A central objective was to expand traditional energy education modules by systematically integrating participatory and experiential elements. Students were intended to experience themselves as active contributors within their school environment. Through practical engagement in cooperation with teachers and, where possible, parents, the project sought to foster self-efficacy, responsibility and a deeper understanding of the relevance of energy-related decisions in everyday school life. In parallel, the project aimed to design and test new types of teaching modules that address social realities and questions of participation. Particular attention was paid to reaching students affected by social disadvantage, migration or energy poverty, for whom climate change and rising energy costs are not abstract future scenarios but concrete aspects of daily life. At a broader level, the project was embedded in a concept that understands schools as spaces where climate policy becomes tangible. By linking energy saving and climate protection to students’ immediate experiences and the school community as a whole, the project aimed to contribute to the development of design competence and democratic participation in dealing with climate change.
In previous projects on energy saving and education for sustainable development, we identified limitations in approaches that focus on imparting scientific knowledge. Although pupils often acquired knowledge, this did not automatically lead to sustainable engagement or behavioural change. At the same time, we noticed a growing gap between existing educational offerings and the realities of many pupils' lives. In particular, children and young people affected by social disadvantage, migration or energy poverty were often not adequately reached by traditional formats. The project therefore aimed to further develop existing science-based energy education modules by integrating participatory, creative and emotionally engaging methods that strengthen self-efficacy and creative competence; Secondly, it aimed to make these approaches accessible to disadvantaged pupils by linking energy issues more closely to social realities and lived experiences. Through transnational cooperation, these concepts were to be developed with reference to different education systems and experiences of energy poverty and citizen participation.