In the modern world, ecological awareness and its development from an early age, i.e. in preschool children and school students, is extremely important, which is why we wanted to carry out activities shaping the sense of responsibility for changes in the environment caused by humans. We also wanted to make the participants of the project aware of the problems of packaging and shape their conscious choices in this regard. Transferring this knowledge directly in educational institutions made it possible to support a wide range of participants, including those with fewer opportunities, struggling with social barriers (from poorer families and less involved in environmental protection) or geographical barriers (from smaller towns, not large urban agglomerations). People involved in the project increased their knowledge of English and knowledge about diversity in EU countries. We also wanted to strengthen cooperation with partners (which resulted in new joint projects). Behavioral changes were needed in the individual preferences, consumption habits and lifestyles of project participants. In conclusion, we wanted to increase environmental awareness mainly among preschool children and school students.
Raising the level of environmental awareness and shaping ecological attitudes by promoting the principles of sustainable development is one of the most important factors positively influencing the current and future state of natural resources, ecosystem functions and the quality of the surrounding environment. By implementing the project, we wanted to respond to the need to implement interesting initiatives in this field in order to shape this awareness among the youngest, so that they would be carriers of change towards eco-development. Cooperation with foreign partners created access to additional sources of information, and the formula of the project made it possible to implement various forms of activities through the organization of classes, exhibitions, art works, video creation and a tournament. Participants willingly took part in activities where they learned by doing. The scenarios of the classes and the tournament were adapted to the age of the recipients and their needs. In this regard, we divided the tasks, responding to the needs of all age groups, i.e. 1) pre-school groups, 2) grades 1-3 of primary school, 3) grades 4-8 and 4) school youth participating in ecological events, carried out locally at schools.