Throughout the project, the partnerships fostered the connection of institutions across the EU, exchanged resources and expertise, worked in collaboration to support teachers’ professional development, and engaged in innovative green pedagogical practices. The implementation of the project was driven by the overarching goal of CREATING INCLUSIVE SCHOOLS THAT ENABLE EQUAL LEARNING FOR CHILDREN, CONSIDERING MULTIPLE INTELLIGENCES AND ALIGNING WITH THE NEEDS OF EDUCATIONAL INSTITUTIONS. This general objective, focusing on reshaping traditional pedagogical approaches, was pursued through the introduction of active and green pedagogies, particularly in outdoor settings. To realise this vision, specific objectives were meticulously crafted and pursued: O1. Implement Outdoor Learning: By integrating active and green pedagogies in primary schools, the project aimed to transform conventional teaching methods. O2. Support Professional Development: Recognizing the pivotal role of educators, the project placed significant emphasis on enhancing the skills of teachers, educators, and facilitators. O3. Improve Children's Relationship with the Environment: A fundamental aspect of the project was to deepen children's connection with nature.
In the context of the COVID-19 crisis, the imperative need for the modernisation and digital transformation of education and training systems resulted in a sudden shift to online learning because of the lack of resources and innovative teaching methods. As a consequence, the educational needs of many children were neglected. OUTlearn it! project emphasised the significance of active and green pedagogies in schools that use outdoor spaces for both children and teachers, and highlighted the benefits of these innovative pedagogies, e.g. integration into learning environments, freedom, nurture of the emotional well-being, facilitation of the communication in virtual scenarios, and promotion of the development of key competences. As the project concept evolved, its alignment with the Erasmus+ priorities on capacity building became evident. This alignment particularly focused on inclusive integration, accommodating diverse learning processes through varied spaces and activities, and providing professional support to teachers for the implementation of the methodology ensuring the delivery of high-quality inclusive digital education and the development and utilisation of high-quality digital content.