The NECTAR project (New Education Transition in Agroecology and Rurality) aimed to implement pedagogical activities and to carry out a comparative reflective analysis of the teaching of agroecological transition in France and Austria. The secondary schools had to work in Franco-Austrian pairs on key concepts linked to the agroecological transition and which may raise societal questions for learners. The teachers and educational experts involved in the project were to exchange ideas and develop tools with the aim of gaining a better understanding of learners' learning mechanisms.
Following exchanges started in 2018, the project's pillar organisations, HAUP and CEZ, wished to compare constructivists pedagogies deployed in agricultural schools in Austria and in France, by working together on the common themes of agroecology and climate change. The project is also rooted in the education and vocational training policies of each country, which emphasise agroecology. The agroecological transition requires a transition in teaching methods. This project responds to the need to equip teachers to use constructivist pedagogies in their teaching activities with learners. The final aim of these innovative teaching methods is for learners to learn to think critically, autonomously and responsibly, and for them to be able to participate in adapting to climate change in their future professional activities.