On the one hand, the development of the environmental responsibility and consciousness of students, teachers and parents with an orientation towards the continuous fight against climate change and on the other hand the cultivation of their skills (21st century skills) through innovative learning, teaching methodologies and approaches. The development of the professional identity and digital skills of teachers in environmental education through experiences at a transnational level. Following the principles of inclusion all members of vulnerable social groups become environmentally literate European citizens achieving permanent, positive changes in their environmental culture with an active role in solving problems. The teaching of green practices in everyday life through the use of new technologies and participatory-collaborative methodologies to search for solutions and control environmental problems. The design of sustainable activities and their integration to enrich the curriculum. The development of language skills at the European level of all members through the exchange of ideas and communication. The promotion of schools as learning organizations with a high level of education.
Modern environmental problems as a result of globalization, industrialization, uncontrolled waste of natural resources, technological development are directly related to climate change. The extent and qualities of environmental problems require synergies, systematic collective actions at the global level, require close cooperation between European countries to address or limit them. A key priority on the European agenda is the well-being of people, the protection of the environment and the preservation of natural resources as goods for all people. The first priority of our plan "fight against climate change for a clean environment" is perfectly in line with the principles and priorities of Europe. A common point of the data of the three partners is that the students do not have a sufficiently developed environmental awareness and awareness of the consequences due to climate change. In addition, the subjects taught in schools include non-dynamic ways of solving problems consistently, so the desired, permanent behavior-culture changes seem an unattainable goal.