"<< Background >>In recent decades, the idea has taken hold that environmental problems are not only problems of nature but, above all, human problems. The environmental crisis has a social dimension that is beginning to be generally recognised and that is affecting all areas: health, economy, food, demography....This led the UN International Congress on Environmental Education and Training in 1987 to propose the definition of environmental education as ""a lifelong learning process in which individuals and communities acquire an awareness of their environment, as well as the knowledge, values, skills, experience and determination to act, individually and collectively, to solve present and future environmental problems"".In 1995, Howard Gardner expanded the initial list of seven areas of his ‘Theory of Multiple Intelligences’ (1983) by adding an eighth: Ecological Intelligence, defined as the ability to perceive relationships between species and groups of objects and people by recognising possible differences or similarities between them.This was an intermediate step until 2009, when Daniel Goleman (who had previously defined the term Emotional Intelligence) went further by coining the concept of ecological intelligence, defined as ""the ability to live with as little ecological impact as possible"". Thus, ecological intelligence is the culmination of a discourse that began with the individual and his or her introspection, continued with the social and now also includes the environment.NEEDS: This awareness of EI is about understanding the environmental consequences of the choices we make in our daily lives and trying, as far as possible, to choose those that are most beneficial to the health of the planet. This concept is fully aligned with the concept of sustainable development defined in 1992 as ""development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs"".In this line, In September 2015, the UN adopted the Agenda 2030 and its 17 SDG . With these new Goals, countries will mobilize efforts to end all forms of poverty, fight inequalities, tackle climate change and environmental protection. This list was reinforced by the EU in 2020 with its proposal for the General Environment Action Programme. It insists on the urgent need to build a climate-neutral, green, fair and social Europe. It continues to focus on the development of responsible, sustainable and climate-responsible consumer awareness, committed to the goal of a Green Europe. To do this, it is necessary to act from school, developing ecological intelligence at the same time as the others (mathematical, linguistic, musical, etc.) and seeking a balance between them. As early as 1997, the report ""Environmental Education in the European Union"" pointed out the urgent need to train teachers and educators for the proper implementation of environmental education in line with the EU's environmental action programmes. The risk of delaying this training and, therefore, raising awareness of environmental responsibility at an early stage, can lead to adult generations with no respect or care for the environment. And the consequences of this lack of awareness can affect all areas, from the purely environmental to the social and economic.Our project is called THEMIS after the goddess who embodied the law of nature, but also justice. The vision of our project is to spread, promote and develop ecological intelligence among teenagers. TARGET GROUP: Secondary students (12-16 years old), and also teachers, as this is an age prior to the adult world, access to higher education or the labour market. So, it is a critical point for establishing a healthy coexistence based on respect and diversity to.* orient their lives according to environmentally responsible guidelines.* generate sustainable consumption habits.* create legacy awareness for the next generations.<< Objectives >>This project proposes a training plan aimed at teachers and students in Secondary education (12-16 years old), focused on the development of Ecological Intelligence, that is, ""to develop the capacity of each individual to discern the impact of his or her actions on the environment that surrounds him or her. In such a way that this distinction allows him/her to act consciously so that his/her activity leads to positive results, not only for him/her, but also for the rest of humanity and the ecosystem"".The aim of THEMIS is to develop attitudes, habits, ways of feeling and thinking that build awareness of being an integral and active part of a large ecosystem:* Love of Nature. Sense of respect for Nature. Attitudes of protection and conservation of Nature and its resources. Appreciation of natural resources and gratitude for being able to make use of them.* Attitude towards the use and reuse of resources. Sensitivity towards recycling, attitude of economising and reducing the consumption of natural resources and their derivatives, development of appropriate practices in the use of natural resources, sense of responsible consumption, etc.* Global sense of harmony and balance in the Universe and Nature. Sense of the interrelation of all creation, sense of belonging to the natural environment, attitude of respect for order and harmony in the world. Respect for life in all its manifestations.Thus, generating an awareness of more sustainable and environmentally friendly consumption values and behaviours, THEMIS has these specific objectives:- Disseminate and raise awareness of the concept of Ecological Intelligence.- Understanding the impact our actions have on the environment.- As pointed out by UNESCO, to achieve a change of attitude on the part of the partners and participants. - Acquire and develop social values and a deep concern for the environment. - To encourage active participation in the protection and improvement of the environment.- To connect with the natural world and its social, economic and health implications...- To improve understanding of the ecological impact of our lifestyles.- To become aware of our relationship with the environment.- To develop cognitive and affective skills towards the environment.- Supporting quality environmental education in the context of lifelong learning.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for each PR lies with a Result Leader.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration and are realised at two levels:a. transnational levelb. the level of partner country There are 3 main work packages under the item Management and Implementation including the following fields of activity:1. MANAGEMENT AND ADMINISTRATION:* DOCUMENTATION* COMMUNICATION AND MEETINGS* PROGRESS REPORTING* BUDGET CONTROL AND FINANCIAL REPORTING* TIME MANAGEMENT* HANDLING RISKS The responsibility for work package 1 lies with Project Coordinator (Pistes Solidaires), who cooperates with Management Group (MG) on a regular basis, at country level is cascaded to partners to person responsible for management (members of Management Group).2. QUALITY ASSURANCE AND EVALUATION:* preparation of Quality Assurance Plan* setting qualitative and quantitative indicators* quality checks and quality assessment of the PRs.* evaluation of the project different than PRs: quality of management, communication,* evaluation of meetings and promotion activities etc.* final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.The responsibility for work package 2 lies with Quality Assurance Leader (DNPDNM) who cooperates with Quality Assurance Group (QAG) on a regular basis, at country level is cascaded to partners to person responsible for quality assurance (members of QAG).3. PROMOTION: * Promotion plan with measures and indicators* Graphic standards* Visualization of the project: logotype, colours, templates of documents* coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)* newsletters* project leaflet / one pager for promotionThe responsibility for work package 3 lies with the Promotion Leader (DNPDNM as well) who cooperates with Promotion Group on a regular basis.<< Results >>TANGIBLE RESULTS:In PR1: A training system with 20 modules for Secondary School teachers on the Eco-Intelligence model proposed by Daniel Goleman to generate more sustainable and environmentally friendly consumer attitudes and skills in students.In PR2: A bank of 24 resources and educational activities for the development of Ecological Intelligence in Secondary school students (14-17 years old).In PR3: A series of 20 video case studies in relation to the practice of responsible and sustainable consumption, which can be used as a didactic resource focused on raising awareness and commitment to ecological awareness.DELIVERABLES RELATED TO MANAGEMENT* Managing guidelines;* Reporting procedure and administrative guidelines;* 4 transnational meetings + meeting minutes.DELIVERABLES RELATED TO QUALITY AND EVALUATION* Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation * questionnaire.* Evaluation Reports: mid-term and final evaluation report, Project Results reports;* Project risks analysis. DELIVERABLES RELATED TO PROMOTION* Project graphic design;* Social networks profiles;* Project website;* 5 newsletters;* Brochure;"