in which each participant can fully flourish. The whole will be guided by the observation of problem situations and symbolic places of sustainable development: organic valorization center, shared gardens, museums, eco-districts, ... Through this project, we aimed to make the idea of a common front of eco-citizens more concrete in order to empower the student as an actor in their environment, particularly by using all the learning techniques at our disposal: the use of digital technology was favored, through the Etwinning platform, as well as the creation of materials making the enhancement of the school curriculum real. This was the vector of greater collaboration between target groups around interdisciplinary and multidisciplinary issues bringing together a large number of direct and indirect actors (school community, families, local authorities, environmental associations, urban planners, experts, ...). Our project has been a source of life, interactivity, and a driving force for participants who have been able to share their experience and life through strong dissemination, which local and national media have echoed to facilitate the transfer of practices. It was therefore not only a local project but one whose impact was felt on several scales (academic, regional, national, and European) involving multiple actors (families, educational institutions, ...). The contributions have been numerous in favor of a real work on linguistic, oral, digital, and social skills that participants will be able to benefit from for greater employability and a willingness in each participant to continue the adventure through new partnerships.