Our project is based on an active, collaborative, interdisciplinary and experiential learning methodology that encourages students to understand climate change, reflect critically on its consequences and take action to promote more sustainable lifestyles.

The methodology combines scientific research, environmental education, experimentation, creativity, digital tools, gamification and international cooperation. Students are not only recipients of information but active participants in the learning process, developing knowledge, practical skills and responsible attitudes towards the environment.

The implementation of the project followed four interconnected stages:

1. Learning and Awareness

Students were introduced to key concepts related to climate change, sustainability, biodiversity, energy, water, waste, food, transport and environmental responsibility through interdisciplinary lessons, workshops, audiovisual resources, discussions and digital activities.

The Green Curriculum provided a common framework for addressing these topics across the partner schools, while allowing each school to adapt activities to its own local context and educational needs.

2. Investigation and Experimentation

Learning was reinforced through hands-on activities, scientific experiments, observation and investigation of real environmental issues. Students explored their immediate surroundings and investigated problems such as energy consumption, waste generation, water use, microplastics, biodiversity and renewable energy.

This experiential approach helped students connect scientific knowledge with real-life situations and understand how environmental problems can be addressed through practical solutions.

3. Action and International Collaboration

Students were encouraged to move from learning to action by participating in sustainability initiatives and collaborative challenges. The methodology included project-based learning, gamification, educational escape rooms, creative activities, environmental campaigns, artistic and musical activities, and local sustainability actions.

International cooperation was a central element of the project. Students and teachers from the six partner countries shared ideas, compared their local realities and worked together during online activities, learning, teaching and training activities, meetings and mobilities.

This European dimension enabled students to understand that climate change is a common challenge that requires both local action and international cooperation.

4. Sharing, Reflection and Dissemination

The final stage focused on reflection, evaluation, communication and the sharing of results. Students and teachers presented their work through school events, Erasmus+ corners, digital platforms, the project website, eTwinning, social media, videos, podcasts, digital resources and international activities.

Reflection was also incorporated throughout the project through discussion, feedback, evaluation activities and the exchange of good practices between partner schools. This allowed participants to identify what they had learned, assess the impact of the activities and consider how the project's results could be continued beyond its lifetime.

Overall, this methodology promoted critical thinking, creativity, teamwork, scientific inquiry, digital competence, intercultural awareness and environmental responsibility. It placed students at the centre of the learning process and encouraged them to become active citizens capable of understanding environmental challenges and contributing to sustainable change.

In this way, the project transformed climate education into a practical, collaborative and meaningful learning experience, helping students become genuine Climate Wise learners and active agents of change.