"We are in the midst of the sixth mass extinction, where about 200 species per day disappear. In the last 44 years, live populations have decreased by 60 percent, and one million species are in danger of extinction. Due to the climate crisis, migrations are on the rise, with only 17 million people migrating around the world in 2018. In 2050, 200 million people are expected to emigrate. By 2100, the sea water level can rise up to 2 meters. In this case, millions of people will have to migrate from where they live. Due to the climate crisis, 120 million people will become poorer in the next 11 years and millions of people will be deprived of basic human needs such as living, nutrition, housing and water. Most people know the environmental problems we are facing now, but how many of them take a step for these problems? In this project we aim to develop environmental consciousness not only in students (age 14-19) of all partner schools that will be represented by at least 20 young people with different social, economical and educational backgrounds per each school, but also in their communities. Apart from obvious project objectives, like increasing the knowledge of how to use ICT tools to communicate with fellow students from other parts of Europe and increasing pupils’ motivation for learning foreign languages, we would also like to help young people to explore the possibilities to act towards sustainable living culture. Our aim is not to act upon fear and distress, so often accompanying the topic, but to build new ecological perspectives based on joy, positive approach to climate change and effective, applicable solutions in every household, school and community. During the project period, we all will develop emotional and rational bondages with the topic through transforming all our experiences into creative results like writing pieces (lyrics, poems etc.), presentations, videos, discussions, games, cleaning activities, experiments, planting a tree, thinking about various, applicable solutions ready for every household, designing an eco-friendly school, visiting inspiring places that are already involved in solving/promoting ecological values etc. As climate changes have an impact on all of us, we would like to start looking for solutions, to increase intrinsic motivation for improvement and to start giving a good example to others by means of collaboration in group work by establishing a cherishing attitude of taking care of the environment together. As ""we have a responsibility to leave for future generations a planet that is healthy and habitable by all species."" (Sir D. Attenborough). Our partners will form an international team working on numerous activities focused on general ideas of a climate change. The main objective of the project is to let students develop a positive, optimistic and clear understanding of some of the most important environmental topics and issues listed as: A) Climate Changes or ""There is no Planet B"" (NL)B) Recycling or ""Reduce, Reuse, Recycle"" (A)C) Pollution or ""Go Blue, Think Green"" (IT)D) Protection of Plants and Species or ""To Bee or Not to Bee""(HR)E) Renewable energy or ""Clean Energy for a Bright Future"" (SP)F) Water Management or ""Put a Stop to Every Drop"" (TK)Climate change does not just threaten the Earth system, it could also undermine the Sustainable Development Goals. The Sustainable Development Goals are 17 targets set by the United Nations to end poverty, reduce inequality and tackle climate change. The goals are all interlinked, because we are one globalised species living on one planet. Climate changes are expected to have their greatest impacts on the poorest and most vulnerable communities, children among them. We think that as climate change is a global problem that does not respect national borders, we need to work together as a global community. We have decided that at least 10 out of 17 of the Sustainable Development Goals will bind our activities and have an impact on us and our communities. Even if the goals are not legally binding, they are implemented in national-level policies, and many businesses and communities respond positively to them. The official outcomes of the implementation will be assessed in 2030, ours already in 2022."

The project Equal Opportunity of Learning Skills Increasing the Level of Employability aims at providing more attractive education and training programs in line with students’ needs and expectations concerning their future employment. Secondary school students have problems choosing their career path. They are incapable of making the right choices as to what to study at university and which profession to choose in the future. They are incapable of recognizing their social, interpersonal and language skills. As a result, many of them decide on their future job intuitively or by coincidence.The main aim of this project is to create modern, committed and professional staff in our schools. We have planned short-term joint staff trainings for project teachers and intramural in-service teacher trainings on recognition of students learning styles and intelligences. We are ready to create and integrate good practices and new methods into our daily teaching activities.We feel that we are responsible for our students. Gaining new knowledge and experiences will enable us to helps students choose their career path. Diminishing weaknesses in our educational systems and implementing new policies will contribute to decreasing the unemployment rate among youth. Most countries of the partnership struggle with serious shortcomings in educational systems and labor market which lead to relatively high rate of youth unemployment.Our project Equal Opportunity of Learning Skills Increasing the Level of Employability is innovative as the schools of the partnership have never participated in a project that would deal with career counseling, students’ seminars or diagnosing students’ work predispositions. We have never focused on our students obtaining Europass. This project will let us implement new ideas and solutions such as the creation of the Career’s Counseling Centres that will bring positive and long-lasting effects in our schools.The project is innovative as we focus on the connection between formal and non-formal education. We also encourage other teachers and schools’ personnel to perceive and value the role of non-formal education and implement daily teaching activities in it.There are six secondary schools in our project. All the schools have the same needs and problems they struggle with and all the schools have previously taken part in many different EU projects. However, they never cooperated together. The need to work together came from the common problem: the schools have-high unemployment rate among school graduates. Every school is situated in a small, peripheral town. All the schools were found in the E-Twinning platform. The two target groups we address in our project are: teachers who lack proper knowledge and skills essential to advise students on their career path. They need to strengthen their job profile to be able to offer attractive education and training programs. Not only will languages teachers be involved in project activities, but also school headmasters, deputy-heads, IT specialists, school pedagogues, class teachers, educationalists and cultural studies teachers. Students are the other target group. They usually come from industrial towns, relatively small cities or surrounding villages. Most students come from rural peripheral areas and from close communities with high unemployment rate.Through our project work, we want to have an impact on teachers from lower secondary schools and secondary school in our towns and local area. Teachers will be aware of the need and the role of proper diagnosing students’ learning styles and kinds of intelligence and perception and the role of meta-knowledge in contemporary teaching. We will organize some cascade conferences to pass on the knowledge we gained to the other teachers in local area. We will instruct other teachers how to create programs of international seminars, how to work with international groups of students, how to plan and implement students’ exchange programs. We will establish co-operation with local trade environment to enable our students to gain certain job experience. Thus the level of skills for employability and new business creation will improve. In Podbeskidzie region and other partner countries’ counterpart regions we will influence local authorities to implement employers friendly policies which will result in creation of more work places for secondary school leavers who have a thorough knowledge of academic subject, know how to function abroad and have high language skills – English for specific Purposes. The impact on local communities to support the schools Career Counseling Centers to help students make proper career choices. They will prevent students from making accidental choices which could end up in a waste of time and money they spend on higher education with no or very little employment perspectives.

"<< Background >>Since 2013, the European Commission has paid particular attention to Nature-Based Solutions through consultations and dialogues that seek to make the concept of these solutions more concrete and define the concept's place within the spectrum of ecosystem-based approaches. In 2014, the Commission established an expert group that conducts further analysis and makes recommendations to help increase the use of Nature-Based Solutions and bring nature back to cities. In 2015, a survey was conducted on citizens' views and perceptions on 'Nature in Cities' to provide further information for future work. Based on these elements and the results from the EU projects undertaken, the Commission developed an R&D agenda for Nature Driven Solutions and published targeted calls for proposals for large-scale demonstration projects in this area in 2016 and 2017. Although many studies have been ecosystem-based in schools and non-governmental organizations during these years, nature-based learning studies in educational institutions are mostly carried out at pre-school and primary school levels. However, when middle school and high school students are closer to discovering themselves with age and academic concerns They are far from nature and their teachers are away from the benefits of nature-based education.Turkish, Greek and Italian partners, who had previously come together in the eTwinniing project named as ""Ecogames in my Curriculum"", conducted studies on the important elements that threaten the ecosystem and used the method of teaching through games while conveying the target achievements to their students. Those teachers' approach was successful in this regard. After the quality of this etw project was certified with European and national quality awards, they wanted to underline once again the topics that will endanger the health of the next generation on our planet and disrupt the ecosystem. For this reason, they came together again in this erasmus project. For now, nature education, which has been integrated only into the subjects of geography or some science courses and processed at the knowledge level, is insufficient to develop environmental awareness. In addition, if it is aimed to develop nature awareness, this should be done in nature and feeling it, in a fun way. It is clear that in many countries, eco schools are common only at primary or pre-school levels. However, our target audience, the 14-15 age group, that is, adolescents, should also reach this awareness. Otherwise, a pitiful future awaits the world. For this reason, we gathered all the needs we underlined together and created our project results in a way that would meet these needs. Our project has 2 result products. The first one is to design a platform to provide nature education with digital/outdoor/eco games , which will not only cover geography or science lessons, but also Art, Physical Education, Technology Design and even Foreign languages courses. This platform will introduce our young slearners and staff (our target group) to eco learning, bring them closer to nature with games and increase their awareness. In addition to this, the need for teachers of each discipline to learn/teach in nature, which is a deficiency identified in their own countries in partner institutions, will also be met.Our other project result product,Green Guidebook includes activities using intuitive and experimental methods for courses except from ICT, PE, Tech.Design, English and Art disciplines which partners will directly work on our first outcome. These disciplines will be Maths,Phlosophy,Literature etc. and it will educational staff to create lesson plans that they will teach in nature and with digital or ecogames by using their own lesson objectives.The scope of our results is broad. Students, teachers, parents, environmental activists, governing bodies, etc. will be effected. Our aim is to educate our youth/staff to leave a better world for future generations.<< Objectives >>With the implementation of this project, we aim for 2 project results. Our project results and the goals underlined by the results are as follows:1) ""ECOGAMES WITH GREEN PACKS"" digital module: When the educational curricula of the countries that are partners of this project are examined, nature-based subjects are given to students only when appropriate objectives or themes in some disciplines (Biology, geography, chemistry) match, or as country policies or as extracurricular activities and projects. These studies are mostly carried out under the leadership of volunteer staff with activities or plans supported by the volunteer people.However, our digital module, which will be one of the product of this project result, will be prepared by taking into account the objecties of fields such as English, Art, ICT, PE and Technology Design. The module will consist of1)outdoor/indoor and digital games about ecological objectives of the curricula 2) informative videos-readings on ecology 3) outdoor/indoor activity packs 4) parents' pack which will include extra information for them, outdoor/indoor activities with family. This platform to be prepared will be open to the use of learners,educationnal staff and parents. Educationnal staff who will work in this context will first receive training on nature-based learning/learning in nature by our Romanian partner and have the opportunity to evaluate and analyze the practices in their country.In this context, the educationnal staff who will take part in our project will reveal the aspects that need to be developed by being informed about the schools of the partner countries and the policies of their countries on this issue.They will receive training on the nature-based learning approach and ecoschooling.2) GREEN GUIDEBOOK:TThis guide will appeal to teachers outside the disciplines of English, Physical Education, visual arts, technology//design and IT, and will serve as a roadmap for education staff to adapt outdoor/nature/digital games and activities to their disciplines. The logical infrastructure in which nature activities can be applied in different disciplines, which is our motivation underlying our project, will be included in this guide. All education personnel who have this guide will draw their own roadmap.Our educational staff goals;1-They will work on some sub-topics attributed to them during the project and organize presentations or workshops in LTTAs.2- All activities in LTTAs will be carried out in nature and in accordance with the geographical characteristics of the partners.3- Considering the differences in biodiversity and geographical location, our partners will carry out “produce”-themed activities in their own countries/cities. Students and institution personnel will be included in the production and the results will be shared.4-They will increase their digital game preparation competencies5-They will realize how to teach out of classrooms.6-Learner-staff communication will be strengthened, they will discover the effect of out-of-class practices on learning goals7-21st century skills will develop8-Game based learning will be expererienced.Our learner goals;1-Our learners will also be involved in the project using etw platform.2- During our project, at least 2000 young people from 6 institutions will understand the power of learning in nature and the importance of protecting nature.<< Implementation >>In our project, there are 3 TPMs, 3 LTTs,1 on-site multiplier event, 4 virtual/national multiplier events, and 1 virtual and/extra seminar activity (involving our partners from all nationalities.)LTTA Planning:1-Our first LTTA meeting will take place in Romania, an eco school for 5 days. 4 students and 2 teachers will attend this meeting, and the host institution will organize workshops on zero waste, ecoschooling and nature-based education, and will create a rationale framework and have a deeper perspective on nature programs and ecology The program will be prepared by the support of DANUBIAN GEOECOLOGY CENTER (CCDG), a non-governmental organization and non-profit organization that has been a full member of the Environmental Education Foundation (FEE) since 2006, with the support of our association.2. Staff who are experts in digital content development and IT will organize an LTTA in Italy. 3 teaachers/staff will join this LTTA. All the LTTA in Italy will be led in the form of workshops, Italian teachers, accordingly to their professional profile and background, will show the most used platforms for gamification, explain for each one the strengths and weaknesses and their adaptability to the different learning scenarios, and for each of them will design a model to be used for different activities and subjects involved. Furthermore, after this training phase, the participants split in mixed groups will try out the various game-based models and will propose some learning scenarios based on those topics which emerged during the LTTA in Romania. The learning scenarios and models will be further revised and reviewed during the last LTTA in Latvia. Also outdoor activities will be examined and tried out since the school is provide of a large courtyard located near the harbor, in a lovely position that with the mild weather make open air activity pleasant as well as interesting. In addition, a part of the didactic activity will take place in Torre Guaceto, a marine reserve, where participants can learn about the functioning of wetlands and their importance for marine ecosystems, taught by professionals that have been working in that field for many years. Finally, the learning activities will be enriches by the cultural ones with visits to Alberobello (UNESCO heritage city), the Castellana caves, the most important example of the karst phenomenon that characterizes the subsoil of Puglia, and other sites that have a certain importance both for cultural and ecological reasons.3- In this meeting to be held in LTTA in Latvia, video and outdoor activities/games on the digital platform will be compiled and evaluated.This meeting will be held with preliminary studies will be presented to the learners and staff and they will be tested, the missing parts will be evaluated and the studies will be reviewed and revised.TPM Planning:1- First TPM (Kick off) will be held in Poland(coordinator) to meet and project planning.2-2nd TPM, mid-term evaluation meeting will be held in Turkey in June 2023 and will be organized by Salbaş Anatolian High School, the aim is to monitor and evaluate the progress of the project.3-Organized by IEA in February 2024, the 3rd TPM will be held in Adana, Turkey, and its main objectives are to finalize activities such as budget control, collection and dissemination of results, and demonstration of outputs. On site ME will be held by Turkish NGO (IEA).Other events:-Each partner (except from Turkish partners) will organize a multiplier activity for its target audience in its own country in native languages. The organized activities will be held online via the eTwinning platform (webinars). The target audience will be teachers and educational staff. The multiplier activities to be organized will be planned within 2 months before the project end date and will be implemented within this period.-One academic online seminar will be organized by IEA addressing all partners.<< Results >>Our project has 2 project results:1-"" Ecogames with Grren packs"" will be available through an open source educational platform such as moodle. Results will be produced in the native languages ​​of the participants: Polish, Latvian, Romanian, Italian, Turkish and English, the lingua franca. At least 10 digital games and 10 lesson plans, 15 nature games, 15 outdoor games, 5 educational videos are planned for each target lesson on the platform. The tasks are as follows:- The Italian institution will lead the production of results.- The platform will be designed as 5 sections + 1 section for videos covering native languages. Its subsections are also divided into 3 sections: games in nature, outdoor games and digital games.- Each school is responsible for the production of games in its own language and the association in English.- The user manual will be prepared in English by the association and translated into mother tongues by the relevant institutions.- The platform will be ready and used at least 8 months before the end of the project. This use will be for evaluation purposes. With the evaluations made, the platform will take its final shape 2 months before the end of the project.2-GREEN GUIDEBOOK will be carried out with all institutions under the leadership of the coordinating institution. At least 15 activities are planned for each lesson in the book. The tasks are as follows:- Process planning and implementation leadership is in the coordinator school.- All partners will carry out an outcome assessment study with the teachers of the relevant field in their own institutions, and ideas about the integration of environmental education will be collected.-At LTT, the work done in schools will be evaluated and joint working groups will be formed.- Collaboration groups will meet in 2 different virtual LTTs to create event samples.The first of these is the ""Event Design on Environmental Education"", which he will do together with Çukurova University Faculty Members under the leadership of the Innovative Education Association. With the experience gained here, the activity design work will take its final form in the 2nd Virtual meeting.- Books must have multiple authors and pass an editorial control. Schools undertake to receive editorial support from the universities they cooperate with. The final control is done by IEA in cooperation with Çukurova University. For this control, the English translation of the books is used.- The books will be published in the mother tongue of each country. Since the achievements and activities in the selected courses will include national cores, each institution will also make an English translation of the book.- IEA is responsible for the layout of the books. A draft layout will be prepared and all books will be published taking into account the EU's dissemination criteria.- The books will also be available online. At least 50 books will be published to be sent to schools in their region."

Content curation is the process of gathering information relevant to a particular topic or area of interest; it allows us to find, give meaning and share the information we need. It is a fundamental activity that aims to filter the flows of information, by their chaotic nature, that move on the net and give them an order according to a specific criterion. This process requires the development of digital competences that activate cognitive processes of organization and evaluation, and which are part of the set of competences defined as information literacy, essential for knowledge workers of the 21st century, as highlighted in European documents and indications: EU’s Digital education action plan, 2018; EU Digital Economy and Society Index (DESI) 2018; JRC’s DigComp 2.1, digital skills of citizens, 2017. In Italy, European indications are implemented by MIUR, Digital school plan, action # 14: A common framework for students' digital skills, 2015, as well in the Syllabus of digital civic education, 2018.The project CURRY aims to provide teachers with tools, procedures, and methodological guidelines to carry out content curation activities in the school, supporting them in the development of innovative approaches to make students acquire Information Literacy. Project’s objectives are:• to identify and describe models, theoretical and methodological foundations of content curation;• to create an online repertoire of procedures and practices for content curation at school;• to support teachers in the implementation of innovative approaches and training activities for content curation and information literacy;• to support schools and educational institutions to make students acquire information literacy.Content curation can become a pedagogical tool to encourage critical investigation in the digital age. The acquisition of competences in this sense allows the creation of a bridge between informal learning - that takes place outside the school context - and formal learning, in the direction of the development of critical thinking, dialogue and involvement through new forms of creation, care and dissemination of content.The project CURRY is addressed to school teachers (ISCED2 and ISCED3 levels). The project has a duration of 24 months and involves 7 partners from 5 countries (Italy, Belgium, Estonia, France and Spain). The work program is developed in 3 logically and dynamically interrelated stages: Management; Intellectual Output implementation with four intellectual outputs; Dissemination and follow up. All partners are actively involved in every step of the actions, implementing processes and products. Work is cooperative, using the communication and interaction tools of the project website. 4 operative consortium meetings are scheduled in coincidence with the main stages of the project, and 11 multiplier events in all partners countries ensure the valorization of the produced output and the impact at all levels.Expected results:- a background methodological study identifying paradigms, models, fields of application and potentials of content curation for teachers; - a Competence tree of the content curation competences; - an online Repertoire of content curation procedures and practices for teachers and schools;- handbook with operative guidelines for content curation in school;- a re-use and a valorization of the OER existing on content curation;- a validation of the Starter kit, the Repertoire and the Handbook involving teachers, experts and students;- an implementation of the online system an information area about the project;- multiplier events in all partners’ countries, dissemination activities and a final conference.On project’s completion teachers will raise awareness around the value of content curation in school and will be supported in developing and implementing innovative approaches and learning activity about content curation at school; teachers and experts involved will potentiate and improve the digital competence; teachers and schools will help students acquiring strategic Information Literacy competences; teachers and students will be able to counteract the diffusion of disinformation and fake news, thanks to the criteria and tools to recognize reliable information sources; teachers and schools will raise awareness about the OER philosophy and the diffusion of the concept of copyleft, the Creative Commons licenses and other free use licenses.

<< Objectives >>The main aim of the project is to increase the level of innovation of the training provided by the professors of the institutesinvolved in the project. the Maiorana Institute of Milazzo, Italy and the Sumrska Skola, Croatia.This objective is closely linked to the parallel objective of increasing the competitive advantage of the students of theinstitutions involved in the world of work. Furthermore, the increase in innovation will expressly go towards resilience toclimate change<< Implementation >>Construction and piloting of a multifunction mobile greenhouse. A completely new concept in the world of advancedagriculture, capable of changing the way agriculture is done. The development of the prototype will be accompanied byscientific data and criteria that can be replicated on a large scale in the world of vocational training.<< Results >>The project is based on the success of scientific communication between the two institutes guaranteed by the supervision ofa higher research institute, this communication will therefore leave clear data and digital documents that will be the firstindex of implementation of the project. The development of the mobile greenhouse is also liable to change the fate of theway of cultivating and making crops in greenhouses.