<< Objectives >>EUTH - CLIMATE’s main objective is to stimulate the participation of young people as active practitioners in climatechange (CC) and risk prevention for European marginal areas, by promoting a shift from awareness to activeengagement, and mobilizing them at local and international levels.The specific objectives are:- Increase organizations’ capacities for youth engagement practices;- Improve youth knowledge, skills, and attitudes on CC- Promote innovative practices of response to CC<< Implementation >>The main activities are:1) A co-developed training scheme focus on how to engage young people in initiatives facing CC.2) A Pilot Test of the training methodology3) Community labs to test the skills acquired and engaging young people in facing CC4) Pilot engagement environmental actions5) Actions and strategy to support project replicability and networking6) EUTH-CLIMATE communication and dissemination7) Project management, monitoring and quality control.<< Results >>The main results of EUTH - CLIMATE are:- 1 training scheme developed with whole partnership,- 3 pilot tests of the training scheme with the involvement of at least 30 youth activists ,- 3 youth community labs created by youth activists- at least 20 young people for each country involved in the community labs- 3 environmental demonstrative actions with 200 young people aged between 15-25 years old involved- 1 replicability strategy

<< Objectives >>*to build capacity of partners to collaborate transnationally and through participatory practices*to provide innovative high quality participatory tools for islanders to support active EU citizenship*to raise awareness and activate local communities and responsible stakeholders for their cultural identity, cultural awareness and their social and historical heritage*to foster team and community building on island level*to support social and terrestrial cohesion of island communities<< Implementation >>The objectives are met through the following planned activities:Activity 1: Project management and quality controlActivity 2: Pre-workshops phaseActivity 3: Island co-creation WorkshopsThe workshops are planned as follows, being distributed in two different kinds of workshops and applied to 3 islands communities (in total, 6 workshops are planned): A. Workshop No1: “Community cultural capital mapping” B. Workshop No2: “Island Visions”Activity 4: Dissemination & Sustainability<< Results >>The expected results are summarised as follows: * at least 8 of trained staff of the participating organisations from 4 countries - hybrid event *1 Internal training session for partners*1 Island Communities of Practice Guide*3 “Island Communities of Practice” Participation Plans*3 Stakeholder ecosystem maps*3 case study analysis*3 Island Communities of Practice formed by local citizen groups*6 local island workshops *3 workshop summary reports*80 participants in the online joint event

<< Objectives >>Key InPlanEd objectives: - Bridge the competency gaps in the field of climate-resilient planning - Open Educational Hub with open educational material & resources on integrated planning approaches - Curriculum innovation towards a transferable COIL course targeting HED students & practitioners- Improve the transdisciplinary green & digital competences of educators & learners crucial for integrated planning- Push for collaborative international concepts on integrated planning education<< Implementation >>Key InPlanEd Activities: - Develop competency profiles in the field of planning - Develop open educational material, resources & open learning platform for integrated planning- Co-development, piloting & assessment of InPlanEd COIL Course- Develop transferable guidelines for creating a COIL course on integrated planning- 2 Knowledge exchange workshops: train the trainers - 2 International Multiplier Events and 5 Local Multiplier Events<< Results >>The key outcome of InPlanEd will be a comprehensively developed transferable COIL course on Integrated Approaches in the Planning of Inclusive, People-centric and Climate-resilient Cities. Key InPlanEd results: -InPlanEd modular COIL course on integrated planning- InPlanEd Open Learning Platform with the developed Open Educational Material & Resources -Training of 12 HED educators-Training of at least 20 learners from 2 different countries (Greece, Cyprus) -5 scientific presentations

<< Background >>Since 2018, the young generation, led by Greta Thunberg, managed to create the greatest momentum for stopping the climate crisis in history. For months, thousands of youngsters gathered every Friday for climate strikes around the world, following the movement Fridays for Future and groups such as Extinction Rebellion. At the same time, in 2019 the new European Commission adopted the European Green Deal as its new growth strategy, aiming at becoming the first climate neutral continent by 2050. However, the Covid 19 outbreak put a halt in both the climate strikes. Now, innovative methods need to be implemented to help the environmental cause regain momentum and ensure that the recovery from Covid 19 will be green and ensure a sustainable future for the young generation. The EC has recognised the gap and launched in January 2021 the new European Bauhaus initiative - an environmental, economic and cultural project, aiming to combine design, sustainability, accessibility, affordability and investment in order to help deliver the European Green Deal. For such a shift to be sustained in the long run, activists need to be deeply motivated, well informed, highly trained and well connected. Being the leaders of tomorrow, as well as the main source of innovation, young minds have the greatest potential of making change happen. Our project will contribute to the movement by offering young people the tools to collectively achieve a just, local, green, economically viable transition through digital artistic tools for collaboration, community building, participation in democratic procedures, literacy and advocacy.<< Objectives >>This project aims to create young civic bodies that are well informed and well equipped in order to express their environmental concerns and struggles efficiently. Through the creation of a cycle of empowerment, the overarching goal of this project is for the political and social relevance of the climate crisis to regain momentum even without its main advocacy tool: physical protesting. With young generations being more accustomed to digital and artistic ways of expression (especially when the two are combined), this project aims at enabling youth participants to engage artistically in order to bring about social, economic and political change. The main objectives of the project are: -Offer a pacific way of engaging power, playing with power, rather than replicating oppression patterns or power dynamics, and as a result produce new forms of social relations.-Serves as a means for community building around the topic of the European Green Deal at grassroots level, thus creating not only an external solution to problems, but communities of support.-Through its low threshold and entertaining nature, allows new participants into the discussions on the topic of EGD<< Implementation >>Project dissemination strategies and multiplier events in the form of co-op games, a festival, joint-training are aimed at expanding the influence and cause of the project. Moreover, in collaboration with city authorities short plays to be performed outdoors in city squares; Posters/Comics to be placed at public spaces; short videos to be played at city billboards; Short films to be submitted to film festivals; Storytelling to be included in local TedX sessions; creative writing posted in local newspapers and EU policy magazines.Our target groups are: youth (aged 16-30 years old) and Youth Workers who desire to help the cultural and creative sectors recover from the crisis in terms of green, more digital and resilient recovery, and youth participants, especially those involved with Arts who desire to get informed, trained and well connected so that they can really make a change.<< Results >>These tools have been developed with the core values of the New European Bauhaus -sustainability, aesthetics and inclusiveness- in mind and are a “CREATIVITY Web-toolkit” and a “GREEN CITIZENSHIP Workshop”. The aim of the “CREATIVITY Web-toolkit” (PR1) is to educate and train youngsters in engaging in active citizenship and most importantly provide them with alternative forms of expression inspired by the Arts and digital trends of our era to uphold the interests of future generations as equal to those of present ones. The aim of the Green Citizenship Workshop Handbook (PR2) is to clearly and comprehensively present the Guidelines that will enable facilitators to deliver the “Green Citizenship” Workshop worldwide. The aim of the Workshop is to promote international dialogue on the topic of Climate Change and social responsibility. PR2 is accompanied with a VIRTUAL THINK TANK to support dialogue beyond the timeline of the project between young people, youth leaders, youth workers, policy makers and other key actors from different backgrounds. It will provide participants with a dedicated place to host their creations, network, find collaborators to implement their project ideas, foster learning and capacity building between locally rooted organizations and individuals and more mature CSOs and NGOS. Green Artivism will provide fertile ground for interaction and dialogue even (and especially) under the conditions of social distancing and the travel restrictions that Covid 19 imposed. With the finalisation of this project, it is expected that a cycle of empowerment and advocacy will be established, where more and more youth NGOs and participants will be able to join the Green Artivism network and independently express and fight for their environmental rights and for a better future with a strong, healthy and democratic civil society

<< Background >>The decade for education for sustainable development launched by UNESCO (2004- 2014) has enabled the development of Education for sustainable development (ESD). ESD is integrated to varying degrees in different countries at the university level and there is potential for intensified implementation in the future (Leal Filho, 2015; Sprenger & Nienaber, 2017). However, the stakes are high. On the one hand, students are already citizens. On the other hand, they are in the process of professionalization. Raising their awareness of global change is a lever to enable them to take into account sustainability issues in their future professional lives. The project proposes to develop ESD at the university level by guiding university teachers towards digital and innovative teaching practices. Intercultural learning aims at providing insights into cultural orientation systems, reducing stereotypes, and counteracting ethnocentric attitudes. One goal of intercultural learning is to deal with commonalities as well as differences between cultures.This will be done in the present project under the perspective of an ESD. The goal is the insight that one's own cultural identity is only one among many and that one's own cultural standards can be put into perspective. If one relates the cultural perspective to the Sustainable Development Goals 2030 that are to be achieved globally, it becomes clear that, against the background of ecological but also economic and social challenges, traditional norms and values must be examined and reflected upon again and again, and that the norms of different cultures can serve to reflect upon one's own perspective and, if necessary, to expand it.Teaching practices at the university have been the subject of great interest over the last twenty years. The reform of these practices is one of the major challenges of European policies. Ensuring quality higher education (London Convention, 2007) enabling European universities to achieve excellence and contribute to the development of a knowledge society (Bologna Convention, 1998). Teaching practices in universities must also take into account the challenge of developing students' digital skills. The health context related to COVID poses two new challenges for universities: to implement blended teaching practices and to ensure the effectiveness of these practices. Especially in these extraordinary times of occasional restricted movement working with the help of computers and networks is very important. The V-Global project addresses the following challenges : The digitalization required by the COVID pandemic brings specific challenges for geographic and environmental learning. The real and intercultural encounter is a central feature of teaching and learning in these subjects. Through the Corona situation and the prevention of travel, a new barrier has arisen that cannot be easily eliminated until today and in the near future. Here, new formats had to and must be found that enable intercultural encounters. Digitization is a central approach here.Another challenge is that many signs of environmental and global changes cannot be visited directly because students, for example, have limited financial resources, have physical disabilities, or their family situation does not allow them to go abroad.Sustainability and ESD is closely linked to values, norms and attitudes that differ culturally, and can to be worked out in a dialogue. Work in the same direction that Global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development goal “13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning”. The project deals with the plan to make the EU's economy sustainable. This can be done by turning climate and environmental challenges into opportunities, and making the transition just and inclusive for all.<< Objectives >>The project has 7 objectives : Objective 1: Further development of Education for Sustainable Development (ESD)The first objective is the further development of ESD at the university level through a blended learning approach, based on digital and real teaching practices.In recent years, a process of integrating education for sustainable development into university curricula has begun in Europe, especially in geography. This process has been implemented differently in the individual countries and is definitely not completed, but is currently even being extended.Objective 2: Development of a collaborative blended learning teaching concept in ESDThis collaborative approach is designed to achieve long-term cooperation. Synchronous and asynchronous formats are used.There is already the experience of some partners who have already carried out a project in this way bilaterally - due to the corona situation.Objective 3: Similarities and differences of intercultural ESDThe objective of the project is a content-related and personal dialogue in order to work out similarities and differences with regard to an intercultural ESD. This represents a central aspect of intercultural education besides the mediation of insights into cultural orientation systems.Objective 4: Fostering inclusion and wider accessibility to ESD The project conception enables a wide accessibility. On the one hand for students who have limited financial resources, physical disabilities or whose family situation does not allow participation in a field trip/excursion. On the other hand, there is the possibility that other university institutions or other interested disciplines, can use the concept. Objective 5: These experiences and their dissemination will enable the creation of a European network of university teachers. Objective 6: Evaluation of the developed teaching concepts Objective 7: Contribute to the improvement of European higher education policies. Call 2020 Round 1 KA2 - Cooperation for innovation and the exchange of good practices KA226 - Partnerships for Digital Education Readiness Form ID: KA226-80A75193 Deadline (Brussels Time) 2020-10-29 12:00:00 EN 2 / 173<< Implementation >>The kick-off meeting (First transnational meeting) will plan the launch of Project Result 1. We will interview university teachers who work with ESD through blended learning and supported by web-based tools, such as virtual field trips and virtual labs to identify the possibilities and barriers related to taking such an approach (task 1). We will also analyze the curricula to identify the institutional possibilities and barriers for the development of virtual field trips and virtual labs from a PDS perspective (task 2). To achieve PR2, we will list already existing virtual excursions that could be used in an ESD perspective (task 3). A few already exist here, e.g. in the context of sustainable urban development. Then, we will conduct real field trips with students to obtain data that will be used for the later development of own virtual field trips. These data can be photos, 360° videos, digital surveys or mapping (task 4). On the basis of these data virtual field trips will be designed by students from the partner universities on different ESD topics climate change (mobility, housing, energy, economy, social disparities) (task 5). In a second step, these virtual excursions will be used in other courses or subjects in universities (task 6).To achieve PR3, the participatory toolkit will be connected to the project’s website. It will provide step by step instructions, demos, and proposed tools. It will include tools for different digital skills and needs, from simple to use collaborative dashboards to ppWebGIS platforms. First (task 7) will be defined the functionality needs of the toolbox, and then (task 8) the participatory toolbox will be developed To create this MOOC (PR4), we will organize a face-to-face teacher training to test the modules and materials developed for the MOOC. We will therefore first design the training architecture and the training materials (task 9), then test them during the face-to-face training (task 10) and integrate them into the MOOC (task 11).To achieve PR5, EUROGEO will examine and present an analysis structure for the Digicomp 2.1 Framework (the Digital Competency Framework for Citizens (https://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf) and DigiCompEdu, the European Framework for the Digital Competence of Educators (https://ec.europa.eu/jrc/en/digcompedu). Partners will contribute findings from the Intellectual Outputs PR1, PR2, PR3 and PR4 to develop an digital competence framework for educators. Task 13: Write and design the recommendations for policy makers. Based on the review and development of the ESD using digital competence framework for educators and the outcomes of the other project results, the lead partner will synthesise the results of the review of recommendations and surveys (task 2) and produce incorporating the expertise of all partners clear and well documented recommendations for policy makers in higher education and other education sectors.<< Results >>The results will be a set of clearly defined intellectual products, divided into specific tasks. These outputs can be summarized as follows: PR1: Challenges and opportunities for a blended learning approach to ESD at the university levelWe will conduct a systematic overview (of state of the art) in blended learning and digital pedagogical practices/digital and innovative educational actions on ESD in higher education. PR2: Developing virtual field trips for global changeThe objective of this Project Result is to design a didactic and pedagogical approach to use virtual field trips in a ESD perspective. PR3 V-GLOBAL participatory toolbox for blended-learning pilots’ support This project results 3 aims to develop a free digital toolkit of participatory methods, tailored to the needs of teachers and students before, during and after virtual and real field trips. The participatory toolkit will support different steps of the blended learning methodology, will teach and encourage the use of methods of participation and collaboration in disciplines related to Global Change. PR4 : Training for university teachers in the use of virtual excursions in ESD perspectiveTo ensure an even wider dissemination, we will produce a MOOC that will allow teachers to train even after the end of the project. PR5: Policy maker reportIn order to ensure the impact of the project on teachers' practices on a larger scale, we will produce a report for policy makers. It will highlight the strengths, weaknesses, opportunities and threats (SWOT analysis) of the development ESD at university.Then, we will use social networks, a website and the websites of the project partners to communicate on the progress of the project and its results . We will also communicate at the national level through conferences (via the Hellenic Geographical Society (HGS), and the CNFG (French National Committee of Geography), European conferences (EUROGEO, EUGEO) and international conferences (IGU, AAG) to reach the widest possible audience of academics and through articles in scientific journals (notably RIPES, Journal of Geography in Higher Education).