SUMMARYThe RAISE project “Raising Environmental Awareness Among Young People” is inspired by the “INVOLEN” Project (LLP, 2012-2015) which promoted intergenerational learning through game-based learning, targeting nature conservation volunteers in 5 European countries (Italy, Greece, France, Hungary and Slovenia). RAISE Project applies the methodology developed in the framework of INVOLEN to raise environmental awareness targeting especially youth. RAISE targets schools, NGOs and other organisations committed to environmental education, aiming to promote voluntary work for the protection of nature and the conservation of valuable ecological heritage amongst youngsters. There are two vehicles that the RAISE project uses to achieve this aim: Firstly, joint learning and cooperation between young volunteers; and secondly, game-based learning, which involves the creation of location-based games, playable on mobile phones on site, in protected areas.AIMS AND OBJECTIVESRAISE aims to contribute prevention of natural destruction through increasing the youth’s awareness and active participation in environment related issues. We aim at reaching our global objective through: - Promoting volunteering for environment, - Making non-formal education (especially learning in natural environments (LINE)) more attractive to youth especially in the framework of environmental issues, - Enhancing the preservation of protected areas and environment, - Developing new curriculum on environment education for youth and promote the culture of active citizenship,- Adopting innovative solutions to learning that make use of the IT to create interactive learning environments, - Developing game-based learning opportunities with free access through internet- Creating a participative learning methodology by the learners and youth workers through interactive face-to-face sessions, field visitsACTIVITIESThe main activities of RAISE include:- Identifying competence needs of facilitators (youth workers), and young volunteers- Development of the learning methodology- Pilot testing the learning methodology for 75 young people in total (45 in Turkey, 15 in Italy and Greece)- Development of five online mobile games- Launching a competition and developing a database for the best practices on conversation volunteering by youth- Development of Learning Toolkit and Learning Guide- Undertaking dissemination and exploitation activities/Promoting the projectTARGET GROUPThe target groups of the project include the immediate targets and the wider targets. Immediate targets are those groups from which the training participants were recruited i.e. young volunteers of secondary school age (13 to 18), and conservation experts/teachers. Wider targets include schools and youth groups/NGOs, environmental NGOs, policy makers, local authorities, protected area management bodies.BENEFITSBenefits to the target groups were assessed through an evaluation workshop of facilitators; and through a survey of all those participating in the implementation phase. Assumed benefits include: - for young people: promote the ideas of volunteering and responsible behavior towards nature, hopefully leading to desire, commitment and ability to create an ecologically sustainable future.- for NGO staff and school teachers: possibilities for career improvement.- for education institutions, NGOs, policy makers: increase the attractiveness of non-formal education especially game-based learning and LINE through the innovative methodologies proposed by the project, and more accessible to all ages and youth with disabilities.CHANGE & INNOVATIONThe change the project is expected to bring about relates to attitudes of the target groups; their involvement with environmental conservation as active citizens; their motivation to volunteer, and the improvement of non-formal learning methods.RAISE is innovativeThis project is innovative as it involves its target group in the development of the methodology of the training program. Another innovative aspect is that RAISE utilized IT to create interactive learning environments and game-based learning in order to engage learners in the learning process. RAISE encourages learning and volunteering at the same time which would help its target group to develop soft skills such as team building, communication, decision-making, critical thinking besides raising awareness of the environmental issues. In this regard, it is different from projects focusing only on training and volunteering.THE PARTNERSHIPCoordinator: Ministry of Forestry and Water Affairs, 6th Regional Directorare of the Republic of Turkey, TRPartner: Pi Pozitif Consultancy,TRPartner: Yuva Derneği, TRPartner: PRISMA, Centre for Development Studies, GRPartner: Institute of Biometeorology (IBIMET) - National Council of Research (CNR), ITMore information on the RAISE project and its results can be found in www.raiseyouth.com

Due to the ongoing refugee crisis and migration waves reaching Europe from Asian and African countries, many thousands of migrant and refugee children have reached the EU countries and have, following different processes in each country, managed to enter the host countries’ school educational systems. This has put the educational systems in all receiving countries under considerable stress, especially in countries of the South of Europe like Italy and Greece that have received the greatest numbers of refugees and migrants to-date due to their position as EU border-countries, as well as in final destination countries for migrants and refugees fleeing to Europe, like Norway.The schools receiving migrant and refugee children are often not prepared to integrate these new pupils to the school community and provide a safe learning environment for key skills like language learning. The Global Education Monitoring Report 2019 (GEM Report 2019) published by UNESCO concludes that teachers who are the heart of the education systems in the host countries are inadequately prepared to manage multilingual classrooms and help children of a migrant or refugee background in need of psychosocial support. A survey by Fine-Davis, M. and Faas, D. 2014 confirmed this in six European countries - half of the teachers participating in the survey felt there was insufficient support to manage diversity in the classroom.The “Open Education for Young Europeans through History, Art and Cultural Learning” project (Open EYE) focuses on creating an open learning methodology based on History, Arts and Cultural Learning, as well as the necessary implementation tools, that will enable teachers of primary education in Europe (formal and non-formal) to support their students in language learning and integration in their school and community, in nowadays multilingual and multicultural classrooms. The target groups supported by the project include: a.teachers of primary education and social workers supporting the community integration of young immigrants and refugees b.the school students themselves and especially young immigrants or refugees of primary school ages. This project aims to use history, art and culture to overcome barriers to learning and to aid integration into new communities. History, art and culture can be used to introduce children with limited language skills to new ways of communicating, resulting in learning taking place and reducing the feeling of segregation in a new environment.The main objectives of the project are:• To equip educators of primary education (teachers, social workers) in formal and non-formal settings with skills and knowledge to work in a diverse multicultural classroom, in order to create a safe learning environment for all pupils.• To facilitate language learning in an immersive context, and enhance support for integration by promoting the sharing of cultural values and norms through history, art and cultural expressions. • To ease the transition experienced in cultural change and start the process of building confidence and personal growth after a traumatic life-changing event.• To influence policy makers in each partnership country to provide guidance and educational support for the effective integration of children with a migrant or refugee background into the educational system. • To offer stakeholders in the educational community of every participating country a place in the project and a platform for exchange of experiences and best practice, helping them to systematize their networking.

The need for sustainable urban mobility has been high on the EU agenda, bearing in mind the increasing importance of energy saving, sustainable lifestyle and urban quality of life. Moreover, Sustainable Urban Mobility Planning (SUMP) is a major topic in the European Commission’s Urban Mobility Package. SUMP underlies cooperation across different policy areas, across disciplines and government levels, and emphasizes cooperation with citizens. It is important to integrate the concept and practices of sustainable mobility planning in the studies related to architecture and spatial planning, so that the students (the later professionals of urban planning and design) own the basic principles of SUMP. The project aims to improve the quality of teaching in universities, by offering students a hands-on approach in the preparation of a SUMP for a locality in their cities, actively involving local communities and local authorities in the process. It also aims to bring the concept of SUMP closer to urban citizens, offering to them a learning package and tools to understand sustainable mobility better as well as exercise their public participation rights in the planning of sustainable mobility in their area. The objectives of UrbanSCOPE include:•To design an interdisciplinary learning environment for university students related to urban planning and design, with interactive links to local authorities and local communities, aiming to promote the concept of sustainable mobility.•To extend these methodologies and tools to “family education” addressing mostly youth, their parents and other adults, and diffuse university learning innovations to the society more widely.•To pilot-test, adapt and revise these innovative methodologies. •To connect higher education to local communities, the civil society and local authorities, thus strengthening the role of higher education as a stakeholder in policy making with special reference to sustainable mobility.•To change attitudes and behaviours of city inhabitants in favour of sustainable mobility, and to promote active citizenship, by proposing interactive mechanisms for public participation.•To contribute to the creation of sustainable mobility scenarios in the participating cities, serving as a basis for future Sustainable Urban Mobility Plans. The activities of the project are developed along 6 interconnected steps, which lead to a coherent and cohesive set of project results through the collaborative effort of the project partners. The activities lead directly to 6 tangible outputs of the project: 1)Carrying out a local sustainable mobility audit in 3 EU countries, focusing on the mobility behavior and attitudes of citizens, addressing the needs of local authorities and educational institutions. 2)Creating an Action Plan per city, developing alternative SUMP scenarios, and involving the local communities in the process. 3)Devise a learning methodology and ICT tools for an integrated approach to SUMP.4)Pilot-test and revise the learning methodology with university students and with secondary school students and adults.5)Widening the methodology and tools of UrbanSCOPE through a public competition, providing core material (ideas and scenarios) for local planning. 6)Prepare and publish a Handbook for users of the UrbanSCOPE methodology.The project implementation methods will include desk research and field surveys in 3 EU countries; dissemination and publicity campaigns and competitions led by local authorities and civil society organizations, including 4 national workshops and an international conference; the construction of education tools and methodologies based on the technologies of location-based games and augmented reality; the adaptation and pilot-testing of these tools to the needs of higher education and secondary schools/family education; the dissemination of the devised learning tools and methodologies by making them available for free, and accompany them with a Handbook. Intangible results include the changing attitudes and perceptions towards sustainable urban mobility, the awareness raising of citizens towards a more sustainable use of urban transport, and the opportunities to widen the participative planning and citizen engagement methods. The target groups of the project include higher education institutions, secondary education institutions, urban citizens, civil society organisations, planners and policy makers at local level. These groups are expected to benefit directly from the UrbanSCOPE methodology and tools, as being end-users of the developed products. The project benefits greatly by its transnational character, which allows the national teams to compare data, benefit from the exchange of best practice, complement each other in terms of expertise and previous experience, and create education and awareness raising tools that would have a wide application across nations and cultures.

The proposed project focuses on urban open spaces and the best use that can be made of them by city dwellers, to enjoy health and wellbeing benefits. The main aim of the project is to encourage city dwellers to place the open spaces of the city actively in their lives and change attitudes and behaviours towards the role, shape and use of such spaces, through education at all levels: school, university and adult learning. The project also aims to promote active citizenship, by establishing interactive mechanisms for public participation in open spaces, allowing the citizens to take a more active role in the design and monitoring of the facilities provided for physical activity and recreation. The objectives of the project include:1. To raise awareness among the public regarding the contribution public open spaces can make to health and overall wellbeing.2. To devise formal and informal education tools and methodologies, based on LBGs, AR and related technologies, that would provide learning opportunities in situ, in public open spaces; and adapt these tools for use in higher education and secondary school curricula; and for adult learning.3. To pilot test the devised education tools and methodologies by integrating them in courses of higher education institutions, school curricula and informal adult education.4. To introduce initiatives to enhance the engagement of citizens in the planning and monitoring of public open spaces, in cooperation with local authorities and the civil society; and encourage volunteering.The project benefits greatly by its transnational character, which allows the national teams to compare data, benefit from the exchange of best practice, complement each other in terms of expertise and previous experience, and create education and awareness raising tools that would have a wide application across nations and cultures. Seven partners are committed to the implementation of project activities: Four education/research organizations (Technische Universität Darmstadt - coordinating partner; Utrecht University; PRISMA-Planning and Research Consultants and Szechenyi Istvan University) and three local authorities (the Cities of Darmstadt, Athens, Gyor) and 4 associated partners including the municipality BrabantCity.The results of the project include desk research and user surveys in the partners’ countries; dissemination and publicity campaigns led by the local authorities and civil society organizations, including national workshops and an international conference; the construction of education tools and methodologies based on the technologies of location-based games and augmented reality; the adaptation and pilot-testing of these tools to the needs of higher education, schools and adult learners; the dissemination of the devised learning tools and methodologies by making them available for free, and accompany them with a teachers’/adult learners’ Manual. The project has a duration of 2,5 years and is implemented in Germany, Greece, Hungary and the Netherlands.

"<< Background >>Sustainable food production and consumption are global-scale issues that the EU tackles in its agenda. Intensive agriculture is one of the factors that put the largest pressure on the environment since it produces direct and indirect emissions of greenhouse gases - triggering climate change, soil and water pollution. The food production system needs natural resources such as soil and water which are threatened both by human activities and climate change. Therefore, there is a need to promote sustainable practices to adapt and mitigate the effects of climate change. Another important aspect concerns the current food consumption paradigm in Europe based on food overconsumption and waste, habits and choices towards highly processed food, increasing trends of overweight and obese population, inducing lifestyle-related health problems already at very young ages. The UN Sustainable Development Goals (SDGs) address this challenge through SDG 12 on sustainable consumption and production. Families and schools are the main sites where young people acquire most of their lifestyles and human behaviors. Using the synergy between these two ‘environments’ constitutes a crucial strategy to drive young and adult consumers towards more responsible choices. The families provide the young students with the experience regarding food consumption and production, such as traditional vs. innovative recipes, ingredients, use of processed vs. unprocessed food, gained from the current and past family habits. The schools provide the students with the scientific knowledge related to specific foods and consumers’ choices in order to raise their awareness of the environmental impacts of food productions and of the effects of food choices on health. GOODFOOD will develop Methodology and Learning Modules on relevant topics regarding the food chain and the food nutritional value for secondary schools, fostering an integrated STEAM approach, inquiry-based learning and the integration of Art in audio-visual forms.GOODFOOD will address the following needs: Increase teachers’ and students’ knowledge and awareness on sustainable food cycle (production, consumption and waste) and food choices connected to health. GOODFOOD will provide scientific evidence and knowledge about the topics and educational resources to transfer them to the target groups. Make STEM more attractive and engaging for students. GOODFOOD will promote inquiry-based learning, hands-on activities in an interdisciplinary approach, and using digital tools for creative thinking and productions (e.g. Video-slogans). Strengthen the collaboration between teachers of different STEAM subjects by giving them a Methodology with the sequence of steps and learning processes to implement specific Learning Modules developed within the project.Strengthen the relationship between students and family and family and school, by intergenerational learning regarding food and recipes. Strengthen the relationship between schools and other stakeholders such as research institutions, NGOs, farms, utilities by facilitating communication, exchange experience, and knowledge transfer with the acquisition of reciprocal benefits. This also facilitates the students’ career-decision making and increases their green skills that are highly required in the future labor market.<< Objectives >>GOODFOOD aims to achieve two main aims: i) raise awareness on sustainable and responsible food consumption taking into account the food cycle environmental impacts and the need for a balanced and healthy diet; ii) make school and STEM attractive to students and teaching methods more effective through adding A for Art into STEAM. GOODFOOD will provide STEAM teachers and students with the needed tools and materials on sustainable food consumption and food cycle, with the objective to: i) familiarize youngsters with different types of food productions and their environmental impacts (i.e. intensive vs. sustainable agriculture); with food cycle, food chains, and waste management solutions; ii) reinforce the relationship between schools and stakeholders, including those from production systems (farms) and transformation and waste management (urban utilities); iii) make youngsters’ aware of their food habits’ impacts on health and taste; iv) encourage teachers towards an interdisciplinary approach between STEAM and collaboration and the application of attractive and effective learning methodologies that enhance hard and soft skills (inquiry-based learning, intergenerational learning, hands-on learning).<< Implementation >>GOODFOOD follows a sequence of activities to achieve its main objectives: Definition of the students’ and teachers’ needs and attitudes towards the themes of the project (food cycle, health, and habits connected to consumption, hedonic component of these habits) in each country but also towards the learning methodologies. This will be done through a survey with specially designed questionnaires and focus groups between teachers, students, and family members.Definition of the Learning Methodology on the basis of the survey results. It will describe the sequence of steps that teachers and students have to follow in order to achieve the educational objectives. It will be based on i) student-centered methods, ii) intergenerational learning, iii) reliable Apps and other ICT tools to retrieve the required information on food; iv) hands-on activities in the field, laboratory, or at home.Development of the Learning Modules and a Library of Resources to facilitate the implementation of the GOODFOOD Learning Methodology. At least 7 learning modules will be developed, providing insights about the sustainable production and consumption of food, encouraging students to identify, conceptualize through inquiry, and research issues related to the GOODFOOD. The Resources Library will include inspirational material aimed at stimulating the students’ curiosity, references and links on the different aspects of GOODFOOD, tools/applications for measuring nutritional/caloric and ecological aspects of ingredients of food-on-the-table, and good practice examples regarding sustainable food production and consumption. The Modules and the Library will be hosted on the project website.The Training Course addressed to the pilot teachers will give teachers all the theoretical basis and the practical skills to implement the GOODFOOD Methodology and Learning Modules with their classes, and methods to integrate creative teaching through audio-visual elements within the students’ Projects, Pilot test of the Learning Modules and Resources with the classes. Students will be firstly introduced to issues connected to sustainable food production and consumption, encouraged to research issues connected to foods and recipes of their choice through an intergenerational approach, with the help of their parents/grandparents, teachers, and outside experts and, through the analysis of their findings, identify actual issues connected to their own consumption habits. Students will then create new sustainable recipes with alternative ingredients and their experience and recipe proposals will be presented through short videos with the aim of educating and raising awareness, provoking dialogue, and civic engagement. The piloting will serve to get feedback and important suggestions for the revision of the Learning Modules and Resources Library. The final version of the Learning Modules and Resources Library will be available in English and the project languages SP, IT, and GR.Assessment of the effectiveness of the Methodology and the Learning Modules on educational and learning achievements through specifically designed questionnaires addressed to piloting teachers and students. The organization of National Workshops in each country to widely disseminate and promote the project objectives and materials, but also to announce the International Competition for GOODFOOD Video-Slogans. The Multiplier Events will signify the beginning of the exploitation phase of the project materials by a greater number of schools that will be recruited since then. Such phases will be useful to verify the replicability and sustainability of GOODFOOD in other school types and student grades. The organization of the Final Conference will give the opportunity to present GOODFOOD results to an audience of stakeholders and will give teachers and students the possibility to promote their Projects.<< Results >>GOODFOOD activities will produce the following outcomes:PR1: GOODFOOD Learning Methodology. The methodology aims at increasing a set of teachers’ and students’ competencies and skills to increase their interest in STEAM but also at raising their awareness about food cycle environmental impacts and responsible food consumption to enhance sustainability and health on the basis of personal choices as food consumers. The Learning Methodology will be based on the teachers’ and students’ learning needs in terms of knowledge, skills, interests and attitudes, and will be tested through school projects and revised accordingly.PR2: GOODFOOD Learning Modules: The Learning Modules will be developed as self-standing subjects or as complementary material for integration into existing school subjects, structured according to the GOODFOOD Learning Methodology, focusing the themes of the investigation in order to respond to the students' needs and interests, thus making them more effective. At least 7 learning modules will be developed. Students will be encouraged to research issues connected to foods and recipes of their choice through an intergenerational approach, with the help of their parents/grandparents, teachers and outside experts, identify actual issues connected to their own consumption habits and create new sustainable recipes with alternative ingredients, encouraged to think ""outside the box"" and not be afraid to be wrong. Resources Library: A Resources Library will be set up as a body of knowledge to assist teachers and students through the modules’ implementation. It will include inspirational material aimed at stimulating the students’ curiosity, references and links on the different aspects of GOODFOOD to guide teachers and students towards additional investigation, tools/applications for measuring nutritional/caloric and ecological aspects of ingredients of food-on-the-table, and good practice examples regarding sustainable food production and consumption. PR3: GOODFOOD School Projects: the School Projects will be developed by the students in collaboration with their families and teachers on topics that have been chosen on the basis of their interest, implementing specific Learning Modules. They will assess the eating habits at home and critically find how sustainable and healthy their food is, in order to be able to suggest alternative ingredients that might increase the sustainability and enhance the nutritional value of the recipes. The GOODFOOD Recipe Book will collect the new Recipes with information about their ecological footprint, nutritional information and effects on health. Their experience and recipe proposals will be presented through short videos developed by the students themselves. The Recipe Book will be enriched with contributions from schools across Europe through a European Competition that will invite schools to implement the GOODFOOD learning methodology and tools.National Multiplier events in the partner countries will promote the project results and raise the GOODFOOD theme in the education agenda.An International conference will spread the GOODFOOD message at the European level and among the educational community, researchers, policymakers, sustainable producers etc.A training event for teachers will offer the necessary training to implement the methodology and tools.A dedicated website will house and make freely available the project results, promoted also through social media and publications. Intangible outputs:i) enhanced students’ inquiring skills and competence, ii) enhanced students’ interest in STEM, iii) enhanced teachers’ collaborative and interdisciplinary teaching approach in STEAM ii) increased teachers’ and students’ soft transversal skills: teamwork, collaboration, creative, audio-visual making, critical thinking, communication, ii) increased teachers’ and students’ knowledge on the food cycle, food consumption, food waste and recycling, health, hedonism."