"<< Background >>Climate change is the greatest challenge of our times. Humans are recognized as a major cause of Climate Change (UNESCO, 2009) and hence their active involvement in mitigation and adaptation actions is crucial. The EU has launched the Green Deal initiative to raise awareness on climate change, industry innovation and more, while the European Education Area initiated a special Education for Climate Change Coalition, pledging for concrete actions made by individuals and collective actors at the local, regional and national levels. In this respect, the role of education in addressing climate change is increasingly recognized. Despite the efforts happening on an EU level, it seems that there is no specific behavioral change towards a greener future and not the appropriate attention has been given especially now, where the focus is on the covid-19 health crisis; meanwhile climate education so far has not the desired impact (Anderson 2012, Bancay 2010, Bangkok 2012, Sezen-Barrie 2020, Monroe 2019). It seems increasingly difficult to build meaningful educational experiences able to involve young people in transformative processes and overcome the ingrained ""nihilistic sense”. The teachers need, therefore, to be renewed to better deal with knowledge and skills in an interactive environment, promoting creativity, aesthetics, global and critical thinking and to promote relevant societal change. Unfortunately, the teaching today is more cognitive-based and more theoretical than action-based as part of a problem-solving procedure. Τhe sector needs teachers and role models that take responsibility. To be fully involved and engaged. Critics of environmental education have argued that teachers must have a comprehensive knowledge of environmental concepts to be better environmental teachers. It is also expected that if teachers have a more refined conception of what environmental education entails, they will feel equipped to include it within their existing curriculum. In addition to subject knowledge and skills, there is a need to develop general competencies (critical thinking and problem-solving skills, creativity, communication and collaboration skills, empathy) which enable learners to solve the complex issues they will face (OECD/CERI 2008; Binkley et al., 2014). Given the increasingly active role of the learner in the learning process and the use of inclusive learning methods in schools, learning through play is also gaining popularity. The use of the games in education has become the interest of many practitioners and researchers (Qian & Clark, 2016). Well planned usage of games for learning, enables students to develop problem-solving and critical thinking skills, creativity, communication and teamwork skills while boosting confidence. Teachers are expected to incorporate in their teaching methods 21st century life-skills (critical thinking, flexibility, imagination, problem solving, creative disruptive innovative mind, resilience, meditation-mindfulness), develop emotional intelligence (EQ) like self-control, empathy, self-knowledge, management of emotions. Manuals and learning material often distributed are quite theoretical and scarce practices are being implemented for 1-2 hours during school schedule and most of them are extra-curricular. One of the most impactful ways to learn in an experiential way and memorize content better triggering also intrinsic motivation is Live-Action Role Playing (LARP). It has been confirmed by research, that learners memorize content better when they are actively involved in the learning process, as in the case of dramatizations, simulations and role play. This has lead us to explore within this GreenEduLARP project the potential of EduLARP for Cimate Change Education (CCE).<< Objectives >>Project GreenEduLARP aims at using the tool of EduLARP (Educational Live Action Role Playing) for Climate Change Education (CCE). This way students but also teachers – as involved participants- will be connecting the topics related to Climate Change learned in classroom with real-life situations, therefore more easily relating them to their own life, making connections also on how green their life and attitude is. The aims of the project are: i) to empower teachers with new competences in environmental education using LARP, ii) to enhance students with confidence and agency skills through the LARPing methodology and teamwork while also learning about climate change and building concepts around it, iii) to create accessible online material for further use and capitalization, iv) to build a transnational strategy on how to adapt EduLARP methodology in school curricula.<< Implementation >>To achieve these objectives, the project will bring together stakeholders and target groups (teachers, students, LARPers policy makers, education designers, environmental activists) and engage them in co-design, co-creation, testing, piloting, validation, sharing and promotion activities. Teachers and students will be involved in building stories related to green actions adapted to the ΕduLARP game methodology trying to shift towards greeneer attitudes while developing soft skils. Through the AV Hub tutorials will be widely disseminated on EU level while the designed Strategy will advocate for more experiential learning through EduLARP for more effective Education System. connecting to other schools and projects via the Connecting platform. Teacher training offline and online activities, video tutorials and animations will complement these activities to demonstrate the educational potential and impact of GEL on teachers, students and community and contribute to the development of future oriented curricula that will empower young learners to become agents of change in the environmental transformation, better citizens and great team workers.<< Results >>The GEL expected project results are:1. GEL Curriculum is the learning and teaching material aiming to support teachers and students to develop the necessary soft skills such as agency, creative thinking, environmental literacy and problem solving that will transform them into green changemakers with greener attitudes. Through targeted EduLARP activities this result aspires to empower teachers with new competences for CCE and serve as a good practice for designing and delivering green EduLARPs.2. GEL Teachers´ Toolkit aiming to support teachers on the smooth and effective implementation of the project´s curriculum, on how to introduce EduLARP methodology in class for climate change actions. 3. GEL AV Hub where videos, animated presentations, interviews and tutorials will be produced in cooperation with technicians with practical and useful tips for future applications, ready to use activities and digital resources.4. Strategy on LARPing Adaptation to National School Curricula, the first ever and unique document with transnational power, to highlight the importance of the interdisciplinary approach of EduLARP and open the discussion on future curricula with concrete recommendations for policies and practices."