{"id":120855,"date":"2022-09-01T13:53:21","date_gmt":"2022-09-01T11:53:21","guid":{"rendered":"https:\/\/cesie.org\/?post_type=project&#038;p=120855"},"modified":"2025-01-10T12:17:31","modified_gmt":"2025-01-10T11:17:31","slug":"estella","status":"publish","type":"project","link":"https:\/\/cesie.org\/en\/project\/estella\/","title":{"rendered":"ESTELLA \u2013 Environmental awareness in Schools Through ExperientiaL LeArning"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\" id=\"h-supporting-and-enhancing-teachers-and-school-leaders-competencies-in-promoting-environmental-awareness-to-secondary-school-students-through-the-use-of-experiential-learning-methodologies\"><em>Supporting and enhancing teachers\u2019 and school leaders\u2019 competencies in promoting environmental awareness to secondary school students through the use of experiential learning methodologies.<\/em><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Context<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Europe's vision of a greener future is constantly being approached by different policies and actions. For instance, <a href=\"https:\/\/commission.europa.eu\/strategy-and-policy\/priorities-2019-2024\/european-green-deal_en\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">European Green Deal<\/a> was introduced by the European Commission as it brings together multiple strands of policy to address challenges related to climate change and environmental degradation. In a Eurobarometer survey, the youth set as top priorities for the EU the protection of the environment and the fight against climate change (67%) and the improvement of education and training (56%), proving the importance and the need of acting right away.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">UNESCO\u2019s study \u201c<a href=\"https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000377362\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Learn for our planet<\/a>\u201d, analyzed educational curricula in 50 countries and found that more than half don\u2019t make any reference to climate change while biodiversity is covered only by 19%. It also proved that socioemotional skills and action-oriented competencies are not being approached in the classroom.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Climate change and environmental degradation are deeply interconnected and that represent serious risks to the well-being of our societies. Sustainability and related issues have become daily topics of discussion. As a societal challenge, everyone will be called to make their own contribution, and schools will play an important role.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Objectives<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Providing teachers the necessary knowledge about the experiential learning method and how it can be used in environmental education.<\/li>\n\n\n\n<li>Creating a digital space for educators and students with a set of hands-on educational experiences to enhance students\u2019 environmental awareness.<\/li>\n\n\n\n<li>Engaging and motivating students to actively participate in experiential learning activities.<\/li>\n\n\n\n<li>Cultivating intercultural bonds between students and schools by participating in EU mobilities.<\/li>\n\n\n\n<li>Testing in secondary schools of every partner country the ESTELLA toolkit and assessing the results.<\/li>\n\n\n\n<li>Raising awareness of the importance of using experiential learning in environmental education in schools.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Activities<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Transnational training in Hungary to test the materials of the workshops and train 2 teacher of each partner organization on how to conduct the national workshops.<\/li>\n\n\n\n<li>National capacity building workshops for school teachers aimed at enhancing their competences in using experiential learning to teach environmental education.<\/li>\n\n\n\n<li>International workshop in Italy to train secondary-school educators on how to implement the national piloting and test the digital platform.<\/li>\n\n\n\n<li>Students\u2019 mobility in France to pilot the learning activities of the ESTELLA toolkit.<\/li>\n\n\n\n<li>National piloting of experimental learning for environmental awareness in secondary schools, in each partner country.<\/li>\n\n\n\n<li>Students\u2019 mobility in Greece to pilot the learning activities of the ESTELLA toolkit.<\/li>\n\n\n\n<li>National conference to raise awareness on the importance of using experiential learning methods in environmental education, in each partner country.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Resources<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>ESTELLA toolkit: 7 workshops and 70 activities\/learning scenarios to promote environmental awareness among students<\/li>\n\n\n\n<li><a href=\"https:\/\/cesie.org\/en\/resources\/estella-digital-platform-teachers-students\/\" title=\"\" data-wpel-link=\"internal\">ESTELLA digital platform for teachers and students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/cesie.org\/en\/resources\/estella-good-practices-enviromental-awareness\/\" title=\"\" data-wpel-link=\"internal\">Guide of good practices<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Impact<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>14 educators and teachers will be involved in the transnational training in Hungary.<\/li>\n\n\n\n<li>130 secondary school educators will participate in the 7 national capacity building workshops.<\/li>\n\n\n\n<li>9 teachers will attend to an international workshop in Italy and will be trained to conduct the national pilots.<\/li>\n\n\n\n<li>4 teachers and 10 students will participate in a students' mobility in France involving. They will be engaged in participatory and innovative hand-on experiences in order to learn more about the environment.<\/li>\n\n\n\n<li>150 students will be involved in the national piloting activities.<\/li>\n\n\n\n<li>4 teachers and 10 students will participate in a students' mobility in Greece.<\/li>\n\n\n\n<li>150 participants will attend to the ESTELLA\u2019s final conferences carried out in each partner country.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Partners<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/www.pnr.corsica\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">PNRC<\/a> (France, coordinator)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.idec.gr\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">IDEC<\/a> (Greece)<\/li>\n\n\n\n<li><a href=\"http:\/\/www.ec-corsica.eu\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">ECC<\/a> (France)<\/li>\n\n\n\n<li><a href=\"http:\/\/antalya.meb.g\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Antalya<\/a> (Turkey)<\/li>\n\n\n\n<li><a href=\"http:\/\/www.cesie.org\" data-wpel-link=\"internal\">CESIE<\/a> (Italy)<\/li>\n\n\n\n<li><a href=\"http:\/\/www.trebag.hu\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">TREBAG<\/a> (Hungary)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.iseinaudipareto.it\/\" target=\"_blank\" rel=\"noopener external noreferrer\" title=\"\" data-wpel-link=\"external\">Istituto D'Istruzione Superiore Einaudi Pareto<\/a> (Italy)<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Supporting and enhancing teachers\u2019 and school leaders\u2019 competencies in promoting environmental awareness to secondary school students through the use of experiential learning 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LeArning","link":"https:\/\/cesie.org\/en\/project\/estella\/"}],"_links":{"self":[{"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project\/120855","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/types\/project"}],"author":[{"embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/comments?post=120855"}],"version-history":[{"count":1,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project\/120855\/revisions"}],"predecessor-version":[{"id":139818,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project\/120855\/revisions\/139818"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/media\/120847"}],"wp:attachment":[{"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/media?parent=120855"}],"wp:term":[{"taxonomy":"project_category","embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project_category?post=120855"},{"taxonomy":"project_tag","embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/project_tag?post=120855"},{"taxonomy":"unita","embeddable":true,"href":"https:\/\/cesie.org\/en\/wp-json\/wp\/v2\/unita?post=120855"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}