<< Background >>Young people are deeply concerned about the climate crisis. Many are angry that action is still not being taken when it is their future at stake. Teach the Future is a youth-led campaign, that swept around the world urgently asking us to repurpose education around the climate emergency and ecological crisis. For European policy, climate is recognised one of most important issues that has to be addressed now and in the future. Education for and about climate change is so important that the European Commission has established the “Education for Climate Coalition” as a flagship initiative of the European Education Area. This proposal seeks to respond to these needs by enabling easy access through a climate data dashboard to scientific data and climate information sources. By creating teacher training it will also address the approaches necessary for young people to work with high quality scientific data and reliable information sources on the challenges being faced. It also seeks to promote an active citizenship approach that will engage youngsters in active engagement in their local areas using the enquiry-based approaches of citizen scientists to examine and address climate issues.<< Objectives >>Following the ambition of embedding climate change & environmental education in secondary school education and in teacher training, the project pursues the following objectives:- To assess the situation (curriculum) and needs (approaches and resources) in schools looking to integrate climate education in their teaching- To provide teachers with access to quality online climate information resources and training enabling them to effectively teach about climate education to their students.-To stimulate students’ and teachers’ engagement in climate issues, using scientific data and innovative educational approaches.-To promote interdisciplinary learning and digital skills among young people, raising their interest in science and technology, stimulating their active citizenship in local areas and thereby encouraging responsibility for their actions and behavioural change.<< Implementation >>The project addresses 3 target groups who actively participate to all phases of the project implementation:1: Teachers in secondary school education2: Secondary school pupils, aged 12-183: Other school stakeholders, teacher training organisationsTTF activities have been designed in 4 phases:*Phase 1: Informed by an analysis of teachers innovative teaching and learning approaches for climate education will be identified and developed. Interviews with climate scientists will help partners identify key messages and important resources/tools for teaching. *Phase 2: A climate education data dashboard (Result 2) will be produced that brings the most useful open data, visualisations and examples to classes, with relevant information and news on actions being taken. The tool will be designed to be accessible / available for multi-platforms – computer – laptop – tablet – smartphone.*Phase 3: Creating a teacher training course to support and enable innovative approaches to climate education, tested in schools.*Phase 4: Concerns finalising the results, gathering examples of teaching activities and learning outcomes which will then be presenting through Storymaps (https://storymaps.arcgis.com/) for use to assist widespread promotion of the project.TTF focuses on the power of scientific data and the messages it can send. It has the potential to change approaches in schools, strengthening climate awareness and digital and media literacy.<< Results >>Teach The Future (TTF) is designed to promote a highly relevant educational approach to climate change education, by applying open science and open data principles to the framework of a digital citizenship educational paradigm. The expected results are:* An analysis of curriculum across partners and the potential for teaching the future, climate education and using open data (R1)* An online climate data dashboard (R2), as a teaching resource targeted at teachers. This gathers climate data and scientific information which can be used by schools to support learning and teaching climate in schools. It will provide opportunities in and beyond the classroom, developed from an analysis of the resources and opportunities available.* An online teacher training course (R3), focused on teaching about climate change and including suggestions on how to embed climate education in different subjects, using scientific data and encouraging pupil engagement and active citizenship in local issues, for instance through citizen science approaches. Overall, this will lead to:- the provision of new resources and skills enabling teachers to effectively teach climate education to secondary school students.- strengthened students’ and teachers’ scientific engagement in climate issues, involving innovative approaches like citizen science- increasing the ability of young people to work with and appreciate digital scientific data - enhanced interdisciplinary learning and digital skills among young people, raising their interest in science, technology and active citizenship.

<< Objectives >>Aim is to increase the capacity of organizations working with young people with ASD to improve their motor coordination, social-emotional, nonverbal communication and ability to maintain relationships.Objectives;-To teach the barriers to play, socialization and communication skills of young people with ASD and how to overcome these barriers with physical therapy.- To disseminate good practices among partner organizations.-Developing an online platform that those interested can benefit from<< Implementation >>6 mobilities will be realized in the project. Also:Application of pre-test and post-tests, preparation of bulletins and online platforms, making good practices into spot films, evaluation meetings, development of creative group games and training of educators, parent handbook, application modules of physical therapy, Physical therapy applications, Mobile hand guide applications, Expert workshop for the integration of physical therapy techniques into ASD Training modules.<< Results >>Trainers will learn about the problems that prevent young people with ASD from developing their communication, socialization and play skills, will gain the ability to cope with these problems with physical therapy, and will improve their institutional capacity by learning the best practices. Developing innovative methods in the field of education of individuals with ASD, supporting the personal development of students, and increasing the competencies of teachers are among the project outputs.

The COVID-19 pandemia has had a significant impact on the regular delivery of education. While it demonstrated how quickly online technological solutions can aid in times of crises, it also exposed the challenges teachers experience when online delivery is necessary. At the same time, language learning pedagogy, due its communicative nature of instruction, has not exploited technology as effectively as pedagogy in other disciplines. English language learning in secondary education is still largely oriented towards grammar and technical knowledge and students emerging from secondary education underachieve in real English communication. This contrasts with the fact that communicative knowledge of English in today’s globalised environment is necessary for personal and professional growth. Moreover, for most internet users who are not native English speakers, contact with English is unavoidable also in recreational online activities. EngLife stipulates that between the lesson-at-school environment (real or virtual) and the work-at-home environment there is a gap which can be used for English language learning if specific technologically-charged methodology is employed as part of a system. The EngLife partners performed an appropriate survey on teachers in their networks, which provided a Needs Analysis for the project. We identified a need to equip English language teachers in secondary education with digital skills allowing them to work effectively in their classrooms of today. The Overall Objective of EngLife is to strengthen schools in preparing students to effectively communicate in English in the English-dominated professional and cultural space they will face in adulthood. To achieve this, 1) we must have teachers who are prepared to teach in a digitalising world: we plan to increase the capacity of teachers teaching English in secondary education to use education technology inside and outside of the classroom (Specific Objective One); 2) we must apply approaches suiting today’s students: we plan to produce, test and implement a new teaching and learning methodology, contributing to the knowledge development on innovative methods in language teaching & learning in a digital era (Specific Objective Two); and 3) we must assure that skill improvement is sustained: we plan to multiply skill-learning through the train-the-trainer EngLife Methodology Workshop to apply the methodology in diverse international and intercultural settings outside of the project thus contributing to the professional development of teachers and the English language pedagogy (Specific Objective Three). The SMART goal of the project is to increase the professional capacity of 18 English language teachers to teach Juniors (14-17) in secondary education with the use of education technology and train these teachers to train other teachers to implement a comprehensive, innovative approach to language teaching, the EngLife Methodology in the course of the project. The EngLife project outputs include research on the English language acquisition potential among teens, innovative teaching and learning materials, a professional self-assessment tool for teachers, an online database of digital resources for teaching English, and a fully online, free course entitled “EngLife: Teaching English for a Lifetime”.