The main goal of our activities was to raise ecological awareness among project participants, to acquire reliable knowledge to understand the causes and scale of negative climate changes, and the ways to counteract this process. Our aim was also to increase the sensitivity of young people to the uniqueness and beauty of the world by exploring interesting natural sites, which, in turn, would lead to greater individual responsibility for the state of the natural environment. We wanted to work on positively changing participants' preferences, for example, in terms of choosing ecological means of transport, adopting rational consumption habits that limit the purchase of material goods, or conserving the natural resources of our planet. We also aimed to increase participants' engagement in actions and campaigns for improving the state of the environment, including events such as "World Cleanup Day," creating vegetable and flower gardens, and compiling herbariums. We wanted key initiatives, such as Stop Plastic, Fair Trade, Europe together for Africa, continued after the completion of the project and became a permanent part of the educational program of the partner schools.
The main reason for applying for the project was the need for comprehensive and multifaceted environmental education and the development of lasting habits among project participants in the area of environmental care, such as reducing plastic use, saving energy and water, and practicing sustainable consumption. Awareness of personal responsibility for the natural environment was still too low among the participants. Their knowledge about the negative impact of human activity on climate change was insufficient. We wanted the students to learn about the EU's climate policy principles and understand the need to implement its goals. An important need was the exchange of good practices between partner schools. We wanted to encourage participants to reflect on the place and role of humans in the natural world and to increase their responsibility and engagement in this area. We saw the need for interdisciplinary environmental education, cooperation among teachers of different subjects (not just science), and the creation of teaching materials, as well as conducting lessons based on them and implementing projects that engage young people, such as 'Give Things a New Life.'