As teachers we believe that the best way to learn is to actively envolve the students within the process of learning, the implementation of the project created an enviroment where students developed, improved and learned through hands-on activities, directly enganged into the activities, they have been the center of the project. By using this approach at the end of the project all the students involved could see their own progress, due to the design of the activities that where progressive. Therefore at the end, students developed leadership, economical and green skills, more aware about the present and future of the enviroment and developed a gobal sense of participation in the wolrd’s problems. Apart of the main component of developing entrepreneurial skills through practical experiences focused on ‘green’ economy, the project has two secondary parts with their own objectives. First one is to develop both students and teachers in communication, management, environmental skills, sense of initiative and entrepreneurship. The second component develops linguistic skills and cultural awareness by participating in cross-border mobilities.
The climate change is a problem that this generation of students grew up with. They have been informed how and what to do, to reduce and to protect, but they aren’t eductated for the further steps, as from the financial point of view, professional point of view. So the need was to educated students about circular economy, to develop green skills and to rise awareness about the future of the economy, so when they will be adults to have the necessary tools to cope easily with the changes ahead. We were trying to use all the tools, including projects, stimulate and upgrade the learning process. So, we entered this project with a purpose to raise confident, self-sufficient children having environmental concerns, which is a necessity nowadays. What is more, entrepreneurship-focused activities teach students crucial life skills and promote a can-do attitude.