As explained in detail in the EU's 2020 and 2030 long-term strategy, Environment and climate change are directly related to people's quality of life. Climate is Sustainable, the future It is important in terms of ensuring that generations can use and benefit from natural resources. All countries should pay special attention to five sectors based on the Green and Renewable Economy in the Field of Environmentally Literacy. These are; Renewable energy, sustainable transportation, green construction, sustainable tourism, energy efficiency and management etc. It is extremely important for our world and our country to raise environmentally-conscious climates for these sectors. The EU's 2030 strategy is a binding set of legislation to ensure that it achieves its climate and energy targets. Progress of the EU towards a low carbon economy and fulfillment of the commitments under the Paris Agreement will ensure green growth, with the growth of environmentally literate generations. In our Etwinning project, which we have created on the subject of Environment and Climate, many schools have participated in the country and abroad. Our goal with our Etwinning partners is to raise awareness in the field of climate-environment literacy in our schools and regions. According to the results of the Environmental Survey for Environmental Problems we have done with our schools, the most important problem regarding the environment and climate is the insensitivity of the new generation and their lack of environmental-climate knowledge and vision. It is shared with our https://twinspace.etwinning.net home partners. Efforts to prevent environmental problems before they occur will only be carried out by raising environmentally literate generations. Environmental education is a process that has become systematic at school and continues throughout life. This process is very important for a livable world. Objectives; For students; 1-To increase the capacity of students in environmental literacy, 2-To develop strategies about employment opportunities with green economy sectors and to be entrepreneurs, 3-Creating opportunities for them to acquire and use integrated, basic, digital and language skills in their development, 4- Strengthening critical thinking and creativity. For teachers; 1-Learning and developing strategies in the field of environmental literacy, 2-EU awareness, cultural interaction, 3-Increasing language competencies and entrepreneurship. For schools; 1-To improve the education-awareness results of young people on the environment-climate, 2-Adopting best practices to make the green perspective more effective in schools, 3- Being a model school on environment and climate, 4-Transnational cooperation. In our project there are schools participating from Turkey, Lithuania, Romania, Slovakia and Portugal. All our schools are concerned with the environment-climate area and are institutions that are motivated to carry out solution-oriented studies with transnational cooperation on the project. All teachers in our schools and all students aged 14-19 are candidates for participants. Our project consists of 1 LTT for teachers and 5 LTT for students. Methodology; Project teams will be established in all schools. In the host schools, in the form of training, presentation and demonstration, workshop, activity, note-taking, solution-oriented workshop, observation-examination, question-answer methods will be used, accompanied by expert staff. In the dissemination, Partners will be in constant communication with the whatsapp group and all participants will be responsible for dissemination. We will invite local media, local administrators, families, regional schools and other stakeholders to the project activities. In addition, by establishing social networking sites such as www.FOSUWOCC.org, etwinning, Face, YouTube, Twitter, we will make the results and activities of our project available to all partners and stakeholders. As a result; Environmental degradation endangers the future of man. One of the factors that will contribute to stop environmental degradation is environmental literacy. Environmental literacy has the potential to be a catalyst for positive change in both economic and environmental fields. Its effects and benefits in the long run; Developers' transversal skills such as ICT and multilingualism, adopting environmental literacy, EU citizenship democracy, awareness of business disciplines, project It will have an impact on the creation of innovative learning environments such as the development of core competencies. Energy security and green economic growth, which are among the goals of the EU 2020 and 2030 strategy, will only be possible with generations that are environmentally-conscious. Our project will contribute little to making Europe competitive in the field of green energy
The EU's 2030 strategy is a set of binding legislation that will enable it to achieve its climate and energy targets. The EU's progress towards a low-carbon economy and the fulfillment of commitments under the Paris Agreement will ensure green growth by raising environmentally literate generations. Our aim with the project partners was to raise green-thinking generations in our schools and regions and to raise awareness in the field of climate-environmental literacy. Participating students with the project; <Environmental literacy capacities have been increased. <Information was given about green economy sectors and employment opportunities <Opportunities were provided for them to acquire and improve their language skills. < The idea of Critical thinking was developed for a better environment/climate. <Language proficiency and entrepreneurship were increased Participating Personnel with the Project; <Environmental literacy knowledge and experiences have improved. <EU awareness was created through cultural interaction. <Language skills improved. Participating institutions with the project; <Awareness levels of the institution's students/staff regarding the environment and climate have been increased. <Good practices were adopted to make the green perspective more effective in schools. <Institutional capacity has improved through transnational cooperation. Schools from Turkey, Lithuania, Romania, Slovakia and Portugal participated in our project. Our project envisaged 1 LTT for teachers and 5 LTT for students. However, due to the earthquake in Turkey, Türkiye mobility was canceled. Methodology; Project teams were formed in all schools. Workshops, activities, note-taking, solution-oriented workshops, observation-examination, and question-answer methods were used in the host schools, accompanied by expert staff, in the form of training, presentations and demonstrations. For dissemination, all partners were in constant communication and distributed tasks. Local media, local administrators, families, local schools and other stakeholders were invited to project activities. Additionally, social networking sites such as www.FOSUWOCC.blog and Face were established. The results of our project and visuals of the activities are made available to all our partners and stakeholders. In conclusion; There has been an awareness that environmental degradation will endanger the future of humanity. It has been confirmed that one of the elements that will contribute to stopping environmental degradation is green entrepreneurship. Green entrepreneurship has been recognized by all partners as having the potential to be a catalyst for positive change in both economic and environmental areas. Effects and long-term benefits; Participants were enabled to develop transversal skills such as ICT and multilingualism. Environmental literacy and waste awareness have been improved. EU citizenship democracy and awareness of business disciplines have been formed.