The main objectives were to support teachers in their teaching work and to innovate in the teaching–learning of the complex scientific–technical relationships and the changes involved in the commitment to a climate-neutral future. The project also pursued the promotion of school action and the increase of the social responsibility of educational institutions in the fight against climate change. All this was ultimately intended to achieve the following objectives with the students: - Create knowledge and promote scientific understanding of the climate crisis. - Raise awareness and provide training to promote social change and influence behaviour in the face of the climate challenge. - Promote innovative and proactive teaching and learning. - Supporte solutions through innovative science-based skills, service-learning methodology and the transnational exchange of practices for the ecological and energy transition. - Encoure critical thinking and preparation for action: providing skills for active citizenship using the iSTEAM approach and the Service-Learning method. - Make future opportunities related to the climate challenge visible.
The main motivations were: contributing to the fight against climate change through innovative education, trying to support teachers in teaching the complex scientific and technical relationships involved in the fight against the climate crisis and complementing training in the main topics related to the fight against climate change and the Sustainable Development Goals; fundamentally under the integrated educational i-STEAM approach and integrating innovative methodologies such as Service-Learning. NEUTRAL-SCHOOLS has aimed to contribute to improving a number of needs: combating existing misinformation on climate issues; promoting an understanding of the social, economic and ecological interrelationships of climate change from a practical perspective; to make it easier for teachers to apply the integrated iSTEAM approach (which has very good results in terms of developing critical thinking and problem solving) and to overcome the restrictions imposed by the compartmentalisation of curricula, providing them with ideas, resources and tools for educational experiences connected with reality and taking them out of the classroom.