Tiers-Lieux climatiques. L’Education au Changement climatique centrée sur l'Humain

<< Background >>Climate change is significantly felt in society through fires, heatwaves and other natural disasters. Science confirms what we feel through constant warnings of temperature and CO2 thresholds being exceeded. In the Eurobarometer, the Global Risks Report and various other surveys, Europeans declare climate change as one of their most important concerns. The scale and complexity of climate problems, coupled with other societal challenges (biodiversity extinction, resource depletion, poverty, war), can cause (eco)anxiety and paralysis to action.Climate change education must remain a central goal in our society, as it enables us to develop the competences to properly address the issues and generate climate action.Our project started from the need to innovate adult education processes - traditionally based on the transfer of scientific information - to scale up climate action. A second need is to go beyond the classroom as a space for education, to meet audiences who are not frequently concerned with such topics, but who, sensitised empathically, in positive, relational spaces such as third places, can generate climate action.<< Objectives >>The overall objective was to develop new competences that enable adult education actors to develop and implement innovative, human-centred climate change education (CCE) programmes adapted to the third places that the beneficiaries .The first specific objective aimed to pilot, by 36 educators (teachers, environmental activists, trainers, activators), an ECC model that puts the needs of 90 adults attending 9 third places at the centre of the educational process. The objective was exceeded, as the project involved 19 third places and 115 beneficiaries.The second specific objective aimed at capitalising and sharing the various WP2 experiments in the form of a training guide, a competence profile and an experimentation journal, hosted by an OER. The third specific objective aimed at adapting the climate third places model to 30 third places through dedicated training processes involving 60 persons and staff of the 3 partners. In fact, this WP involved 36 third sites and 70 people trained, together with 3 flagship third places in each country.Transversally, the project aimed to integrate a series of societal responsibility in the implementation of each WP.<< Implementation >>- Selection of 36 climate educators from Italy, Romania and France who attended a 5 days training in France on Design Thinking method in the field of climate change education;- Experimentation by the 36 educators in 19 different third spaces (cafes, parks, schoolyards, museums) of climate change education approaches using Design Thinking method;- The development of 1) a methodological guide ‘Appreciative Design for climate activism in third-spaces’, derived from Design Thinking methodology, 2) a Competence Profile of the third-place climate educator; 3) a web platform (climatecommons.eu) that integrates the guide, the profile and various implementation experiences;- Participation of 70 adults from 36 European third places in a training-action for the development of more than 30 ECC interventions in their third places using Appreciative Design approach;- Development of strategic partnerships with 3 flagship third places (Seneca Anticafe bookshop, Fointainbleau Biosphere Reserve and Cubo Libro cultural centre) to pilot the Appreciative Design approach in these spaces;- Development of a Manifesto of European climate-friendly third spaces, based on three ‘sites’ that govern a European community of practice.<< Results >>1) 19 innovative, ‘human-centred’ climate change education programmes derived from the Design Thinking method, developed by teams of 36 European educators starting with the training in France in February 2023, refined after the training and applied on the ground in 19 different third places involving directly approx. 115 adults in the piloting phase;2) a free educational resource (climatecommons. eu), available in four languages (Romanian, Italian, French, English) supporting the free transfer of human-centred climate education resources with an appreciative approach, in particular an Appreciative Design methodological guide and an educator competences profile;3) a community of practice centred on the motivations, experiences and practices of 70 European climate educators from 36 different third places and of the three partners, joined by more than 100 other European structures, guided by the strategic framework of the Climate Third Place Manifesto;4) a societal responsibility plan that underpinned the project's quality policy and transversally included environmental, social, economic and governance criteria in the implementation of activities;5) over 110,000 people reached through online communications of the partners.