Teaching Circular ECOnomy to the FUTURE generations

<< Background >>We applied for ECO-FUTURE to promote a supportive scheme for teachers aimed at educating children on the circular economy and stimulating positive, society-wide benefits. The project idea originated from the realization that the Covid-19 pandemic exposed the need to rethink and redesign our ways of operating. The crisis had disastrous human and economic consequences, revealing our system's vulnerability to various risks. As the pandemic forced us to adapt our daily lives in unexpected ways, it also challenged us to rethink the systems underpinning the economy. n this context, teachers plays a vital role in preparing students to face future challenges. Sustainability education was envisioned as fun, engaging, and empowering, allowing students to take responsibility for their actions and contribute their vision for a sustainable future. It enabled them to develop the knowledge, skills, values, and motivation for action, helping them maintain their wellbeing, along with that of their community and the planet.The ECO-FUTURE project sought to promote an educational approach that would help students, schools, and communities embrace sustainability, encouraging action on personal, community, and global levels, both now and in the future.<< Objectives >>By implementing the ECO-FUTURE project, we aimed to:1. Provide an upskilling pathway for teachers, enhancing their key competencies and profiles in addressing environmental and green issues. This was to be achieved through the use of tinkering, an innovative learning approach based on inquiry-based pedagogy. Tinkering promotes active engagement, intentionality in actions, and a conscious desire to learn how to learn. Through hands-on activities, such as assembling or disassembling objects and exploring materials, teachers would develop immersive, learner-centred education methods.2. Support young pupils (ages 6-12) in exploring environmental issues, engaging in problem-solving, and cultivating a sustainability mindset and eco-responsible citizenship. This would equip them to make informed and responsible decisions both in and outside of school.<< Implementation >>To achieve those objectives, the project focused on developing the following results through 4 structured WPs focused on project and quality management, research training format creation, toolkit and cartoon creation, dissemination, and sustainable activities.Specifically, the needs of teachers were addressed through the development of the ECO-FUTURE Manual, which included a Training Format designed for primary school teachers to enhance their skills in using tinkering and non-formal education (NFE) to teach circular economy concepts to young pupils. This Training Format was tested with the target group during an international training, setting the stage for further project results.The ECO-FUTURE Toolkit provided both participating and non-participating teachers with ready-made NFE and tinkering activities for young pupils. The ECO-FUTURE Cartoon offered basic circular economy knowledge in an engaging format for students.By improving educators' skills, the project positively impacted young learners (ages 6-12). Trained educators were better equipped to meet their needs and actively engage them in promoting responsible citizenship and sustainable resource use<< Results >>ECO-FUTURE Manual: This manual included an introduction to the project topics, a research report on the state-of-the-art in circular economy education in schools, and a training format to equip teachers with non-formal education (NFE) methods and tinkering techniques to stimulate environmental awareness and eco-responsible behaviour in young pupils.ECO-FUTURE Toolkit: A practical resource containing workshops and activities focused on sustainability, circular economy, and eco-responsible citizenship. It also provided detailed descriptions of the tinkering methodology for local activities.ECO-FUTURE Cartoons: A collection of four cartoons developed after local activities, where teachers created storyboards about the life cycle of different materials (e.g., paper, plastic, aluminum). Partners selected a story for each material, transforming them into short cartoons aimed at educating young pupils on the circular economy using the 4Rs approach (Reduce, Reuse, Recycle, Recover)