"Project summary:Changing habits - changing the world! -Erasmus+ project rose out of the need to inspire young people to make positive environmental changes. Our project supported one of the United Nations Global Goals - Fixing climate change. According to the carried surveys in six partner schools the students had low interest in environmental issues, for example, they thought that taking care of the environment would not really be of significance to them and their future. This project was initiated because in different partner schools young people had different experience and habits of taking care of the environment, recycling, too big food and energy consumption. The results of the surveys showed that it was necessary to educate students and their families about the importance of a clean, healthy environment and to become that generation who would change the world by changing their everyday habits. In Changing habits - changing the world! - six project schools from different parts of Europe were working together towards a common goal. Schools were chosen from southern, northern, eastern and western parts of Europe in order to get a good understanding and overview of education and to enjoy interesting and effective cooperation as partner schools. Also, different skills and expertise was brought into the project. The target groups of the project were the whole school communities (students, teachers, other members and their families). Our target groups were young people, so they could learn long lasting habits in their everyday life. As we carried out this project transnationally, we wanted to compare the environmental issues in different countries and to learn from each other, share experience and good practices. The main aim of the project was to raise participants’ environmental awareness, understanding and knowledge of environmental protection through practical environmental activities. Also, this project aimed to promote the protection and conservation of the environment while learning in international groups. The planned activities supported the personal development of students and raised their environmental awareness through practical activities. Working together within international groups of students and teachers provided the students with the opportunity to learn directly from each other about how to improve their local communities. The activities forced the participants to think about the environmental issues from a global perspective. As a result, this made young people to take a more active, positive and responsible role in the society. During two years we focused on different activities: ecological events and campaigns at school, working as environmental friendly agents, sharing environmental friendly recipes, planning walking tours and planting a tree on the schoolyard. The project also covered other aspects of ecological education: reducing food waste, energy waste, solving global environmental problems, tending to stop global warming. In the meanwhile the public attitude in climate change problems developed enormously on a global level. Demonstrations against climate change were organized throughout the world by mainly young people. Whole world got to know the Swedish girl Greta Thunberg who was invited in a UN conference to give a speech about climate change. This has certainly affected the way of thinking for our students. Between LTT-meetings, we planned a lot of virtual activities. Participants made and shared presentations, wrote blogs and reports on the project website, made videos and took photos. Teachers and students used Whatsapp, Google tools and email for keeping contact virtually, the students used also Snapchat to some extent. With parents and teachers the most important social media was Whatsapp and email. During the project we had four LTT-meetings: project workshops on environmentally friendly pop up -restaurant, green gardens, eco-friendly shop at school, planting vegetables and herbs on the roofgarden and charging batteries by cycling. We engaged in conversation with the local companies working in the environmental sector. Learning activities of our project were based on ""learning by doing"" and ‘’cooperating internationally, acting locally"". When participants gained international practical experience through different environmental activities, they acquired new skills, respect towards otherness, team spirit, independence and self-confidence."

"CONTEXT AND OBJECTIVESAt first the whole tealm at Institution Sainte Marie Ribeauvillé, France, felt the need to promote toleance and to favour a good inegration for all its students, coming from very heterogeneous backgrounds. Fighting against discriminations seemed obvious and a good means to make the students aware of differences among peers. The whole educational community thought about how to implement the project. Creating and exploring new artistic techniques seemed a good way for the students to express themselves about the topic, that can be touchy for some of them. Discovering the Other can also means getting to know someone who speaks another language, lives in another country and has different habits from mine. Finally, using the English language as a means of communication was important so the students understand the importance of being able to talk one ore more foreign languages to communicate properly without prejudice or fear. We then got in touch with our three partners through E-Twinning. PARTNERSFour partners worked together: Institution Sainte Marie, Ribeauvillé, France is the coordinator of the project, Institute Joan Sola, Torrefarrera Spain was in charge of creating and maintining the website of the project, Don Bosco d’Assisi, Torre del Greco, Italy maintained the twinspace and Vilnius Martynas Mažvydas progymnasium, Vilnius Lithuania, created the multilingual brochures. ACTIVITIESEach Erasmus team in the different countries had to organize events about 4 international Days: the European Day of Languages (September 2018), Zero Discrimination Day (March 2019) , International Day of Tolerance (November 2019) and Europe Day (May 2020). Each Erasmus+ team could also work, according to its sensibily or ability to do so, on other international Days such as the International Day for Women, the International Day for the Elderly, the International Day for Human Rights, Each school had to get in touch and organize fundraising, conferences, work with charities in its community to work on the topic ""Discrimination"" and Tolerance""MOBILITIESThree mobilities could be organized ""physically"" before the Covid 19 pandemic: in Spain about sexism, in France about the tolerance towards the less-privileged, in Italy about (cyber) bullying. The last mobility was virtual and organized by the Lithuanian team about disabilties and was made possible through videoconferences, powerpoints and tutorials. During the mobilities, the students were hosted by the partner families, shared their daily life, took part in artistic workshops about the topic and visited landmarks of the region. All activities and mobilities were disseminated thanks to the twinspace, the internet website, newspaper articles, open-door days, training sessions,exhibitions or conferences.RESULTSThe final products of the project are the individual concrete artistic productions of the students: videos, booklets, small texts, engravings, photos, dances, songs...Furthermore, two booklets were produced by the coordinators of the partner school about the project and will be sent to their networks such as the academic authorities, the mayor of the town, the other schools of the area,... One PDF (attached document final booklet) booklet explains how to deal with the topic disciminations through artistic activities with students and has a pedagogical goal. This first booklet is more for teacher or educators. The other PDF booklet (https://www.calameo.com/books/0065652019125a1a4e9e5) shows the whole life of the project, explains who the partners are, explains its objectives and how they were reached. This booklet is intended for all the stakeholders with an interest in the Erasmus+ programmes and its opportunities. LONG-TERM BENEFITThe long-term benefit, on an individual level is the awareness that understanding the differences of the Other, whether he/she is a classmate or a foreign partner is vital for a good understanding betwwen the persons. All the students realized the importance of speaking at least a foreign language, in this case English. For the partner schools, the long-term benefit is a more peaceful and relaxed atmosphere during the lessons, breaks and life at school. Some actions will be promoted such as tutoring of younger pupils by older students or the Zero Discimination Day that will become a landmark in one of the participating school."