"There are more than 70.000 species of medicinal plants on the surface of the world. Most of them grow in their habitat. Because of urbanization, air pollution, water pollution, and global warming, the natural habitat of those plants has been decreasing day by day. However, those plants are valuable in terms of marketing. The drug companies buy those plants in order to produce some medicinal products. This situation offers an opportunity for the young farmers in Europe. They can grow those plant species in cultivated areas and sell them to drug companies. Aquaponic farming is a combination of soilless plant growing and fish farming and is gaining significant popularity all over the globe. Aquaponics farming system is a significantly important way to grow food in the space limited, climatically vulnerable, and deteriorated soil conditions. The aquaponic system offers a significant potential to improve plant growth, food production, food sovereignty, and food security on a sustainable basis. While lack of knowledge and proper understanding about the right implementation of aquaponics techniques and strategies are major limiting factors for aquaponic farming. AA good understanding of aquaponic can be helpful to improve community-based food production in the urban areas, industrial-scale food production in the rural areas, and smaller level farming operations in the developing and underdeveloped countries. There were two pieces of training within the scope of YEAH; the first one is in the city of Novo Mesto in Slovenia; ""Agricultural Entrepreneurship Training"" was held on 20-25 October 2019. A total of 17 young people including six young farmers from Slovenia and Turkey, 5 young farmers from Greece participated in this training. During training Aquaponic systems in Slovenia were also visited.At the end of our 5-day training, our participants explored and learned;- The difference between entrepreneurship and agricultural entrepreneurship,- Various agricultural terminologies,- The opportunities and advantages offered by agriculture,- How to work collaboratively with young farmers from different countries,- How to market their agricultural products abroad using various online tools,- How various agricultural products are planted throughout the year without being dependent on climate change through the Aquaponic systems they have examined in Slovenia,The Soilless Farming Training through Aquaponics Systems Course 07.12.2020-11.12.2020 via Zoom PlatformThe training ""The Soilless Farming Training through Aquaponics Systems ” was intended to be implemented in Van city however because of Covid-19 we had to launch it online. Fortunately thanks to the online training we could reach 104 young people from Mozambique to Mexico. It can be said that from Turkey the wave of Aquaponics has inspired all youngsters who were keen to learn this.The aim of the training is starting from the general flow of aquaponics systems, comprehending the importance and the market value of organic products free from chemicals and pesticide residues, the techniques of producing agricultural products in every season through aquaponics systems without effects from climate conditions, exploring the market value of the product they harvest not only inside but also outside of the country. All training materials were uploaded to our project website (http://www.yeah-project.com/en/Training.aspx?id=3 ). Within the scope of YEAH 3 different intellectual outputs have been created. Each of our intellectual outputs is unique in the field of agriculture. The first IO of our project is the Design of An innovative Aquaponics Systems for the Climate Condition of Van City. This IO is a quite innovative way of aquaponics systems solutions for the climate of Van city as every geographic region has its own conditions. The second one is DiDaMeP (Digital Database of Medicinal Plants) is a real solution for Europe in the meaning of digital database for medicinal plants. In turkey there is no such database and there are only very few in the world. So, this intellectual output is very innovative and a must for Europe. The third one is the combination three-chapter is a book of Agricultural Entrepreneurship, Aquaponic System in Soilless and of Effective Fishery Techniques For Aquaponics Systems. This book discusses; permanent solution for entrepreneurship in terms of agriculture, some aquaponics systems’ architecture and structure according to the needs of the partner countries in detail, and fishery techniques for aquaponics systems. Young people and organizations from all over the world have benefitted from our project and its outcomes.As a result of online dissemination and multiplier event activities there were a lot of young people who explored aquaponic systems and new ways of agricultural entrepreneurship"

<< Background >>Since the start of Covid-19, formal education activities have been continued as much as possible. Turkey used EBA and online education platforms. European countries have been using their own precautions and all of these efforts require a great knowledge and experience in digital learning. However, adult education activities stopped mostly as a result of pandemic. However, the epidemic should not be an isolation, but a process of learning and opportunity. More areas should be created for the accessibility of adult education, and if it is not possible because of the pandemic, digital tools and online trainings should be promoted for adult education and life-long learning. The existing skills of adults should be improved, new skill areas should be opened, and thus, it should be contributed to them becoming the thinking, criticizing, analyzing, digital citizens of the 21st century. Findings generally revealed mostly men benefit from adult education. Within this scope it more urgent for an inclusive society to reach each individual. We give priority to create new opportunities for the education of disadvantaged women in our societies who are mostly excluded from educational and occupational areas.Our world, which has already entered the digitalization process for a long time, has entered into a great technology cycle, especially with the COVID-19 epidemic. During this period, many individuals who did not leave their homes have made it a habit to handle all their work and transactions online. The vast majority of education has become online education, and all of this has made digital skills and literacy an indispensable skill. In addition to the unlimited possibilities and beauty provided by the Internet, hazards such as masses of misinformation, numerous malicious websites and platforms, and dangers such as cybercrime, misleading and fraud reveal that digital literacy is not the only skill required in this period, and that being critical literate is also vital.Digital literacy means “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” (American Library Association). In today’s digital world, nearly every career requires digital communication at some point, so equipping disadvantaged people with the skills to effectively and responsibly find, evaluate, communicate, and share online content is key to their futures. Critical literacy has been defined as “learning to read and write as part of the process of becoming conscious of one’s experience as historically constructed within specific power relations” (Anderson & Irvine, 1982). It allows educators and students with an opportunity to read, evaluate, and reflect on texts, and embark upon the creative process of actively constructing or reconstructing these texts.Digital literacy training opens the door to other essential skills needed to operate in a broadband environment, including financial literacy skills, as well as career training and ICT-enabled career training. Such training enables women to set up online businesses, or to use broadband services, such as social networking sites, to enhance their ongoing livelihood and economic activity. Social protection is important for women’s access to financial services, and digital readiness is likely to become more important as digital finance grows. Schooling is formidable site where the local and the global converge. Women from the disadvantaged population, cannot have adequate schooling and therefore their critical awareness of the world should be enriched. Being a critical reader will equip women with ‘selective’ and ‘reflective’ mind by which they can select and use the vital information from the mass information provided by digitalization. When the women are critically literate, they examine their ongoing development, to reveal the subjective position from which they make sense of the world and act in it.<< Objectives >>The heart of the Erasmus+ aims to reach various people with different background, especially to those with fewer opportunities. This project is created in order to nurture and enhance the quality of the disadvantaged women in the societies. The general aim of this project is to turn the disadvantaged women in the societies into digital and critical readers which will equip them with educational, professional and social skills. Concrete objectives of this project:-to provide disadvantaged women with digital literacy skills and critical literacy skills-to train trainers in order to train disadvantaged women in societies for digital and critical literacy -to propose a new methodology for adult education combining digital and critical literacy-to disseminate the new methodology for disadvantaged adult educationFor the disadvantaged women to be a digital and critical reader will prove:a) Access to financial services (economic empowerment)b) Access to health services and informationc) Access to educational resourcesd) Being selective and critical to the information provided by digitalismAfter the digital and critical literacy trainings, they will be able to find the information they need, reach financial services, health services or educational resources. They will also have the opportunity to actively follow social media platforms and promote their own initiatives through these channels in the long term. This will play an important role in enabling women to realize their rights, which are also recognized by official laws. These women will not only be able to reach the information they need thanks to be digital reader, but they will also be able separating true information from the wrong ones60 digital and critical literacy educators will be trained in this project. EU also gives great focus on adult education because individuals follow adult learning for a variety of reasons: to enhance their employment prospects, to develop personally or professionally and to obtain transferrable skills, such as critical thinking. Adult learning also contributes to improving social cohesion and promotes active citizenship. Accordingly, more qualified and competent educators should be raised for Europe and beyond to overcome economic challenges it is currently facing, as well respond to the demand for new skills and sustained productivity in an increasingly digitalized world economy.We will develop a brand new 21st century teaching method and practice by blending the intellectual outputs we will put forward in this project with digital and critical literacy education. This project will create three different intellectual outputs; a manual, a toolkit and an e-learning platform.<< Implementation >>The activities in this project are designed purely purposefully. An effective and high qualified work flow plan has been prepared in order to realize our goals and special targets.1.First of all partner institutions will come together at the opening of the meeting will make in Turkey in the 3rd month. The goals and objectives, task distribution, responsibilities will be clearly stated and signed with the Memorandum of Understanding document.2. With the Digital Literacy instructor training to be held in Italy in the 7th month, 29 digital literacy educators from four partner countries will be trained.3. As in Turkey, 600 women will be given Digital and Critical Literacy Training, 12 trainers will not be sufficient. The 12 people who participated in the training in Italy will give the same training to 28 people in the 9th month. More in the province of Van. Accordingly, 40 trainers will be available for target group in Turkey. This local training will be organized by umbrella educational organization of Van Province, Van Provincial Directorate of National Education. 4. 2 transnational meeting will be organized in order to determine the contents of IO1 – Critical Literacy for Disadvantaged People Manual; IO2 – Digital Literacy Training Kit in Sweden in 10th month; and IO3 – Digital and Critical Literacy Platform (DSLP) in Finland in the 15th month.5. The Digital and Critical Trainings will be started in the beginning of 20th month in four partner countries. Until that time, all the intellectual outputs will be ready to be used in the trainings. The trainers who took the training will give Digital Part of the training while our academicians in universities will be responsible of Critical part of the training. 6.The multiplier events in four partner countries will be held in the 21th month of the project. 7.The final meeting will be held in Turkey to evaluate all the process and sustainability in the future plans.<< Results >>This project has been designed to fulfill the needs of disadvantaged women in the societies. We aim to generate long term results which will both be tangible and intangible, up-scalable, transferable and transdisciplinary during and after its implementation. The most important and effective aspect of this project will be its intellectual outputs. IO1 - Critical Literacy for Disadvantaged People Manuel will be a guide book for trainers on teaching critical literacy to disadvantaged women. By the contribution of each partner in this project (each will contribute it by its own specialty) the quality of this manual will be kept above the standards. The trainers will use this guidebook as the main source for their critical literacy trainings. This manual will also include many useful tips and information about the communication with disadvantaged groups (disabilities, refugees, barriers to education system, cultural or social differences etc.) and it will be a transdisciplinary source accordingly. This manual will both be published and in the e-book form in order to increase its sustainability and open access.IO2- Digital Literacy Training Toolkit will be used by trainers teaching digital literacy to the target groups. This toolkit will provide permanent skills and abilities to the learners. In order to increase its sustainability, both formal and non- formal materials will be included in the kit. The target women will learn digital literacy by this productive and effective materials. This kit will be designed as an open access resource so anyone will be able to utilize it. IO3- DSLP (Digital Critical Literacy Platform) will be the first online platform designed for digital and critical literacy teaching. The tangible materials such as books or journals are neither enough nor effective when compared with digital learning platforms. Especially in the COVID-19 crisis, the importance of digital competences has been understood by masses and European Union gives great importance on digital transformation. In line with Europe’s Digital Education Plan, this platform will serve for pedagogical goals of the Programme. The target groups of this project will use this platform without paying anything. The trainers of digital and critical literacy will use it as a main source as it will include all the necessary techniques and information The communication channels of the platform will provide international interaction and cooperation. We aim to fill the educational deprivation gap caused by COVID-19 epidemic with this innovative platform.All three intellectual outputs of this project will improve both groups’ (trainers and learners) 21st century skills which are critical thinking, creativity, collaboration, communication, information and media literacy, technology literacy and flexibility. Considering our general aim, one of the most significant steps will be the preparation of trainers who will train target women. The second important step will be the effective outputs which should be sustainable, permanent, open accessed and aim-oriented. With these two steps, we believe that we will contribute to educational, social and psychological well-being of disadvantaged women’ as well as increasing their chances for empowerment. A very comprehensive dissemination plan will be made in order to share project’s results on local, national and international level. Each participating partner will be obliged to make at least 5 dissemination activities as well as one multiplier event.

<< Background >>Nowadays, kids are exposed to all kinds of content coming from different online platforms. In 2019, 94 % of young people in the EU-27 made daily use of the internet, this was 16 percentage points higher than the share recorded in 2011. Young people in the EU-27 were more likely to use the internet daily than the whole of the adult population (77 % in 2019). [EUROSTAT, 2019]This can lead to an incredible advancement in digital skills for Europe’s new generations, however, it also brings an incredible risk. Bullying has always been a problem in the phase leaving childhood and entering adolescence and adulthood. In 2018, 65% of the people using social media revealed they faced episodes of cyber-bullying. The same for 33% of those using Online Messaging and 29% of those using Online Chat Rooms. [STATISTA, 2018]Most of these tools, can be accessed with a minimum round of control on age, simply by assessing of being over 18. This leaves an open door on what could be a very dark world for teenagers that do not have the right knowledge and skills to assess danger in an unknown territory in which most of the times you need to use your soft skills and critical thinking to read and understand the people on the other side of the screen.<< Objectives >>AIM“Together to guarantee cyber-safety and prevent cyber-bullying in schools” (CYBER-SAFETY) aims at preparing the young people aged 13-18 yo with the right set of tools to recognize episodes of cyberbullying and be capable of avoiding or getting out of those situations. In doing so, it will also prepare teachers (and youth educators?) to face the topic and to engage with teenagers on the risks of the online world.Objectives•To raise awareness about Cyberbullying among teenagers •To provide teachers with skills and competences for preventing and fight Cyberbullying<< Implementation >>Activities During the implementation of the project, the following activities will be implemented:•3 Transnational meeting•1 International Joint Staff•1 CYBER-SAFETY NATIONAL CONFERENCE, one in each partner’s country<< Results >>Project ResultsThe project will achieve its objectives throughout the put in place of the following:•1 Training Format for teachers to be trained with NFE methods in order to better engage with teenagers on the topics of cyberbullying and how to prevent it and fight it•1 set of short cartoons (2-5 mins) to explain the danger of cyberbullying and how to recognize it and prevent it. Each partner will present the storyline for 5 short-cartoons•1 app that will work as a storage of information on how to recognize Cyber-bullying and with the possibility to enter a chat with a youth operator that would offer support

We created this project in order to increase the ICT ability of students and teachers.With this project we aimed to increase the rate of in class technologies which is used by teachers and students.When we first write this project the FATIH project ,which is the biggest jump of Turkish Educational System in the history, had just finished. The legs of the FATIH for the vocational education was missing or unplanned.The other reason of why we wrote this project is to create a project which is complementary to the FATIH project to include the students and teachers of vocational schools.Each of those students and teachers were given tablet to use in the classes but none of them were using those tablets or their own smartphones for the educational purposes.As expressed in the project form today’s students are digital native.When they were born the digital technologies were already exist.So, when we plan the curriculum of the schools it is obligatory to include the digital technologies into the lesson plan as helpful tools.Still many vocational schools don’t use in class technologies effectively.Our project was a work having innovative objectives which are VoGoP(Vocational Good Practices Platform),the statistical data bases with the SPSS and Effective Use of ICT Classes Guidebook.Each of our intellectual outputs meets different needs of teachers and students in vocational schools.We created all of our intellectual outputs in 5 languages which are English, Italian, Slovenian, Romanian and Turkish in order to reach as many students and teachers as possible.In our project, our objectives were to disseminate the use of ICT (Information and Communication Technology), to attract teachers and the students to ICT and to create a platform in which they can share their works with each other.In the scope of the project we organized many meetings and different activities.In this meetings many people who are related with vocational education involved in.the number of the participants who participated to international meetings and training is 73.Those activities were organized in Turkey as well as Romania,Slovenia and Italy.Basically,in our project every partner represented different field of vocational education.For example,while Mehmet Erdemoğlu MTAL and Yıldırım Beyazit MTAL are mostly interested in the fields of ICT, Electric and electronic technologies on the other side Grm Novo Mesto mostly interested in the field of animal husbandry and farming.There were plenty of vocational fields' diversity so we could determine many fields needs in our works with the partners.We selected our participants according to the following criteria;expertise on the current activities, related or similar activity or activities before , able to work in team, communication skill, open and have desire to innovative improvements, English speaking capacity,the number of international projects, know how to approach students, volunteering to advance in his/her field and different vocational field.We had many activities which were mostly successful. We had 4 transnational meetings, 1 international meeting, 4 multiplier events and a vast number of dissemination activities in 4 different countries. We had also some meetings with locals in Van, Reggio Emilia, Alexandria and Novo Mesto. In those meetings we met with educational authorities, decision makers, students and teachers from different schools and people from different backgrounds.We have experienced and observed many difference on participants,participating organisations,target group and education authorities not only in Van but also in Alexsandria,Reggio Emilia and Novo Mesto.First of all the participants of this project had different experiences from activities in domestic and abroad.The most of the changes on them have been with their vocational improvements. now our participants know many thing about vocational improvement in Europe and in the World. They know how to help the students be part of the labor market by using their ICT skills into their fields of expertise.the participants who were mostly teachers in vocational schools improved their ICT skills.Now they can use their ICT skills more productive. Our participants met different experts on ICT in content meetings as well as in training and activities in their countries.Those activities made them be more aware from ICT technologies in every field of vocational education. The mentioned activities promoted them to find themselves sufficient in ICT area in their field. So they produced a positive attitude toward using ICT technologies in their domain.We carried out very fruitful project not only for the participated countries but also for all Europe. Because with our ambitious intellectual outputs we believe we can leave inerasable mark on vocational education. VoGoP is going to continue to serve even after the project is over. ICT Classes Guidebook can go on showing the teachers the most suitable ICT tools to use in each clas

<< Background >>Environment and fight against climate change was chosen as the main priority in the project. Climate change is one of the biggest challenges facing the world. The world is warming day by day. It is impossible for natural life and humans to adapt to this rapid change. According to data from Intergovernmental Panel on Climate Change, a temperature rise of 1.5°C could lead to the extinction of 20-30% of species. If the temperature rise exceeds 2°C, many ecosystems may come to an end. (www.ipcc.ch/report/ar6/wg1/)The European Green Deal seeks to involve people, communities and organizations in tackling the climate crisis and creating a green order. Although its sphere of influence is limited to Europe, the efforts of Europe to become carbon-neutral by 2050 will affect the whole world. The presence of 12 legal regulations in the articles of the agreement and the existence of sanctions for the countries that have commercial relations with Europe will take the fight against climate change forward. In this direction, it is aimed to reduce the carbon emissions of the European continent by 55% until 2030. (ec.europa.eu/clima/eu-action/european-green-deal_en)Therefore, the main purpose of the project is to raise awareness among the guidance teachers and guide the our students, who are the adults of the future, and to involve them in the fight against the climate crisis. Supporting the green transformation of educational content, learning about the investment and career opportunities created by the European Green Deal's Just Transition Mechanism principle will expand the field of action of teachers and strengthen them. In addition, the big green changes that the European Green Deal targets will create in the sectors show that job descriptions, career goals and entrepreneurship understanding will also change. It will be an important step for counselors to adopt climate goals, add environmental equipment to their profession, and guide students towards green career goals. Through this Project students will have an opportunity from young their age to be equipped with the skills, knowledge and attitudes to address green deal transformation and prepare themselves for the green jobs of the future. Even today, young people and children appear as important figures in the fight against the climate crisis and can mobilize global organizations. Finally, Poland, which produces more than 70% of its energy production with fossil fuels, is the European country that needs this change the most. Therefore, it will be a real hope for the future for teachers and students to adapt to change before it is too late.<< Objectives >>School teachers are the key to reaching European Green Deal aims. They play central role in engaging students for behavioral changes However, teachers need to upgrade their knowledge and skills, and enhance their teaching methodologies to quide students on the green deal transformation process. In line with this information, the target groups of the project are guidance teachers, other trainers and students as final beneficiaries. Because teachers are the ones who can create change, raise awareness, put ideas into practice and influence students in the short term. In the long term, it is students who will shape the entire future. Within this context, the overall objective of our project is to build a capacity in secondary education on the European Green Deal and prepare students for their future “green” careers. Specific objectives are -To enhance guidance teachers’ capacity on environment and climate change and green skills so that they can support and guide students on European green deal transformation. -To create leaders among the target groups who will defend the green future-To promote an environmentally friendly mindset among school students -To raise the awareness of the teachers, students and families within the scope of the European Green Deal.<< Implementation >>The activities of the project are prepared in order to achieve the objectives and results of the project and to achieve the expected effects. Project activities will be discussed under five headings. These activities are the production of project results, Transnational Meetings, Multiplier Events and dissemination, Eco Career Days and Green Ideas Exhibition.Within the scope of the project, three project results will be produced. The first project result will be the Green Career Guide. The guide will include guidance teachers and students. In this way, the two most important elements in school education will meet with ecological goals. Teachers who use the Green Career Guide and participate in other project activities will find that they can add new dimensions to their profession. They will step out of their professional habits and take part in a movement initiated for the fight against climate change and the future of the world. This will increase their leadership skills and enable them to become stronger as equipment. In this way, they will be able to guide students towards European Green Deal goals and grounded career plans. Students using the green career guide will gain important awareness about the climate crisis. They will learn the necessary ecological information to save the world they live in and they will turn into eco individuals. In addition to correcting their own habits, they will harmonize their career plans with the sector thanks to the guide. They will be able to build their future realistically by learning concepts such as green career, eco-entrepreneurship and green collar. In short, target groups will become eco-individuals by increasing their ecological literacy. Finally, the guide will present roadmaps for a school to become carbon-neutral.The Green Age Platform will be the driving force for users to switch to an ecological life and learn about their carbon footprints. It will enable students to participate in more job opportunities, international events and climate activities. Because announcements will be posted on the platform frequently. Access to developments and news about climate change will be easier. The level of digital literacy will increase. Scientific aspects of the climate crisis will be learned. In this way, information pollution and myths will be prevented. Thanks to the platform, users will be able to overcome geographical and economic barriers that they can meet. With magazine, the last of the project results, awareness of paper waste will be increased. This will indirectly be a good step against problems such as environmental pollution, energy consumption and deforestation. People will find that other recycled materials besides paper can also be used for print.Transnational Meetings will increase the quality of the production of project results, monitoring and evaluation activities, budget and time management, communication and coordination processes. Multiplier Events and dissemination efforts will increase the impact of the project to much higher levels than anticipated. In this way, the project will reach the goals of the European Green Deal and affect many people ecologically.Eco Career Days and Green Ideas Exhibition will enable many students to be reached concretely. All of the project objectives will become concrete in these activities to be held under physical conditions. During career days, students will be directed to green jobs and meet face-to-face with representatives of green collar and eco-entrepreneurship. In this way, they will understand the seriousness of the changes in the sector and make future plans. The Green Ideas Exhibition will not compete with children but will value all ideas. In this way, students' self-confidence, motivation, participation, soft skills and active citizenship will develop. Students will learn to step into things without fear.<< Results >>The project is about the climate crisis, which concerns the whole world and has a global public opinion, and reducing carbon emissions to zero. Especially European countries have started to work in every field to reduce carbon emissions to zero. Therefore, the project will produce various outputs and activities to contribute to the European Green Deal goals (especially in the field of school education). These outputs and activities will produce tangible results. During and after the project, it is expected that other results such as awareness of climate change, organization to fight climate crisis, development of soft skills will occur.Expected results:- Career guides in line with the European Green Deal targets will be produced for school counselors and students.- The career guide will contain important information on sectors that are undergoing great change. This information will be information such as at what points the change is and what the innovations are. In this way, students will be able to shape their future according to the green order.- Counselors will be able to add concepts such as eco-entrepreneurship, green collar, green industry, clean transportation, renewable energy to their profession thanks to the career guide. In this way, they will be able to make their profession interesting and gain new equipment and qualifications.- A digital platform (Green Age Platform) will be created where information on environmental pollution and climate change is included, and news of the European Green Deal and other environmentalist movements are shared. This platform will include business opportunities for green careers and academic texts that will eliminate information pollution. Users (especially the target groups of the project) will be able to add content, comment and create events.- The Green Age Platform will provide students with a space to act on the digital platform. For counselors, it will be a new channel through which they can reach students.- As the users of the Green Age Platform increase, students from different cultures, languages, geography and economic levels will come together for the same purpose. Counselors will also meet their colleagues and increase their level of relationship and communication.- During and after the project, Eco Career Days will be held with the participation of sector representatives, managers of private and public institutions. During the career days, people from the sector will directly tell the students about the sectors, green business and career fields, eco-entrepreneurship, and the new order that started to take place with the European Green Deal. In this way, the information to be conveyed by the guidance teachers will become concrete.- All of the partner institutions will ask their students for ecological business ideas and project drafts on the work to be done for the transition to the green order. These ideas will be displayed at the Green Ideas Exhibition after the project. In this way, students' soft skills and active citizenship will develop and their self-confidence will increase.- Positive contributions will be made to digital literacy level and foreign language proficiency.- During and after the project, a magazine will be produced covering the topics of the European Green Deal, reducing the carbon footprint to zero, combating the climate crisis, and an ecological life guide. This magazine will be prepared with recycled materials and in a virtual environment. The use of recycled materials will create effective awareness. Magazine will be published every three months and its sustainability will be ensured. In particular, interviews and studies of sector representatives and eco-entrepreneurs who have started the green change will be included.- Partner institutions will learn the practices in other countries in the field of school education and combating climate change. In this way, they will be able to work for the areas where they are insufficient.