The primary objective of the "Call to Rewild" project was to empower students to actively engage in environmental preservation and urban rewilding, fostering a deeper understanding of ecological challenges within city environments. We aimed to inspire students to take responsibility for their surroundings, equipping them with the skills to design and implement projects that could have a tangible positive impact on urban biodiversity and sustainability. Through this project, we sought to enhance students' key competencies, including civic, social, and organizational skills, as they worked collaboratively with their peers from different European countries. Another crucial goal was to improve students' communication skills, particularly in English, fostering intercultural dialogue and promoting a strong European identity. By working in international teams, students learned to approach global environmental issues collaboratively, recognizing the value of shared efforts across national boundaries.
The "Call to Rewild" project was initiated to address urgent environmental challenges and to encourage active citizenship among students. Both our school and our partner schools identified a need to connect education with practical, nature-focused projects that would help students better understand the significance of urban natural spaces and how they can be revitalized. This initiative addresses the growing issue of urbanization, which leads to the loss of green spaces, negatively impacting both mental health and biodiversity. A further goal was to strengthen students' European identity, develop key competencies (notably work, civic, and social skills), and provide opportunities for collaboration with peers from various countries. The project was also chosen to support the improvement of students’ English language skills and to prepare them for intercultural communication and cooperation. We aim for students to actively engage in urban life, learn to communicate with local authorities, and develop skills necessary to implement their own projects. We felt that traditional theoretical education alone would not suffice to meet these needs, so the project was designed to be practical and hands-on.