ESTONIA -BRAINSTORMING (01.04-04.04.2024)

Brainstorming with Universities
Project: “Climate Education Topic Days for Primary Classes That Encourage Children to Be Entrepreneurial”
Project Code: 2023-2-EE01-KA210-SCH-000171116
Location: Tallinn & Kindluse Kool, Estonia

As part of the Erasmus+ project focused on climate education and entrepreneurship for primary students, project partners from Estonia, Turkey, and Greece gathered in Estonia for an intensive and collaborative event held at Kindluse Kool in Tallinn. The goal of the meeting was to jointly develop content for a series of 12 themed topic days that would introduce climate-related themes to younger students in a way that also nurtures creativity, problem-solving, and entrepreneurial thinking.

Participants had the opportunity to observe lessons and elective courses at Kindluse Kool, gaining a practical understanding of how innovative teaching methods are implemented in the Estonian school context. This hands-on experience helped inform the discussions and ensure that the topic day materials would be both pedagogically sound and engaging for students.

A key focus of the event was brainstorming with university experts to design and structure the content of the topic days. The group was joined by researchers and educators from several universities, both in person and virtually. Among them were Adalet Biltekin from Istanbul Arel University, Lütfullah Türkmen and Cüneyt Akar from the University of Uşak, and Gerasimos Lyberatos from the National Technical University of Athens. These academic partners contributed their expertise in child development, science education, and pedagogy to ensure the content was age-appropriate, scientifically accurate, and aligned with the project goals.

Together, the participants defined the structure of the 12 topic days, discussing in detail the key themes and learning objectives each day should cover. Topics such as climate action, sustainability, ecosystems, innovation, and student-led solutions were explored, with particular attention to how these ideas could be taught in a hands-on, creative, and entrepreneurial way to students aged 7–11.

The event also included enriching visits to Gaia School, known for its nature-integrated educational philosophy, and Tallinn University, which provided an overview of teacher training and environmental education in Estonia. These visits further inspired discussions around how to link classroom learning with real-world environmental action.

By the end of the event, a clear structure for the climate education topic days had been established, with draft content developed collaboratively among teachers and experts. The meeting not only fostered international cooperation but also laid the groundwork for innovative, student-centered climate education in participating schools.

TURKEY - CREATING MATERIALS (29.04-02.05.2024)

Creating Materials
Project: “Climate Education Topic Days for Primary Classes That Encourage Children to Be Entrepreneurial”
Project Code: 2023-2-EE01-KA210-SCH-000171116
Location: Bursa, Turkey | Hosted by Hilal Doğu Akademi

From April 29 to May 2, 2024, project partners from Estonia, Turkey, and Greece gathered in Bursa, Turkey, for the next phase of the Erasmus+ project focused on developing climate education topic days for primary schools. The meeting, hosted by Hilal Doğu Akademi, centered on the collaborative creation of educational materials that connect climate awareness with entrepreneurship for students aged 7–11.

The event opened with a warm welcome and an introduction to the host school. Participants had the opportunity to become familiar with the Turkish school system and observe the local learning environment. A particular highlight was attending a Science Day event at the school, where students presented their self-led projects, performances, and hands-on activities. This gave visiting partners valuable insight into how Turkish students engage with scientific and creative learning, as well as inspiration for designing similar experiences within the framework of the topic days.

Throughout the working sessions, participants reviewed the structure of the 12 planned topic days and collaboratively developed the content, focusing on relevant themes such as sustainability, innovation, and active citizenship. In addition, contributions were made to the project’s digital platform, including strategies to enhance students’ digital skills and ensure materials are accessible and engaging for both students and educators.

The meeting also included planning sessions for upcoming activities, a virtual alignment meeting with the Greek team, and setting concrete goals for the next project phases.

Cultural and natural exploration was also part of the program. The group visited Bursa Botanical Park, Oylat Waterfall and Cave, and the historic Cumalıkızık Village, a UNESCO World Heritage site. These visits offered deeper appreciation for the local culture and natural environment, and reinforced the project's aim to link climate education to students’ real-world surroundings.

The meeting in Bursa was not only productive in terms of material development but also inspiring in fostering intercultural understanding and educational exchange. It strengthened the international partnership and provided new perspectives for integrating climate literacy and entrepreneurship in primary education.

GREECE - PILOTING MATERIALS WITH TEACHERS (21.05-24.05.2024)

Piloting Materials Meeting

Project: “Climate Education Topic Days for Primary Classes That Encourage Children to Be Entrepreneurial”
Project Code: 2023-2-EE01-KA210-SCH-000171116
Location: Plateos Imathias & Thessaloniki, Greece | Hosted by Dimotiko Scholeio Plateos Imathias
Dates: May 21–24, 2024

As part of the Erasmus+ project aiming to develop climate-themed topic days that promote environmental awareness and entrepreneurial thinking among primary students, project partners from Estonia, Turkey, and Greece convened in northern Greece in May 2024. The meeting was hosted by Dimotiko Scholeio Plateos Imathias, a rural primary school deeply engaged in innovative and experiential education.

This phase of the project focused on reviewing and refining the content created so far for the topic days. Over several intensive work sessions, partners worked in rotating national teams to examine and give feedback on the drafts created by each country. Each team carefully reviewed three topic day drafts, providing suggestions, improvements, and cross-cultural insights to ensure the materials would be engaging and effective across different school systems.

The format enabled each country to both give and receive feedback on their work, promoting meaningful collaboration and shared ownership of the educational materials. At the end of each review round, teams came together to finalize improvements and discuss how best to implement the materials in their classrooms.

Beyond material development, participants had the opportunity to get to know the Greek education system through school visits, lesson observations, and discussions with local staff. This allowed partners to understand the daily realities and classroom environments of the host school, strengthening the practical applicability of the topic day materials.

Cultural activities were also woven into the program. Partners explored Vergina’s Archaeological Museum, home to the royal tombs of ancient Macedon, and enjoyed a scenic visit to Agios Nikolaos Park in Naoussa, highlighting the connection between nature, culture, and education. A day in Thessaloniki, the vibrant second-largest city of Greece, also provided inspiration for educational planning and informal networking.

The final day was optional for those staying longer and focused on discussing future project activities, including upcoming multiplier events and dissemination plans. Certificates of participation were handed out in a closing session before departure.

This meeting significantly advanced the development of the project’s educational content and strengthened the collaboration between partner institutions. The blend of professional cooperation, classroom observation, and cultural exchange created a rich foundation for the final phases of the project.