THE SPIRIT OF RESPONSIBILITY FOR ENVIRONMENT

Context Environmental issues are being studied since primary school, because at this level students have a holistic view of the environment. It is easier to develop critical thinking at primary school level (Greek schoola nd Turkish school are) addressing environmental issues; this is essential for pupils to learn about identifying and solving environmental problems so that later students become responsible citizens and perhaps decision-makers. During the project interdisciplinary activities were conducted, during classroom classes and campaigns were held in the local community also through short flashmobs, to make students aware they also have responsibilities, and the voice that can influence decisions in their communities.The partners shared experiences and work from one another, to make the project have the impact in our schools , among our colleagues and in our local communities.The EE approach in each of the five regions involved our curriculums and influenced our teaching and lessons planning.Our most relevant objectives were: O1. Exchange of environmental practices and experiences among teachers of European partners O2. Developing appropriate digital materials for interdisciplinary teaching of EE O3. Improving students' environmental awareness O4. Developing Individual and social responsibility of students O5. Strengthen the role of the school in local communities O6. Promoting active citizenship and social responsibility Participants We proposed 5 LTTAs, with teams of 4 teachers from each partner school. A total of 5 mobilities were planned but one didn't took place because of Covid-19 emergency; though, teachers worked in classes and with their pupils about the topic.The teachers participated are primary school lecturers, IT teachers, science and languages teachers and other disciplines. Activities Teachers collaborated on the Etwinning platform and Google G suite platforms,, being privacy issues very strict in some countries and some schools, e.g. the coordinator’s one. Different materials were published on the schools’ web pages. Participating teachers exchanged ideas on interdisciplinary environmental lessons to which students took part and through which they learned to be active citizens. The lessons took place in the presence of the participating teachers (also to the online ones) who analyzed them at the end. Each LTTA hold meetings with local NGOs to discuss environmental issues in the local area, cultural visits, interdisciplinary teaching workshops, and information on the methodology of organizing a local environmental campaign with students were exchanged among teachers Meeting topics: C1 - sharing EE practices and experiences; workshops on inter-curricular approaches to EE teaching C2 - Water - scientific approach (data, experiments), source of life, lack of water, water pollution C3 - Earth - the theoretical approach, land-related problems, deforestation, endangered animal and plant species C4 - Air - scientific approach, air pollution, greenhouse effect, global warming, acid rain C5- dropped because of Covid-19 emergencyC6- virtual mobility - Teacher virtual meetings, exchange of good practices, exchange and evaluation of EE lessons’ plans Results The project produced tangible and intangible results. Intangible results: Greater awareness of the environment and social responsibility of primary and secondary school pupils, greater awareness of the similarities and differences between systems and educational approaches, improving language skills and critical thinking, improving teamwork skills, making new european friendship; as pupils were hosted by families, improving autonomy, meeting new cultures, growing awareness of similarities and differences among european family habits and cultures Tangible results: digital lessons, material on the three environmental topics, improved methodology, greater students involvement in environmental protection campaigns,school presentations, tips for lessons planning, materials for workshops in the project, students' final products, lesson evaluation forms, other pedagogical materials, students’ artworks (mascotte), brochures, posters, reports, photos and films. Effect Project partners used the lessons produced and loaded on the Twinspace platform during EE courses throughout the project but also after it is completed, which means that the material basis of the schools will improve. Teachers developed new courses for students using the materials produced in this project. EE lessons created are more attractive to students because they contain digital elements, are made by students for students and feel more motivated to learn. Students developed a sense of initiative and played an active role in their community. Students alongside teachers organized environmental awareness campaigns and they will still organize in the future, turning active citizenship into a common practice at school level.