By implementing the project, we expected to achieve a structured transformation in the way participating schools approach waste, sustainability and environmental education. Our main objective was to move from isolated recycling practices to a coherent “waste-wise school” model supported by trained teachers and clear management procedures. We aimed to strengthen teachers’ green competences, enabling them to understand the waste–pollution–ecology relationship and to integrate sustainability into everyday classroom practice through active and experiential methodologies. We also expected to enhance their role as sustainability role models for students and the wider community. At institutional level, we aimed to improve schools’ capacity in international cooperation, project management and strategic planning, particularly supporting the two newcomer partners in gaining confidence and experience within Erasmus+. Another expected result was the creation of practical, transferable outputs: the “Waste-Wise Schools Guide” and the “Waste is Gold” Activity Book, designed to ensure long-term impact beyond the partnership. Ultimately, we expected to foster environmentally responsible behaviours among students, families and local stakeholders.
The project Waste-Wise Schools was applied for to address clearly identified environmental, educational and institutional needs within the participating schools. Although recycling initiatives already existed, they were isolated, poorly coordinated and lacked a comprehensive pedagogical approach. There was a need for a deeper understanding of the relationship between waste, pollution and ecology, as well as for a structured and transferable school waste-management model. Teachers required specific training in green competences, responsible consumption and active methodologies that would allow them to integrate sustainability into daily classroom practice, strengthening their role as models of sustainable behaviour. At institutional level, two partners were newcomer organisations in Erasmus+, requiring support to strengthen their capacity in international cooperation, strategic planning and European project management. Students also needed more practical and motivating environmental learning experiences. The project responded by developing concrete tools, applicable materials and by promoting the involvement of families and local stakeholders, positioning schools as active sustainability role models.