Improving Seaside Landscape And Network Development Systems

<< Background >>The coastal areas have been theatres of Real Estate business activities, constructions to satisfy tourism demand, and pollution coming from anthropic impacts. Some 40% of the world’s human population live not far from the coast. This means that about 3 billion people rely to some extent on coastal and marine ecosystems, habitats and resources for food, building materials, building sites, and agricultural and recreational areas while utilising coastal areas as a dumping ground for sewage, garbage, and toxic wastes. The pressure on the natural resources of the coastal areas is increasing, due to growing urbanisation, industrialisation, and transportation. Industrial development has altered, disturbed and destroyed coastal ecosystems, including sensitive habitats. This scenario requires education on the environment in the school curricula to foster a generation of environmentally conscious and responsible citizens. By understanding the intricacies of climate change, pollution, deforestation, and biodiversity loss, students become conscious of their actions, and we can consider it the first step to promote a culture of environmental responsibility in the young generation.<< Objectives >>Following our purpose, it was necessary to instil in the students a sense of environmental stewardship, fostering critical thinking and problem-solving skills and encouraging ethical decision-making. By making theory and practical activities about sustainability and the environment into the school curricula, we have had at the end of the project, students and families environmentally conscious and responsible. We have applied an educational approach to the coastal areas issues by making laboratory activities with experience outside and inside the school to involve students and teachers in the analysis and formulation of strategies to preserve and protect the biodiversity of our coasts. Moreover, we have supported the change in pro-environmental attitudes, a sense of environmental responsibility among students, and civic engagement against the bad management of public things, impacts, and pollution from human activities. We do not forget the participation of the students in decision-making processes and green lifestyles.<< Implementation >>We implemented four actions (WPTs): Identification and analysis of Green Infrastructure (GIs) and Ecosystem Services (ESs) focusing on coastal areas; Handbook including solutions to implement, protect and preserve existing/new GIs and ESs; Dissemination of models concerning sustainability and green lifestyle by learning modules addressed to students, teachers and local community; Meetings at school among students, teachers, experts and the local community, to debate about urban vegetation, air pollution, waterproofing of the ground in cities and coasts, flooding events, biodiversity, and Ecosystem services. The laboratories, the assessments and the tour trails, the data elaboration activities, pictures, and the dissemination activity of the project results were implemented together with WPTs step by step involving the local community and experts. The objectives and activities of the project were fully linked to the project priority integrating several strategic lines: civic activity engagement, learning tools, European identity, citizenship and environmental values, participation, and digital skills.<< Results >>By identifying the area of research, we produced these outputs:R1) Report with the analysis of existing GIs and Ess;R2) Inventory of the Flora and Fauna existing inside the area;R3) Report of the impacts; Impact report looking at the local urban sprawl on GIs and Ess;R4) Ecosystem plan for the mitigation of these impacts;R5) Handbook with general guidelines to apply strategies and actions to improve the coastal areas status;R6) PPT presentations used for two learning unity on sustainable green lifestyles, consumption and well-being, mobility and sustainable mobility choices, energy and renewable resources, food and organic food, housing, and consumption;R7) Meetings to strengthen the community capacity building pro-environment improving ESs quality for citizen's well-being. The meetings were organised at school with the involvement of the local community, experts and the local associations. Moreover, we debated on urban vegetation, air pollution, waterproofing and flooding.The partnership designed these activities within a transnational school learning environment based on exchanging and sharing knowledge, competencies, vision, and planning activity among the partners.