The overall objective was to develop new competences that enable adult education actors to develop and implement innovative, human-centred climate change education (CCE) programmes adapted to the third places that the beneficiaries . The first specific objective aimed to pilot, by 36 educators (teachers, environmental activists, trainers, activators), an ECC model that puts the needs of 90 adults attending 9 third places at the centre of the educational process. The objective was exceeded, as the project involved 19 third places and 115 beneficiaries. The second specific objective aimed at capitalising and sharing the various WP2 experiments in the form of a training guide, a competence profile and an experimentation journal, hosted by an OER. The third specific objective aimed at adapting the climate third places model to 30 third places through dedicated training processes involving 60 persons and staff of the 3 partners. In fact, this WP involved 36 third sites and 70 people trained, together with 3 flagship third places in each country. Transversally, the project aimed to integrate a series of societal responsibility in the implementation of each WP.
Climate change is significantly felt in society through fires, heatwaves and other natural disasters. Science confirms what we feel through constant warnings of temperature and CO2 thresholds being exceeded. In the Eurobarometer, the Global Risks Report and various other surveys, Europeans declare climate change as one of their most important concerns. The scale and complexity of climate problems, coupled with other societal challenges (biodiversity extinction, resource depletion, poverty, war), can cause (eco)anxiety and paralysis to action. Climate change education must remain a central goal in our society, as it enables us to develop the competences to properly address the issues and generate climate action. Our project started from the need to innovate adult education processes - traditionally based on the transfer of scientific information - to scale up climate action. A second need is to go beyond the classroom as a space for education, to meet audiences who are not frequently concerned with such topics, but who, sensitised empathically, in positive, relational spaces such as third places, can generate climate action.