<< Background >>The negative human impact on nature demands from people, especially young ones to ensure, that caring for the nature, is part of their lives. It requires advancement of peoples’ awareness, attitudes and knowledge about these issues. Environmental education and awareness (EEA) is a relatively new field that is becoming increasingly more critical as our natural resources are falling apart day by day. Starting from an early age, EE should raise children’s awareness of the environment and provide learning experiences through which they obtain knowledge and skills to solve environmental problems now and in the future. While, the theory of generational replacement argues that changes in adolescents’ attitudes are important markers of long-term social change, the investment in their education in terms of enviromental protection has not recieved adequate attention. Often, children are not aware of the need for clean air and water, the conservation of natural resources and energy sources. EE needs to be integrated into the curriculum so that it is evident in daily activities and children internalize values and engage in eco-friendly behavior as a way of life. Today, only Italy, is the first country to make learning about climate change compulsory in schools in an attempt to position the country as a world leader in EEA. School education is a crucial stage in the development of a person's behaviour, social awareness and self-awareness. In 2017, a study conducted by Stanford University, aiming to investigate how Enviromental Education (EE) affects school students, showed, after researching hundred scientific studies published from 1994 to 2013, that 83% of students improved their ecological behaviour significantly and 98% scored better in other subjects such as maths and science. Furthermore, based on research, teenagers have tremendous influence over their parents and can use the acquired knowledge and skills to influence the attitudes and behaviors of adults, their parents and other community members. Teens today need to receive different information than their parents or grandparents did, as each generation differs in the kind of education need to be acquired. Information is growing so rapidly now, that sometimes children’s knowledge is more up to date than their parents.<< Objectives >>The ulitmate objective behind the B-Green project is for students(12-18) to develop a firm ecological mindset and use it to overcome today's environmental challenges with a proactive attitude and a strong commitment in their community. Furthermore, it aims:•To equip schools with innovative green oriented teaching and learning tools to support their efforts to becom ECO-FRIENDLY SCHOOLS, initiators of social change and sustainable development;•To upgrade teachers’ profile so that they can adopt interactive learning experiences that spark students’ engagement.•To encourage young Europeans to become activite citizens supporting their communities from an early age for social change while promoting the 2030 Sustainable Development Goals of the UN;•To transform students as AMBASSADORS among their peers,friends, parents, teachers, other citizens so that others can follow their example;•To creat a community of “green” conscientious young people working on sustainable solutions for addressing environmental challenges;<< Implementation >>The project foresees to focus on the following groups:- Secondary School teachers from different fields of expertise - Secondary School students (12-18 yrs) - Parents, other school staff, community, social workers, policy makers etc..Their participation is crucial for the success of the project and will be involved in the following activities:1.The direct beneficiaries group, teachers and students will participate in the all planned activities of the project, as well as the setting up and the implementation of the B-GREEN SCHOOL CLUBS to be organised in PR4 for the PILOT TESTING of PR1, PR2, and PR3. More speficically,- 25 students will participate in the B-GREEN SCHOOL PROGRAMME to be set up either in or out of schools (20 hours of training and 20 hours of outdoor activities). Trained teachers will be involved in this supported by the partner organisations’ coordinators.(total 40 hours, min 5 teachers, min 25 students). The selection of teachers/students is the responsibility of the participating schools (as part of the consortium or associate partners). P2, P5, P6 will carefully choose its students and teaching staff that is willing to experiment with new technologies and new approaches in the classroom, and the rest of the partners will invite local schools to select teachers and students which will benefit from this participation in the workshops. 2.CAPACITY BUILDING TRAINING for teachers: 5 teachers per country will attend the C1 upskilling training activity in FR which will include presentations and workshops on the new developed material. 3.During the DISSEMINATION ACTIVITIES, presentation of the material to local organizations or individuals who cooperation with the schools such as Parents’ Associations, Local Authorities, School Boards, NGOs, youth organizations, vocational centres etc. It is expected that at least 10 representatives from each country (60 in total) will be informed about the project and will be encouraged to play with the AR GAME, register on the platform and utilize the material. 4.BLENDED MOBILITY OF LEARNERS: 5 students accompanied by 2 teachers from each country will participate in the training activity for 7 days (2 traveling). The first 4 days participants will interact via organised workshops and visits to enviromental oriented organizations (recycling companies, NGOs, second hand shops), while developing a CODE OF CONDUCT addresed to Schools for minimizing carbon footprint (total 28 students and 12 teachers). At this stage partner organizations, except the criteria as mention below in the C2 description, will give priority to at least 4 STUDENTS with fewer opportunties to travel abroad and experience this transnational opportunity (Total: 30 YP) 5.B-GREEN CONFERENCES (E1-E4): 30 participants will attend the local conference in each partner country. (Total. 120)6.AUGMENTED REALITY GAME APP(PR2): 25 students from each country will download the app, create their profile, complete the challenges and inspire them to minimize their impact on enviroment and live an environmentally conscious lifestyle.7.PLATFORM (PR3). Through the PLATFORM teachers and students will be able to search for material to increase their knowledge on the subject and exchange ideas through the e-COMMUNITY. (Total 140 teachers and students at least to register as users). The project team will run the PLATFORM and provide any immediate support to the target group. 8.SOCIAL MEDIA will be used to involve people in project's outcomes. (Total at least 300/ 50 per country). All the material developed will upload to facebook page of the project in order to enhance their dissemination.9.OTHER NATIONAL EVENTS, e.g. EARTH DAY, World Environment Day, International Education and Career Exhibition etc. (Total visitors 10.000)<< Results >>The expected results for secondary school teachers and students and on its completion are:1.The LEARNING and ASSESMENT TOOL in the form of an AUGMENTED REALITY GAME (PR2) with an AVATAR incorporating: - quiz-like evaluation mechanism supporting self-education and self-regulated learning both for monitoring and skills retention purposes (spread in levels and associated with point system). - newsfeed of environmentally friendly activities and tips that will guide users on how to save energy, conserve water, sustainable food consuption and live an environmentally conscious lifestyle (with puch notifications on a weekly basis). The Augmented Reality Tool will offer to teachers an innovative and interactive tool to empower the other teaching resources, methodologies and tools and play a significant role towards attracting students’ interest in environmental issues establishing the acquisition of eco-knowledge and the retention of green skills.2.The MULTI-MEDIA TRAINING KIT (PR1) based on the development of a targeted eco-framework with in build benchmarks and indicators against which students’ learing is monitored and assessed, accompanied with interactive/multi-media material offered on/off line with teaching guidelines, videos and presentations to support teachers to ugrade their teaching and as results positively influence students’ ecological mindset from an early age. 1.An ON LINE INTERACTIVE PLATFORM (PR3) with various functionalities to support both teachers and students based on the access level given to them. It will inlcude (a) an e-learning section with materials, resources, tools etc., to be produced in 5 different languages or collected, (b) an e-community as a social environment where teachers can interact and share information, experience and knowledge with other teachers, students, experts etc., and (c) an ECO-AUDIT-TOOL for assesing HOW ECO-FRIENDLY is a school, accompanied with a GUIDE for promoting the concept of a more sustainable and environmentally friendly school. 2.A GUIDEBOOK to support the setting up the B-GREEN CHALLENGE (PR4) for ensuring the project’s exploitation and sustainability and the pilot-testing of the project results (PRs).