Climate education topic days for primary classes that encourage children to be entrepreneurship

<< Background >>The CLIMENTRE project was developed in response to the urgent need to integrate climate literacy and environmental responsibility into early education and ennterprenoirship. Recognizing that behavioral patterns form between ages 3–10, we designed an educational model that introduces climate concepts and entrepreneurial thinking through twelve thematic learning days. These integrate sustainability across subjects and foster resilience, agency, and digital skills. Teachers often lack resources and confidence to address climate topics with young learners. CLIMENTRE fills this gap through research-based, multilingual, cross-curricular materials, piloted and refined in schools across partner countries. The project also addresses emotional well-being and aligns with EU climate goals, the UN SDGs, and Europe 2020. Through digital platforms and inclusive teaching tools, students are empowered to engage with global challenges while developing essential 21st-century skills. By supporting both educators and learners, CLIMENTRE offers a scalable, practical response to climate change through education—transforming schools into hubs of innovation, sustainability, and hope.<< Objectives >>The CLIMENTRE project has been successfully implemented, achieving its goals across partner schools. By introducing climate literacy at an early age, the project helped shape students’ awareness, values, and actions during a key developmental stage. Twelve thematic “climate topic days” were created, offering cross-curricular, hands-on activities that engaged students in meaningful, real-world issues. Materials were provided in digital, multilingual formats and used by teachers. As a result, both students and teachers became more confident, informed, and motivated to act on environmental challenges. Children gave lectures to parallel classes and grown ups, led recycling initiatives, reused material fashion shows, used toy swopping markets, and awareness events, while teachers reported increased ability to integrate sustainability into everyday teaching. The project supported EU goals in education, climate, and digital innovation, and encouraged early entrepreneurial thinking. Through collaboration, digital tools, and student-centered learning, CLIMENTRE empowered a new generation of active, climate-conscious learners—confirming that education is where meaningful climate action begins.<< Implementation >>-Three face-to-face project meetings were successfully held: Brainstorming session in Estonia (01–04.04.2024);topic days development meeting in Türkiye (30.04–02.05.2024); Piloting meeting in Greece (21–24.05.2024)-12 climate and entrepreneurship-themed topic days were developed, piloted in all partner countries, and translated into four languages (English, Estonian, Greek, Turkish).- The topic days and supporting videos were uploaded to a user-friendly website: www.climentre2024.eu-The project aimed to enhance climate awareness, digital competences, and active citizenship among primary school students.Students took initiative during piloting by organizing eco-projects and small-scale climate events, showing clear behavioral change and ownership of environmental responsibility. Children thought schoolmates and preschoolers.- The project strengthened teacher capacity and promoted innovation in environmental education, leading to a deeper understanding of climate issues and practical action.Dissemination took place via: Facebook, TikTok, YouTube, Instagram and local events engaging educators, students, families, and community members and 7 articles were written. Six multiplier events: EE:1, EL:3, TR:1. - 8 online meetings<< Results >>The CLIMENTRE project created 12 multilingual climate and entrepreneurship-themed school days to enhance climate awareness, digital skills, and active citizenship in primary students across EE, EL, and TR. Activities were piloted in schools and refined through teacher feedback. A user-friendly website hosts all materials, including additional climate actions and learning tasks. Dissemination occurred via social media and local events. Students launched initiatives like second-hand item swap days and eco-themed fashion shows. Kindluse Kool is adding “Sustainability and Fashion” as an elective. School gardens and compost areas were activated. Teachers gained confidence and saw students’ strong motivation to act. The project produced summaries, seven articles, and impact analyses showing significant learning outcomes. Outputs remain freely accessible for future use, and the project fosters lasting understanding of climate issues, personal responsibility, and real community impact.