GREEN ENVIRONEMENT FOR A GREEN LIFE

<< Background >>We applied for this project because we wanted to give all participants a greater and deeper understanding of climate change and global environmental issues. The main focus for this project were water and recycling. We wanted to give the participants knowledge of the importance of water in our regions and globally, since it´s an important source for life. By studying this we were hoping to give knowledge to avoid long periods of drought or long periods of heavy rainfall in the future. We also wanted to study how we can preserve the water we have access to today and how we can return it to nature in the way we received it. Another topic that was prioritized in the project was the availability of different materials. We wanted to share knowledge about reusing, reducing ande recycling. We wanted the participants to have knowledge about how we can´t always take material from nature as it will eventually run out. We wanted to study how we can preventoverconsumption and save the material that we already have in circulation.We also wanted to improve the participants communication skills and use of ICT. << Objectives >>The main aim of the project was to increase students’ and teachers’ understanding of climate change, water preservation, and sustainable resource management. We wanted to raise awareness of how everyday actions can make a difference and inspire more sustainable habits. Another goal was to strengthen international cooperation and intercultural understanding by connecting students and teachers from different countries. Through exchanges and shared activities, participants would learn about other cultures, respect diversity, and see global issues from multiple perspectives. Improving communication and language skills was also an important objective, giving participants greater confidence in using English in authentic situations. Finally, the project aimed to support teachers’ professional growth through collaboration and sharing of methods for integrating sustainability into education.<< Implementation >>We carried out four mobilities during the project. Two of these were teacher mobilities, where we exchanged experiences and knowledge about each other’s schools through job-shadowing. We had the opportunity to visit and take part in lessons with different teachers, as well as explore other parts of the schools that would later be more difficult to access when students were present. These visits also gave us valuable time to discuss and plan upcoming student mobilities together, ensuring that all activities were well prepared and meaningful for the participants.The other two mobilities involved students. During these exchanges, we visited the partner schools and learned more about school cultures in both countries. We also carried out visits and activities to deepen our understanding of water and recycling in different contexts.Between the mobilities, we organized various activities to maintain contact between the schools, teachers, and students. These activities were linked to the project goals, and the students created, for example, posters, presentations, and different greetings to share with each other.<< Results >>The project produced several concrete outputs and other results. Students created presentations and short films to introduce themselves and their schools, as well as posters about water, recycling, and sustainability. A project logo was designed and selected through an international competition. All materials and results were shared on our eTwinning page, and some were displayed on school walls to inform and inspire others. Reports and documentation of visits, workshops, and activities were also produced.Other key results include increased knowledge of climate change, water conservation, and sustainable use of resources among students and teachers. Participants developed their English communication skills and digital literacy. They gained cultural awareness, learning about different traditions, lifestyles, and school systems. Living with host families fostered independence, social skills, and personal growth. Finally, the project strengthened cooperation between the partner schools, creating networks that can support future collaboration and learning.