As a result of the greenhouse effect, which is thought to be caused by the gases released into the atmosphere, climate change brings along the increase in the average temperatures measured in the land, sea and air throughout the world, in other words, global warming. Scientists, climate change;It emphasizes that it will lead to direct or indirect negative effects in many areas such as human health, agriculture, water resources and natural life. Combating climate change;It is one of the five main topics of the EU's comprehensive EU 2020 strategy for smart, sustainable and comprehensive growth. The specific objectives of the strategy are to reduce EU greenhouse gas emissions by 20 percent by 2020, meet 20 percent of its energy from renewable energy, and improve energy efficiency by 20 percent. By adopting the 2030 climate and energy framework in October 2014, EU leaders have strengthened their determination to make the EU's economy and energy system more competitive,safe and sustainable. The EU has also set ambitious emission reduction targets for 2050 in the long term. The most important factors in reducing the negative effects of climate change are education and cooperation. Although environmental education studies are carried out in schools, it will be more effective for schools to actively participate in climate change with a holistic and sustainable approach. Although 30 percent of students in strategic partnership schools are aware of climate change and its mitigation,our main problem is that the remaining 70 percent are not aware of it. The North Macedonia, Turkey, Italy, Latvia and Poland schools will contribute to raising awareness about climate change. This project is to increase the sensitivity of students between the ages of 12-15 on climate change and its effects and to make them believe that they can make a difference with the small changes they will make in their daily lives. In order to contribute to the situations specified by the project, a total of 5 Learning, Teaching, Education activities will be carried out. Carbon Footprint-THE NORTH MACEDONIA Environmental Protection-ITALY Renewable Energy-POLAND Greenhouse Gases-LATVIA Recycling-TURKEY Learning, Teaching, Education activity as project output: THE NORTH MACEDONIA-SHORT FILM(will be responsible fort he WEB SITE) ITALY-CALENDAR(will carry out VIDEO shooting of all mobility) POLAND-E-BOOK(will be responsible for SOCIAL MEDIA accounts and E-TWINNING) LATVIA-ANIMATION WITH WEB2 TOOLS(will create the Natural Resources NEWSPAPER) TURKEY-BOOKLET(will provide GARDEN of traditional seeds) With the project; Developing the learning process of behavioral patterns that take care to protect the environment in order to create new generation individuals sensitive to environmental problems, Contributing to raising awareness in the society related to climate change, It is aimed to increase the competence of students and strengthen the European dimension of participating schools with the activities to be carried out. Moving from this point, our project goals are; Raising awareness of climate change at least 10 percent, Cooperation with European schools with a multicultural and multilingual project team, Developing collaboration skills, Reducing the carbon dioxide emission in our daily life, Producing alternatives to fossil fuels, Promoting communication and sharing cultures, Promoting the use of technology, Raising awareness to make more use of renewable energy sources, Prevention of resource depletion and reduction of waste garbage by recycling, These goals will strengthen interaction with the project partners and make it easier to achieve results. With the project, students will develop their self-confidence, linguistic competence and communication skills, intercultural awareness will be developed, the project partners will learn some of the daily speaking languages by using 5 major languages, and will have interaction in 6 languages, thereby increasing the language learning motivation. With ICT, it will acquire new skills, recognize the education system of each partner country and different teaching methods, ensure the establishment of the "CLIMATE CLUB" in schools with a new approach, and with these qualifications, high-level skills will be developed and contributed to improving the quality of education. "CLIMATE CHANGE AWARENESS ACTIVITY" will be held to at every year. SOCIAL MEDIA tools such as YOUTUBE, TWITTER and INSTAGRAM, ETWINNING, SNAPCHAT will be used to disseminate the project outputs. LOCAL and NATIONAL PRESS, VISUAL-AUDIO MEDIA, PROJECT CORNER, POSTER, LOGO, PANEL, PROMOTION MEETING, BROCHURE and WEB site of the local community, schools and regional communities, projects and institutions, E-MAGAZINE also dissemination will be made to large communities. Results will be shared using the Erasmus+ Project Results Platform.
Project Overview: The Climate Change Awareness and Education Project was initiated with the objective of addressing the pressing issue of climate change and global warming. This project aimed to increase awareness about climate change among students aged 12-15 and empower them to take meaningful actions to combat it. Three partner schools from North Macedonia, Turkey and Poland collaborated on this project, whereas partners from Italy and Latvia withdrew from the project at the very beginning. Project Objectives: Raise awareness of climate change by at least 10 percent among students. Foster cooperation among European schools with a multicultural and multilingual project team. Develop collaboration skills among students. Reduce carbon dioxide emissions in daily life. Promote the use of renewable energy sources. Enhance communication and cultural sharing. Encourage the use of technology for environmental causes. Promote resource conservation and waste reduction through recycling. Project Activities: The project comprised five Learning, Teaching, and Education activities, each assigned to one of the partner schools: North Macedonia: Created a short film and project website. Poland: Produced a calendar and conducted video shooting for all project activities. Poland: Developed an e-book, managed social media accounts, and engaged in eTwinning. Turkey: Created an animation using web2 tools and established the Natural Resources Newspaper. Turkey: Designed a booklet and initiated a garden of traditional seeds. Project Outputs: Development of environmentally conscious behavioral patterns among students. Increased societal awareness of climate change. Enhanced competence and European dimension of participating schools. Raised awareness about climate change by at least 10 percent. Improved collaboration and communication skills among students. Reduction in carbon dioxide emissions in daily life. Promotion of renewable energy sources. Promotion of technology use for environmental causes. Advancement of resource conservation and waste reduction through recycling. Impact and Benefits: The project had several positive impacts, including: Development of self-confidence, linguistic competence, and communication skills among students. Intercultural awareness and language learning motivation through interaction in multiple languages. Acquisition of ICT skills and recognition of different education systems and teaching methods. Establishment of a "CLIMATE CLUB" in participating schools. High-level skills development and contribution to improving the quality of education. Dissemination: The project used various dissemination methods, including: Annual "CLIMATE CHANGE AWARENESS ACTIVITY." Utilization of social media tools such as YouTube, WhatsApp, Facebook, eTwinning, Engagement with local and national press, visual-audio media, project corners, posters, logos, panels, promotion meetings, brochures, and websites. Dissemination to large communities, schools, regional communities, projects, institutions, and E-MAGAZINE. Sharing results through the Erasmus+ Project Results Platform. Conclusion: The Climate Change Awareness and Education Project successfully achieved its objectives by raising awareness of climate change among students, promoting collaboration, and fostering environmental responsibility. It contributed to the development of students' skills and competencies while addressing a critical global issue. The project's impact reached beyond the classroom, creating a lasting awareness of the importance of combating climate change in our communities and beyond.