The idea to transform young people’s attitudes towards science through the use of the most widespread digital tool, the smartphone, is the main motivation behind the project. The structural lack of scientific tools and instruments in most schools (even in our schools, as evidenced by the “SELFIE” report 2019) has led us to consider BYOD as the only alternative to the endowment of expensive scientific laboratories: an internet connection and a mobile phone, in fact, are not just for taking pictures and shooting video stories for instagram, or to watch the YouTube channel of your own favourite celebrity. Nowadays mobile phones are equipped with operating systems that enable them with an impressive computing capacity. This motivation is in line with the “European Framework for Digitally-Competent Educational Organizations” is to improve schools' innovation capacity and exploit the full potential of digital technologies and content. Starting from this intent, we developed the idea we will implement in the next 2 years, originated from the reading of the “Science education for Responsible Citizenship report”. The introduction of this document states: “Science education, innovation and practices must become more responsive to the needs and ambitions of society and reflect its values. They should ...support people of all ages and talents in developing positive attitudes to science. We must find better ways to nurture the curiosity and cognitive resources of children. We need to enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process”.The project primarily aims to:-stimulate an active involvement of the students towards STEM subjects, in particular enhancing awareness of the importance of STEM education for girls-promote meaningful learning, fostering cooperation and collaboration-promote the conscious and critical use of digital devices, exploring their potential-motivate the learning of basic scientific knowledge-stimulate logical skills, creative resolution of problems and critical thinking-foster tolerance, respect and understanding of other cultures-motivate teachers to enrich their methodological and practical competence about teaching STEM-know curricular aspects of the partners countries-promote intercultural dialogue The partner will engage in a shared collaborative approach when delivering the planned project activities, objectives and results. The project will see approximately 180 staff and pupils engaged in 5 mobilities in Portugal, Spain, Hungary, Italy and Turkey, over a period of 2 years.The full list of project outputs comprises the following:- Activities organized during the meetings in autumn: training sessions, workshops, focus groups, class-laboratories, on the main and specific subjects of the project involving students, teachers parents and educators/operators- 5 mobilities (4 for both teachers and students and a final one for teachers)- 2 Science fair competitions in May- Pupils training peers upon their return to their school- 2 eTwinning projects- A website where we’ll upload videos of the experiments, documents, photos, articles, lesson plans- Newsletter and flyers- Logo contest - Youtube channel and social media pages of the project (facebook and instagram)- Innovative lessons plans (4/year each school; curriculum linked) related to STEMWe envisage that the project will impact at various levels from staff to pupils and it will improve theskills of those engaged in teaching and learning in education, which in turn will provide scope for changes directly into the wider community. We would hope that the project will:-achieve a path of construction of an innovative horizontal curriculum (between institutions in different countries ) in STEM disciplines-plan new and innovative ways to teach Scientific subjects, building a teaching methodology that helps teachers acquire new skills-document the steps for dissemination of results-promote the involvement of families, local associations , municipalities, institutions and professionals-Improve the participation, achievement and continuation of girls and women in STEM education and careers to reduce the gender gap in STEM professions-promote and increase the initiatives related to the contrast of gender stereotypes in the scholastic pathways, in the specific case those that see female students less interested in STEM subjects compared to male studentsThe benefits the project brings are long lasting. Therefore they will support modernisation of curriculum and provide the learners and staff with the skills and competencies needed to be active European citizens.

The project has been written on the base of the previous experience of the Polish school gained while carrying out the project 'Code for Green'. The needs analysis carried out at the participating schools showed that students do appreciate school environment heavily supported by modern technologies. Such a technology-assisted approach to teaching should facilitate learning processes and also can endow students with the skills needed in the modern world - technology literacy and media literacy. These skills were pointed out to be the ones that need to be developed. Technology literacy is also seen as a crucial skill by many educators and entrepreneurs and may be found on a lot of lists enumerating the skills of the 21st century. It goes without saying that the urgent need of all countries all around the world is the protection of the environment and such education should start from the earliest age. The students and the teachers can experience climate change and see the hazardous impact of pollution on people's lives. They feel the necessity to do something about it. So does the project. It turns out that the project combines two things of crucial importance - environmental protection and digital skills - and assumes a lot of activities revolving around them. The objectives of the project are manifold and involve: fostering the quality improvement in the field of education and environment protection, improving key competences, especially the ones in the field of technology, increasing motivation behind language learning, complementing the world policy with respect to environmental care and enhancing the skills needed in the modern world - digital ones and soft skills and also introducing the innovative approach to teaching, the one which is student-centered and based on empathy (design thinking, ICT-based solutions, creative methods). The grant is to be spent primarily on equipping schools with technological inventions which can be used to protect the environment (tablets, arduino robots, 3d printers, weather stations, censors, etc) and on providing trainings so as to enhance ICT skills of both the teachers and the students. Mostly, the project will consists in working out ICT-solutions so as to protect the environment. These solutions will be driven by the needs of the school. Students, inspired by their peers, will come up with the ideas how to save the planet. They will share their experience internationally. Such activities will be supported by the ongoing project activities so as to raise environmental awareness and express care about the environment, as well as adopt innovative teaching and learning methods (The Crazy Science Day at the schools, The Day of the Earth, water, soil, air, happenings, cleaning up the local surrounding, events about wasteful consumption and getting to know local facilities which help protect the environment to name just a few). With its great scope of activities combing ICT and environmental protection, supported by international student mobilities, the project is going to have many repercussions. The expected impact on the participants involves better knowledge of ICT tools, raised awareness of environmental challenges, increased knowledge on how to combine ICT and environmental issues, increased motivation for language learning and boost in key competences. When it comes to the teachers, they are to attain the following: grasp of new, student-centered teaching approaches - design thinking, ICT tools-based methods, creativity-boosting approaches, better knowledge of ICT tools and focus on environmental issues, developed motivation for learning languages, strengthened professional profile of teachers and incentives for their professional development.The schools are going to improve the quality of education, get inspiration for constant development, raise awareness of environmental challenges, attain better results at languages and ICT and succeed in the implementation of activities combining ICT and environmental protection into school curricula, implementation of innovative approaches to teaching and learning - ICT-solutions, design thinking and creativity-boosting solutions.The whole idea of intensified efforts taken to develop ICT skills of people while working on environmental issues seems to be bound to bring many fruitful results and get interest of a great many people, not only the ones directly involved in the project.