The EArTH project, a collaboration among six European partners in the field of education, was initiated to address the challenges of transitioning to a green and sustainable society. This partnership had three key objectives. Firstly, the emphasis was on developing an innovative methodology and "ready-to-use" learning materials to support schools in addressing climate change and education for sustainability. The goal was to provide efficient resources, tailored to the needs of students and educators, enabling them to face the challenges of a future marked by climate change. The second objective aimed to promote active pedagogies, such as inquiry-based and project-based learning. These interactive methods were integrated into various subjects, creating an interdisciplinary learning experience. The focus was on developing collaboration and problem-solving skills, encouraging students to address circular economy challenges in real-life scenarios. The final objective we focused on was to integrate circular economy challenges into school curricula. Students who were involved in activities understood the importance of STEM disciplines in saving the planet. This approach offered a practical perspective on science and technology.
The EArTH project (Embrace Uncertainty while fighting for sustainable development) emerged with the aim of supporting schools in Europe which are facing the challenges of the Green Transition. It had two main objectives: 1. Green Transition: Over time, a significant increase in global resource consumption was noticed, with a projected doubling by 2050. Concurrently, waste generation was expected to rise by 70%, highlighting the imperative for a transition to a greener economy. Our goal was to develop specific skills for this transition and integrate them into schools, businesses, and communities. This initiative was motivated by the EU's direction to promote a climate-neutral and resource-efficient economy. At the core of this vision was the idea to accelerate the transition towards a regenerative growth model, aiming to balance consumption with the planet's actual needs. 2. Key Competences: Analysis of the 2018 Programme for International Student Assessment (PISA) results revealed significant deficiencies in basic skills among EU students. Consequently, our efforts focused on consolidating key competences to support personal fulfillment, employability, social inclusion, and active citizenship.