Continuous Transformation for a Sustainable Planet

"<< Background >>The reason why an application was submitted for this project is linked to the importance of the themes of environmental protection and education for sustainable development, with particular regard to the growth of social and civic skills such as behavior attentive to energy saving, protection and enhancement of cultural and environmental heritage. In particular, for the first education cycle, the schools involved pursued the objective of spreading awareness that the great problems of the current human condition (environmental degradation, climate chaos, energy crises, meeting and discussion of cultures and religions, the search for a new quality of life), analyzed in the 2030 Agenda, can be addressed through close collaboration between traditionally different realities (in a transnational perspective of ""enrichment"" and overcoming linguistic barriers), but also between disciplines and cultures. The primary need was therefore to understand the importance of shared rules, alongside that of improving and increasing linguistic skills, using the English language as the vehicular language of the entire educational path.<< Objectives >>The project aimed to: raise awareness among the students and teachers involved towards the issue of climate change and environmental protection; through international cooperation, strengthen students' respect for the environment and sustainability practices (civic education skills); increase the collection and reuse percentages of recyclable materials; overcome language barriers through contact with Partnership peers; improve language skills; increase the technological and digital skills of teachers and students, as a vehicle for the passage of information or for in-depth analysis at an interdisciplinary level; acquire awareness of one's own cultural context, while at the same time integrating into a fully European mentality; involve disadvantaged students; develop creativity in teaching; involve families, organizations and local authorities in project activities; create products derived from the recycling of materials; disseminate the project activities and make the results achieved known; improve the management skills of the Partnership Project team; give educational institutions a European dimension.<< Implementation >>All students were involved and made aware of the issues of climate change, pollution and environmental protection. The habits of the students were investigated, verifying their evolution over time. The teachers have reset their teaching, making it more creative and more functional to the project objectives. Attention was focused on the possibility of collecting and reusing everyday materials, but also on the protection of nature through the increase of good practices (creation or expansion of green areas, participation in ecology workshops or training meetings held by specialized professionals from the local area). During the mobilities, as well as in places of historical-cultural interest, excursions and visits were carried out in places relevant to the project objectives (natural oases, companies for the construction of recycling machinery, centers for sorting and reusing recyclable waste). and activated creative workshops. Language barriers have been overcome and the digital skills of pupils and teachers have improved. Opportunities for socialization of the training courses and with the local reality were created.<< Results >>All students developed greater awareness of the issue of climate change and the need to safeguard the environment, implementing new habits and new strategies. Civic education skills have improved and STEM courses have been created, in order to implement interdisciplinary courses to develop new skills. The educational institutions involved were fully integrated into a European dimension and pupils and teachers were more motivated to overcome linguistic and cultural barriers. The project has given new impetus to learning the English language. The experience in managing transnational projects has significantly improved, as have the forms of remote collaboration. The project team developed successful work strategies, allowing for more streamlined planning and documentation of activities. The project results were socialized at an institutional level (with dissemination meetings with the pupils' families and with school staff) and locally (with bodies and administrations) and through the media and project channels (Social, E-Twinning, websites schools)."