Environmental Education Programme

"<< Background >>The project was conceived in 2021 to respond to the Guidelines issued by the individual partner countries for the teaching of Civic Education which, also in Italy under Article 3 of Law no. 92 of 20 August 2019, stipulated that for the school years 2020/2021, 2021/2022 and 2022/2023 school institutions should define a Civic Education curriculum, taking the Guidelines as a reference, indicating the competence targets, expected results and specific learning objectives. In particular, Law No. 92 of 20 August 2019 indicates sustainable development among the fundamental axes around which the teaching of Civic Education will revolve and provides that students should be ""trained in environmental education and knowledge and protection of heritage and territory, taking into account the objectives of the UN Agenda 2030. Sustainability will thus become part of the learning objectives.""The project was therefore designed to enable the partner schools to stay at the forefront of teaching environmental issues, which are fundamental for the development of young people as good citizens.<< Objectives >>The aim of the project was to design, implement and test a complete modular course on Environmental Education, to help young people understand the opportunities, risks and challenges they will encounter in their lives concerning the environment, and to consciously and freely adopt appropriate behaviour.A further objective of the project was to develop, for each module identified, a series of teaching materials in digital format, which would allow the course to be easily followed also remotely, in e-learning mode, through a specific online platform. This was also in view of the COVID-19 emergency and in response to the growing need for distance learning.<< Implementation >>The project followed a 3-stage development cycle.The first, based on the study carried out in advance by the partners, designed the modular curriculum (R1), defining its target competences, learning objectives, contents, articulation. It then designed and produced the related teaching materials (R2) and practical exercises and activities (R3), a ""toolbox"" also accessible via a specific online platform (R4), to easily follow the course even remotely.The second phase tested the course through a blended mobility experience (C1), in which students and teachers experienced the course modules, first in individual schools and then full-time for a week in a transnational context.The third phase was aimed at promoting the project and its results, with a series of communication actions and five multiplier events involving the students themselves and their teachers as environmental ambassadors.The three operational phases were flanked by transversal support activities: management/coordination, communication/dissemination and monitoring/quality assurance.<< Results >>The project produced 4 main products, built together by teachers and students:1. The description of a complete modular pathway of environmental education for high schools, linked to the UN SDGs, divided into 9 modules and 26 teaching units.2. The complete set of teaching materials, for each module and each unit, including among other things: an illustrative booklet, learning objectives, teachers' manual, slides and other resources for students.3. A complete set of exercises, workshops and practical activities to be carried out in the environment and in city contexts, for each module and each unit.4. An online platform for remote use of all the above materials.It also tested the previous results, including through a transnational mobility week.Finally, it delivered 5 multiplier events with over 400 total participants among stakeholders and students, a project website, and 5 promotional newsletters."