Most of all we wanted to increase the quality of schools’ offer, teachers’ work in extracurricular activities, and build the capacity of participating schools in the field of international cooperation. We also wanted to strengthen the citizenship competencies and ecological awareness of students, by exchanging experience and developing comprehensive and cross-curricular programs of workshops and practical learning. Specifically, we wanted to: - Foster exchange of experience of participating teachers in applying activating teaching methods to strengthen students’ citizenship competencies and ecological awareness - Increase students’ and teachers’ ability to cooperate in the international team - Extend extracurricular learning offer of participating schools in order to raise students’ awareness and shape their attitudes towards the media and climate change - Give the students opportunities for civic engagement and participation in democratic life through increasing media literacy and critical thinking Increase students’ knowledge and skills in protecting the environment and preventing of climate change Ensure the conscious and effective use of digital tools and the internet Improve students’ English language proficiency
The project was a response to emerging information about ongoing negative climate change and global warming as a result of adverse human activities. What kind of world young people will live in depends mainly on our current actions, and we wanted them to get involved in talking about this problem publicly. The project was prepared to help young people understand the issues of climate change and enable them, through the knowledge and skills they gain, to become agents of this change as young journalists. We were particularly motivated by the following needs: - the necessity of providing comprehensive, engaging, and cross-curricular curriculum to educators in schools - the requirement to inspire educators to lead engaging after-school workshops (for example, by taking part in the internationall initiatives, developing workshop concepts collaboratively, and implementing them in global teams). - Lack of engaging foreign education programs for students, particularly in underdeveloped, rural areas like Poland's Bieszczady; - low student awareness of participating organizations and how the media operates; - uncritical acceptance of what the media presents; inability of students to distinguish between trustworthy and unreliable content