EduLANDS for transitions: Exploring collaborative learning tools to connect school and landscape

"<< Background >>(i) To provide teachers with useful methodologies for learning about ecosocial competence and connecting schools to the surrounding landscape that can be easily integrated into school curricula. (ii) To better link territorial actors and communities with young students, rethinking public action and the role of students as managers of the future. And (iii) to implement citizen participation, as called for by the European Landscape Convention, the 2030 Agenda for Sustainable Development Goals (United Nations, 2015), the UNESCO Global Action Program (GAP), the Faro Convention and the European Network for Rural Development. According to them, the best way to raise awareness is to involve the learner in the learning process, applying the principle of understanding the global but acting locally. The project contributes to a pedagogy of ""learning by doing"" and co-construction for sustainability and intercultural education in the 21st century, developing tools that can be implemented as transversal knowledge in secondary education and for citizenship.<< Objectives >>The project aimed to facilitate teachers' use of learning based on (i) play, (ii) learning by doing, and (iii) collaboration and co-construction, with methodologies adaptable to different school levels and national programs. The first thematic focus is environment and climate, supporting education in awareness of environmental challenges and climate change mitigation through connecting with the value of community and proximity landscape, incorporating in our everyday world actions to increase sustainability, and supporting circular economy, food sovereignty and the creation of effective/affective rural/urban channels. Another main objective was related to strengthening social and civic competences, which are basic skills and competences described by the European Commission (Rec. 2006/962/EC on key competences for lifelong learning), by promoting shared values, civic engagement, participation and intergenerational connection.<< Implementation >>The main activities that we have developed in EDULANDS have been (I) 3 TRAINING ACTIVITIES (TA), in which all the members of the EDULANDS consortium have participated, (II) 3 PILOT EXPERIENCES (PE), which have been developed in the schools and institutes of the project, supported by researchers, artists and professionals of the project. (iii) JOINT ACTIVITIES OF THE PROJECT (TRANSNATIONAL MEETINGS AND OTHER COLLABORATIONS), including 4 TPM (Murcia, Vienna and 2 in Milan), 3 MULTIPLIER EVENTS (Murcia, Vienna and Milan), two of them also planned as Teaching Innovation Days. We have made 2 exhibitions of results and proposals (Vienna and Murcia), we have made 5 courses in which the EDULANDS methodological approach has been introduced (Vienna and Murcia), we have made 24 publications in congresses, we have exchanged knowledge, we have worked on new and improved competences through intercultural dialogue, we have exchanged good practices regarding the EDULANDS methodological approach.<< Results >>The main results have been, EDULANDS LEARNING PLATFORM (a playful community building tool), including EDULANDS HANDBOOK, EDULANDS OER SEARCH, EDULANDS LEARNING EXPERIENCES (LE), EDULANDS LEARNING COMMUNITY, applications to include external educational resources as OER, news, EDULANDS MOOC). We have created practical and reusable resources for practitioners, such as new methods and techniques (LE, EDULANDS Evaluation Toolkit, Green Skills Toolkit, Videos). We have produced research publications as research material to advance thinking in the sector. We have developed new and expanded partnerships and collaborations. We have produced dissemination materials such as videos, press articles, and leaflets. We have conducted satisfaction surveys to obtain feedback and direct impact from project participants and partners. We have produced reports on organizational and operational issues."