The coordinator of the project “Our Climate Our Future” is Slovakia, and its partners are Greece, Latvia, Turkey and Italy. The target group of the project is students and teachers aged 9-12 years. The duration of the project is 24 months. 1.5°C of heat has crucial importance for sustainable development and poverty prevention. Currently, commitments under Paris Agreement are not sufficient enough to limit global warming to 1.5°C. The problem is that today’s students will be tasked with managing the impact of tomorrow’s climate change, and consequently jobs that require science, technology, engineering and mathematics (STEM) skills will already have increased. At this point, in order to build a sustainable future, it is urgently necessary to take immediate action with international and local cooperation, include climate change education into the academic schedule, and develop climate change learning-teaching materials. Our objectives are: - Encourage innovative teaching approaches to integrate climate change education into schools and strengthen the climate change curriculum. -Starting from an early age, preparing students for the reality of climate change and the world they will soon inherit. -Raising awareness of climate change improvement through media, networking and partnerships, and in particular impacting on the wider community on the importance of 1.5 degrees. -To became climate-friendly leading schools to combat the climate crisis through sustainable strategic actions and to spreas inspiring and practical learning experiences to other schools. -To make students become responsible individuals who produce sustainable intelligent solutions and maket hem equipped with 21st century skills. -To strengthen the Professional profiles of teachers with STEM practices, mutual knowledge flow and Project experiences that can make a difference on the young minds against the climate crisis. 4 students (9-12 years) and 2 teachers from each partner school will actively participate in each step of the 5-day LTT activities. At the end of two years, we planned a total of 80 students and 40 staff mobility. The activities we plan to achieve the objectives are: Exchange of best practices, STEM workshops, prepaaring earth toast, visiting a natural resource specialists, preparing exhibiton space of the cartoon characters, observing to prevent freezing of seedlings, searching and presenting the impact of climate change, designing renewable cars, producing new papers with waste papers, comparing a 30-year temperature average graph, visiting to the meteorological station, learning through a carbon cycle game, to attract the attention of the local community by protesting climate change together with parents and environmental organizations, making simulations about the effects of the greenhouse, learning careers to fight global warming, visiting the Mersin Chamber of Agriculture and attending the seminar with subject “the impact of global climate change on the economy”, preparing a declaration against global warming, visiting a factory which runs by renewable energy, finding solutions to reduce food waste, creating a 3D life cycle, examining the compost production and usage area in the school yard of Greek school, organizing a “Climate Change Through STEM” fair, learning converted used cooking oil into biodiesel, finding solutions for the energy sustainability of school buildings, making environmentally friendly cleaning materials, participating in the kahoot quiz on global warming, World Day activities, online meetings between students of participating schools on Twin Space platform. Project managers in partner schools from the implementation of the project; the project coordinator is responsible throughout the project. Project managers will follow the 24-month work schedule. he Project team of each partner school will meet one a month in order to avoid any problems in the Project. Project managers will send an evaluation report to the coordinator every 4 months via email. Collaboration and communication between partners will take place via Facebook Project group, whatsapp group and email. Therefore, everyone will follow these channels frequently. Communication between students will take place through Twin Space online meetings, communication and cooperation with stakeholders will take place through visits and telephone calls. In the Project process, the coordinator monitors the signs of risk with a “plan-apply-check-act” approach and applies the intervention plan when necessary.Expected results are; -Schools will try to become more sustainable through actions to reduce climate change. The partner schools will improve their quality with a new curriculum that is flexible, up-to-date and supports STEM skills across the European dimension, with a more effective curriculum and better equipped staff. Teachers will strengthen their Professional profiles by observing examples of good practice, sharing knowledge
The project coordinator for "Our Climate, Our Future" was the Slovak Republic, with partners including Greece, Latvia, Turkey, and Italy. The project's target group consisted of former students and teachers aged 9 to 12 years old. The project had a duration of 36 months. Maintaining a temperature increase of 1.5°C had crucial significance for sustainable development and poverty prevention. Greece withdrew from the project at the beginning. In the past, commitments under the Paris Agreement were insufficient to limit global warming to 1.5°C. The problem was that former students became responsible for managing the consequences of future climate changes, leading to increased demand for jobs requiring skills in science, technology, engineering, and mathematics (STEM). At this stage, it was urgently necessary to take immediate action through international and local cooperation to incorporate climate change education into curricula and develop educational materials related to climate change. Our goals were as follows: - Support innovative approaches to integrating climate change education into schools and strengthen climate change-related curricula. - Prepare former students from a young age for the reality of climate change and the world they will inherit. - Raise awareness of climate change improvement through media, networks, and partnerships, particularly emphasizing the importance of 1.5 degrees Celsius. - Make schools environmentally friendly, fighting against the climate crisis through sustainable strategic measures and sharing inspiring and practical learning experiences with other schools. - Turn students into responsible individuals equipped with 21st-century skills to create sustainable, intelligent solutions. - Strengthen the professional profiles of STEM teachers through knowledge exchange and project experiences that could impact former students in the fight against the climate crisis. Teachers and students from each partner school participated in the activities. They actively took part in each step of the 5-day activities. At the end of three years, we completed a total of 35 student mobilities and 20 staff mobilities. The activities we planned to achieve our goals included: best practice exchange, STEM workshops, baking potato bread, visits from natural resource experts, observing to prevent young plant frost, researching and presenting the impact of climate change, designing renewable cars, creating new products from waste paper, comparing a 30-year average temperature graph, visiting a meteorological station, learning through a carbon cycle game, engaging the local community with climate change demonstrations with parents and environmental organizations, greenhouse gas simulation, learning about careers focused on combating global warming, visiting the Chamber of Commerce for Agriculture in Mersin, drafting a statement against global warming, visiting a factory powered by renewable energy, finding solutions to reduce food waste, creating a 3D life cycle, studying compost production and its use on the school's courtyard. Learning about converting used oil into biodiesel, finding energy sustainability solutions in school buildings, producing eco-friendly cleaning products, activities on World Environment Day, online meetings between students from participating schools on the Twin Space platform. Project managers in partner schools played the role of coordinators within their schools during the project's implementation. Project managers adhered to a 36-month work schedule. The project team in each partner school met once a month, except during the COVID pandemic, to address any project issues. Project managers sent evaluation reports to the coordinator every four months via email. Collaboration and communication among partners occurred through a Telegram group, a shared drive, and email. Everyone regularly monitored these channels. Communication among students took place through online meetings, while communication and collaboration with stakeholders occurred through visits and phone calls. Throughout the project, the coordinator monitored risks using a "plan-apply-control-act" approach and implemented an intervention plan when necessary. Expected outcomes included: - Schools worked towards becoming more sustainable through measures to reduce climate change. Partner schools improved the quality of new curricula, making them flexible, up-to-date, and supportive of STEM skills at the European level, with more effective curricula and better-prepared staff. Teachers strengthened their professional profiles through observing examples of practical teaching, sharing knowledge, and exemplary experiences.