We wanted to broaden and update our teachers' vision for environmental education in cooperation with foreign educators. Thanks to this project, it is possible to move closer to one of the long-term objectives of the school: the internationalisation of education and raising the knowledge of foreign languages among our teachers. It is essential for teachers to continually improve their pedagogical skills in line with various educational reforms and developments in the world. Only a well-prepared and up-to-date teacher can excite pupils, motivate them to engage, and encourage them to think more sustainably and contribute to preventing people's negative impacts on the environment. It was also relevant to improve teachers' knowledge of how to integrate environmental education issues into various subjects in order to promote student learning. The courses involved teachers from different subjects, which is important because pupils will be more likely to face environmental issues. To encourage collaboration, more interdisciplinary lessons are planned and conducted at our school. During the project, it was essential to promote students' curiosity about the environment and creativity to make them work together for a better environment.
Baldone High School has been running the Eco-School programme for several years. The school had obtained the Green flag, which demonstrated the diversity and high quality of the activities carried out. During the COVID-19 pandemic, the Green Flag was lost, and the knowledge of pupils, parents, and school staff about global warming, climate change, sustainability, and waste-free housekeeping fell significantly. Our school needed to implement this Erasmus+ project to complement and refresh teachers' knowledge of environmental issues so that they could encourage pupils to indulge in and engage in activities that promote sustainable development and reduce future human negative impacts on nature. It was also essential to resume and expand various activities to reclaim the Green flag, as well as find a colleague to run Ecoschool at our facility. The transfer of good practices, knowledge, and experience by participants in courses to their colleagues after returning from training was also important, thus contributing to the improvement of the competences of other educators on environmental issues. It was also essential to improve the knowledge of teachers' foreign languages so that they could use more sources of information on this topic.