"<< Background >>We applied for this project to deepen our education in environmental sustainability, which is increasingly vital. Our motivation stems from a strong belief that our current environmental challenges require immediate and innovative solutions. We aimed to enhance our understanding of sustainable practices and gain practical knowledge that could drive change, especially in the school context. The need for change in how we approach environmental issues is urgent. Our planet faces critical threats, such as climate change, pollution, and resource depletion, that demand a shift in both mindset and action. By participating in this project, we sought to create awareness kits and teaching material that can help people all around Europe to work on this matter. Collaboration at a European level was another key reason for the application. The diverse perspectives and expertise that come from working with individuals from different European countries are invaluable. By engaging in this cross-border collaboration, we hoped to foster a collective approach to environmental challenges, learn from the best practices of others, and share insights that could be adapted and applied across various contexts within Europe. << Objectives >>Our project addressed environmental pollution, its consequences, and climate change. In our case we focused on the aspects of air, water and soil pollution and the impact of waste. Moreover, we developed means to teach children about these dangers and to make them tangible for them through experimental kits, developed for different ages. Environmental rights are fundamental human rights and every step taken to protect the environment is a step towards safeguarding humanity. Unfortunately, humans often fail to respect the natural order. Environmental and climate change issues are among the most important and challenging policy areas for the EU. To assess awareness, the ""Environmental Literacy Scale"" was administered to teachers and students. Results indicated that while our teachers had positive environmental awareness and environmentally oriented thinking, both their and the students' environmental knowledge scores were insufficient.As partner countries, we aimed to address these issues by reducing waste, using resources economically, and promoting sustainable practices. Our project focused on utilizing STEAM applications to find solutions to environmental problems, emphasizing the importance of green spaces and recycling.<< Implementation >>The project was conducted in partnership with seven countries, each contributing to different aspects of environmental education through STEAM applications.At the outset of the project, surveys were conducted among students to assess their baseline knowledge of environmental issues. This initial assessment revealed significant gaps in understanding, which guided the educational approach throughout the project. Upon completion, a follow-up survey demonstrated a marked improvement in students' environmental awareness, showcasing the effectiveness of the interventions. These surveys were also conducted and the beginning and end of each LTTA to show the gain in knowledge and awareness. As an initial engagement with the project, participating schools held logo competitions, encouraging students to creatively express their understanding of environmental issues. This activity served as a meaningful first contact with the topic, allowing students to explore and visualize the core themes of sustainability and environmental awareness. Each school submitted their winning designs to the project coordinators for consideration. During the coordinators' meeting, the logo designed by the German school was selected as the official project logo, symbolizing the collective commitment of all partner countries to the project's environmental objectives.To maintain a continuous focus on environmental education, weekly inspiration sessions were held in Erasmus corners, where students engaged with new ideas and practices related to sustainability. The project also included practical activities, such as organized rubbish collection drives, which not only contributed to cleaner local environments but also served as a hands-on method of spreading awareness about the importance of waste management. To reduce waste, the schools also held workshop to reuse materials to create clothes. Moreover, this also includes the creation of two calendars and various physical and virtual posters with pictures drawn by students from the participating institutions to raise awareness of environmental issues, waste, climate change and pollution. The students in each school were surrounded by the threats of climate change and the possibilities to change their behaviours and the outcomes within the 3 years of the project and now also beyond. Additionally, the project’s outcomes and objectives were actively promoted at various fairs, where participants shared their experiences and encouraged broader community engagement. The project’s reach was further extended through social media campaigns, ensuring that the messages of sustainability and environmental responsibility were communicated to a wider audience across different platforms.1.Environmental Awareness with STEAM Applications and Experimental Kits (Italy)In Italy, we focused on engaging students as ""sustainability detectives,"" where they participated in a gamified learning session using low-cost materials. Students were divided into groups to discover objects, tools, and conduct simple experiments, thereby gaining essential knowledge about the environment, waste, and sustainable living. Educators learned to design activities that captivate and involve children through collaborative learning, inspired by the Inquiry-Based Science Education (IBSE) approach, enhancing their ability to apply scientific knowledge in practical situations.The LTTA in Italy was also a first contact with the environmental boards that we used in every other LTTA and in the institutions later on. The electronic board was explained by Alessia Tricomi, the head of the university in Catania. We used it with different water and soil samples and learned about the programming of the board. The learners got an idea of the experimental kits for 5–10-year-olds and 10–17-year-olds with different materials and learned about the background of the materials and ideas to function as multipliers in schools. After the mobility, the learners and teachers present during the mobility in Sicily presented the electronic boards and ideas for the test kits for younger students in their schools and institutions. All of the schools invested in boards and electronic chips to use in classes and to test water, air and soil in the whole schools. During multiplier events and school functions, the surrounding schools were informed and provided with the first ideas collected during this mobility. 2.Sustainable Production and Green Skills for the Future (Estonia)In Estonia, the project raised awareness about the impact of production and consumption on the environment and the importance of developing green skills. Participants measured water pollution using experimental kits and engaged in hands-on learning experiences that fostered a deep connection with nature. The water samples were collected in the participating countries. The participants conducted tests with and without the electronic board that is the base of our kits. The learners got to know how to work with the boards and how to read the results. The outcome of the tests showed that the water quality differs quite drastically from country to country. The participants learned about reasons for these differences and how the quality can be improved. Participants learned about the Baltic Sea, the pollution there and reasons and dangers. Virtual and in-person presentations provided the learners with knowledge about the dangerous situation not only for Europe but also the world. A hands-on-activity at the beach was conducted during which students were able to collect rubbish and see the damage it causes and how to avoid it. Presentations about the production of different goods like e.g. clothes further enhanced the ideas of environmental impact and the ecological footprint we leave on this earth. Apart from the knowledge that learners gained in these projects, it also enhanced the international communication among students and teachers. The outcome was an increased consciousness among students and educators about recycling, sustainable energy resources, and the integration of green skills into daily life.After the mobility, students and teachers provided the other members of their schools and institutions with the obtained knowledge through the Erasmus corners and presentation of the posters created during the time in Estonia. This enabled students and teachers in all of the institutions to benefit from this knowledge. 3.Measuring Soil Pollution with STEAM Applications and Experimental Kits (Portugal)In Portugal, teachers and students focused on soil pollution, using STEAM-based methods to observe and analyse environmental impacts. Participants gained awareness of waste management and recycling while enhancing their scientific problem-solving skills. Additionally, the project facilitated foreign language development through collaboration with international peers, enriching the learning experience.Throughout the LTTA, students engaged in various activities that deepened their understanding of soil science and its environmental significance. One key activity involved measuring different types of soil, such as sand and potting soil, using the electronic boards that were used during all of the mobilities and which are the base of the project. This hands-on experience allowed students to analyse soil properties and understand how different soils affect plant growth and environmental health. The Italian team supported this activity with a presentation and their knowledge. Another significant activity was learning about composting. In international teams, students not only learned the science behind composting but also created their own composting systems. This practical exercise taught them the value of recycling organic waste, reducing landfill use, and enriching soil naturally. By working in diverse teams, students also developed collaborative skills and gained insights into sustainable practices from different cultural perspectives.Students further explored the role of animals in soil health. They learned how various animals contribute to soil fertility and structure, highlighting the importance of biodiversity in maintaining healthy ecosystems.In the University of Madeira, the participants examined and tested soils that they collected in Madeira beforehand. This professional environment allowed each of the participants to understand the significance of these ideas and soil in general. A visit to a professional centre that examines soil for farmers provided students with a real-world understanding of how soil quality impacts agriculture. They observed the techniques used by professionals to assess soil health and its implications for farming practices, gaining practical knowledge that could influence sustainable agricultural methods.Finally, a visit to Madeira offered students the opportunity to see a wide range of soils and landscapes. This exposure helped them appreciate the diversity of soil types and their role in different ecosystems, reinforcing the importance of soil conservation in environmental protection.After the mobility, the international teams went back to their countries to continue working on with the results. Using the electronic environment board, examinations of the soils in the countries were conducted to prove the acquired knowledge and to show climate differences in the countries. The results were presented in Erasmus corners and shown to all of the schools. Moreover, students recreated the composting systems and used them in their own gardens, also serving as multipliers and teaching other students. 4.Plastic Recovery, Recycling Targets, and Annual Action Plan on Waste (Germany):In Germany, the emphasis was on learning about waste management, recycling, the impact of biogas and sustainable energies. Participants visited several places dealing with these topics and also about creative ways to deal with waste. A visit to the local swamp was a first approach to the topics of waste management as participants learned about the dangers of waste for natural reserves. The science activities that highlighted the ecological significance of the area focussed on the different plants and animals. These activities not only educated participants about the local environment but also emphasized the importance of preserving such unique ecosystems.The following day, students participated in advanced science experiments at school, with a particular focus on environmental issues. Using the environment board, which had been the central tool in every mobility, participants explored more complex applications, especially tailored for older students. These experiments included sustainability practices like photovoltaics, physics concepts such as magnetism and smog, and waste separation activities designed for younger students. The waste separation exercise was particularly valuable, as it provided practical, hands-on experience in sorting recyclables, an activity that was later included in an e-book as a ready-to-use resource for other teachers.A visit to a local dumpsite provided participants with a direct look at waste management practices and their environmental impacts. This experience was further deepened with a visit to a local recycling company, where participants gained a comprehensive understanding of the recycling process. They were introduced to the various stages of plastic recycling, from collection and sorting to processing and manufacturing. The highlight of this visit was an exclusive tour of the facility’s secret machinery, offering an insider’s perspective on how everyday waste is transformed into reusable materials. This experience significantly enhanced the participants’ understanding of the recycling industry and underscored the critical role it plays in waste reduction.At school, an environmental action-bound game was conducted, which combined teamwork with environmental education. The game not only reinforced the participants' knowledge of waste management but also introduced them to local cultural elements, fostering a deeper connection to the community. Following this, students engaged in a music project where they built and played instruments using discarded materials. This activity creatively demonstrated the concept of reusing waste, showing that even seemingly useless items could be given new life. The hands-on nature of this project left a lasting impression on the students, encouraging them to think innovatively about recycling.A visit to the Klimahaus in Bremerhaven offered insights into global climates and the pressing issue of climate change, tying in perfectly with the project’s focus on environmental protection. An exhibition at the museum focussing on climate change and environmental protection further enhanced the experience. The LTTA was finally concluded with in-depth discussions on waste management strategies. Participants collaboratively developed an action plan aimed at reducing, reusing, and recycling waste in their schools. This plan, designed to be implemented across all participating institutions, represented a tangible outcome of the project, ensuring that the lessons learned would have a lasting impact on both the participants and their broader communities.Overall, the LTTA provided students with in-depth knowledge of waste-management, recycling and the importance of reducing, reusing and recycling for ecosystems and the climate in general. After the mobility, the participants used the posters created regarding the prevention of waste in their schools and implemented a few ideas to reduce the waste production at school and at home. Furthermore, the material of the scientific experiments was implemented in the curricula of the schools and even adapted to younger students, doing the project’s focus (kits for students age 5-10 and 10-17) justice. Multiplier events and dissemination activitiesIn June 2024, EB1/PE das Figueirinhas held a multiplier event, an Eco Workshop titled ""Recycling,"" led by Dr. Mónica Pereira from the Regional Secretariat for Agriculture, Fisheries, and Environment of the Madeira Government. The event engaged 127 students and 12 teachers in exploring various recycling-related topics through practical activities.In other partner institutions, dissemination activities included clothes workshops, waste collection drives, poster-making workshops, and educational presentations and lectures, all aimed at enhancing environmental awareness and promoting sustainable practices.Summary: The project, conducted in partnership with seven countries, focused on enhancing environmental education through a series of hands-on activities and STEAM applications. Participants engaged in various interactive learning experiences designed to increase their awareness and knowledge of critical environmental issues, particularly waste management, recycling, and sustainability.Students and educators worked with experimental kits and electronic boards to test soil and water quality, deepening their understanding of environmental science. They learned about composting by creating their own compost systems, explored the impact of animals on soil health, and studied the environmental significance of different soil types. Visits to professional centers and natural sites provided real-world insights into soil quality and its impact on agriculture and ecosystems.Participants also delved into waste management practices through visits to recycling facilities and dumpsites, gaining a comprehensive understanding of how waste can be reduced, reused, and recycled. Creative projects, such as building instruments from discarded materials, highlighted the potential for reusing waste in innovative ways.Throughout the project, participants developed practical skills in sustainability, including green skills and waste reduction strategies, which they shared with their peers through presentations, workshops, and school events. The project concluded with the creation of an action plan for implementing these strategies in their schools and communities, ensuring that the knowledge gained would have a lasting impact. By integrating these activities into the school curriculum, the project successfully fostered a deeper commitment to environmental stewardship among students and educators alike.<< Results >>1. Surveys about environmental knowledge (cf. result platform and project website)2. Calendars with students' art and information (cf. result platform and project website)3. Website in 6 languages https://www.environment-save.com/ 4. E-book in 7 languages (cf. result platform and project website)5. Handbook for experimental kits for students at the age of 5-10 in 7 languages (cf. result platform and project website)6. Handbook for experimental kits for students at the age of 11-17 in 7 languages (cf. result platform and project website)7. Waste management and environmental action plan to combat pollution (cf. result platform and project website)8. E-twinning page https://school-education.ec.europa.eu/en/etwinning/projects/lets-save-environment-and-our-future/twinspace9. Facebook and Instagram page https://www.facebook.com/groups/763022301967418 https://www.instagram.com/lets.save.erasmus/The project successfully fostered personal responsibility and environmental awareness among European students, promoting active citizenship within a democratic society. Through comprehensive environmental surveys conducted at both the beginning and end of the project, significant improvements in knowledge and awareness were observed. An action plan to combat environmental pollution was developed and integrated into school strategic plans, ensuring long-term commitment.Educational resources, including change information kit in form of an e-book in six languages (+ English) and two handbooks that go together with or a base for the environmental kits, were created and distributed. These resources, along with the experimental and environmental pollution kits, were made available on the project’s official website, which was developed to support ongoing education and awareness.The website shows the progress of the project and was a great way to disseminate the project and the ideas and resources. The project effectively encouraged positive behavioral changes, such as reducing carbon footprints, promoting green practices, and emphasizing the importance of recycling and green spaces. Annual environment-themed activities, including a painting contest and the creation of awareness-raising calendars, were implemented, focusing on significant environmental days like Water Day, Forest Day, and Environment Day.The project also conducted a case study on water pollution and its effects in the participating countries, further enriching the participants' understanding. The results demonstrated the successful equipping of individuals with the necessary knowledge, values, behaviors, and skills to protect the environment. The project led to behavioral changes in societies, groups, and individuals, promoting responsibility for environmental protection, the importance of recycling, and awareness of renewable energy and waste management.To extend the project's impact, multiplier events, including eco-workshops and project launch meetings, were held. These events inspired further environmental projects and cooperation, reaching larger audiences. The project’s output, including e-books, brochures, and environmental kits, was distributed to educational institutions and foundations, ensuring the project's legacy and continued influence on environmental consciousness and activism."