<< Objectives >>Our main objective, based on SDG 12: sustainable consumption and production, is to promote changes in the consumption habits of our students, families, educational community, environment and public administrations.It is important to know that current consumption habits have harmful consequences on the environment, so we will promote consumption habits that are sustainable. The aim is to improve awareness on sustainability among youngesters and develop key competences of students.<< Implementation >>All activities will be designed focusing on the goals that emerge from our research on responsible consumption and production SDG 12. Due to the breadth of the topic, we focus on subtopics related to energy, water, fashion and to achieve the objectives we will design activities such as:Visiting entities that promote responsible consumption and productionTraining events, exchange of good practicesMeetings with academic specialists in the topic who will hold seminarsCreation of new products<< Results >>We will achieve 3 concrete results under the 3 themes to be worked;- Soap from algal blooms (FASHION)- Eco-friendly biodegradable detergent ( WATER)- Solar panels ( ENERGY)Besides concrete results, we will increase the level of important competencies among participants such as communication skills, autonomy, creativity, innovation, initiative, multilingual search of information, desire to improve, team-working and conflict management, in order to stimulate their ability to perceive the needs

"<< Background >>“WAFLE” is a collaborative project of 4 partners. The idea was came up with United Nations’ Sustainable Development Goals (SDGs) for 2030 in SDG to “ensure availability and sustainable management of water and sanitation for all” One of the main problems of the 21st century is the sustainability of existing water resources that do not have an alternative and the provision of sufficient amount and quality water. The amount of water we can use is faced with many dangers today. Although the vast majority of the world is covered with water, inadequate drinking water resources, climatic changes, increase in the world population, misuse of water resources, lack of appropriate and precautionary policies regarding water use have made water management an important problem. However, in our traditional education curricula, natural environment,water ecosystems, environment and sustainable water use are just included in the form of theoretical information. This information is not in the form of an innovative education that will reduce the water footprints of individuals and increase the water literacy standards. Although the education theoretically given about environment increases our cognitive knowledge, in order to achieve an understanding of water to be a part of the daily life, water literacy becomes a prerequisite.Our project aims to gain ""Water literacy"", which is a priority for a sustainable life. Water literacy is defined as ""the level of knowledge that includes understanding the basic information about the knowledge of water resources, the sustainable use and management of water and the importance and necessity of water for life"". (Amarasinghe and Sharma, 2008) It is a relatively new field of study with growing importance for sustainable water management and social water equity. Water literacy is an awareness and responsibility project in itself. The future of clean water depends on the conscious use of available water resources. Conscious use of water can only be achieved by raising awareness of concepts such as water footprint and water literacy. Water sustainability must be founded on clear knowledge and understandings of water resources and their relationships with humans and systems. Moreover, the need for such knowledge is not confined to water managers, researchers, and decision makers but also includes every user of water as an early age as possible. Students are considered the next decision makers and their public and private civic engagement around water will be integral in developing a sustainable future for water resources. An understanding of their water literacy and conceptions, as well as their misconceptions, is a critical basis for a sustainable future of reaching water. In our project, it is aimed that our students learn and comprehend the behavior of the water molecule through their own experiences and observations, and gain the ability to anticipate in which case it will be damaged and polluted and to calculate and decrease their own water footprint.Within the scope of this project, it is aimed that the participants will be water literates with the activities to be implemented in order to protect water in the best way, to ensure the effective use of natural water resources without endangering them and to protect them.<< Objectives >>Within the scope of this project, it is aimed to raise the water literacy and awareness on water sustainability of the participants with the activities to be implemented in order to protect water in the best way, to ensure the effective use of natural water resources without endangering them and to protect them. By the end of this project, we hope to raise water literacy among participant schools. Specifically, we aim participants to;•become familiar with water, get actively involved in water and face the issue of water as their own issue•define, calculate and compare their water footprints•identify the basic elements of water footprint “green, blue and grey water footprints”•develop awareness on water scarcity•get appropriate knowledge about various aspects of water use and management in order to ensure safer water consumption•understand how the water we use daily is delivered and treated, as well as knowing the quality and safety of that water•use water wisely at home and in social spaces•become as individuals who have a holistic awareness of environmental systems and can take steps to improve water footprint•acquire the skills and motivation to work toward the environment•act responsibly and make reasonable decisions for society as a whole in terms of water usage•promote active living water literacy•learn the footprints of food, agricultural products and industrial products•study causes and effects of water pollution deeply•specify water as an energy resource•understand the connection between water and biological diversity•learn the healing water resources and their benefits•produce alternative cleaning products•promote “World Water Day” with an action (walk/ protest/ theatre play/ drama etc.)•promote scientists who have studied water•determine water policies of the schools and publish a manifesto on water use •develop personally, professionally and academically.•gain new transferable skills•receive financial support•increase motivation to learn•develop cultural awareness and open-mindedness.•iraise self-confidence.•gain knowledge in new subjects•improve and gain language skills.In terms of participant schools as institutions we aim to ;-empower schools to take part in international projects -broaden opportunities for pupils and staff to learn and collaborate with peers through ‘mobility projects’ in other countries-strengthen international cooperation in education through physical exchanges as well as virtual ones on the eTwinning platform<< Implementation >>The activities will be implemented under 7 Categories;1- IMPLEMENTATION ACTIVITIESa) Seminars;A seminar informing participants on water footprint and the basic elements of it “blue, green and grey water footprint” by an expert ( An academician teaching hydrobiology in the Faculty of Science or an authority working for Provincial Directorate of Water Management/ Ministry of Forestry and Water Affairs) A seminar informing participants about the relation between water and biological diversity by an academician working at Faculty of Aquacultureb) Researches on;-countries with water scarcity around the world-water resources of the region or province where the school is located-water pollution-the properties of potable water-the ways of storing rainwater from past to present and the ways how to use rain water-scientists who have done important studies on water-healing water regions in countries-endangered species, rivers and lakes as a result of water pollution or scarcityc) A workshop for parents to produce alternative cleaning products instead of modern cleaning agents (making arab soap from waste oils, vinegar, lemon juice, baking soda, washing soda, salt tablets)d) Watching the short film “where is water” produced and animated by Steve Cutts by UNESCO WWAP e) Watching the TEDx talk by Seth Darling “ invisible water, the hidden virtual water market” f) Declaring a MANIFEST on schools’ water policy2- TPM ACTIVITIES-Teacher trainings on web 2.00 tools - Practising web 2. 00 tools with learning scenerios- Trainings on Etwinning portal -Cultural Exchange -Presentation of schools-Field trips ( environmentally friendly city model “Remourban” city of Tepebasi ) 3- LTT ACTIVITIES-Presentations-Icebreakers-Multinational group Works/ discussions-Field trips for cultural exchange-Visiting a food processing bussiness in the first LTT & filming water foot print of food-Visiting a textile production bussiness in the second LTT& filming water footprint of clothes-Visiting an agricultural land in the last LTT& filming water footprint of crops 4- PROJECT MANAGEMENT ACTIVITIES-Signing contracts with Nas-Attending meetings held by NA-Authorization processes before transnational meetings-Budget control-Timetable checklist5- ASSESSMENT ACTIVITIES-Calculation of water footprints of all participants at the beginning and at the end of the Project-Expectation and satisfaction Surveys to be implemented pre and post transnational meetings-Application for a Etwinning National Quality Label-Interim report-Final report6- DISSEMINATION ACTIVITIES-Erasmus boards-News on offcial websites of the schools, website of the partnership -Posts on social media accounts -Leaflets explaining the aims and outcomes of the Project-Leaflets on how to save water at homes -Protests Promoting “World Water Day”7- ETWINNING ACTIVITIES - Opening blogs/ forums on discussions - Implementing surveys- Documentation of transnational meetings- Etwinning live events<< Results >>The outcomes of the Project can be classified as “concrete outcomes and abstract outcomes” The concrete outcomes we aim to achieve during and on completion of the project are;-A seminar informing participants on water footprint and the basic elements of it-Two webinars -Three reports of the participants’ footprint calculations -A project corner from waste materials-A press column with all local, national and international newspaper news and articles on Water-A website and social media accounts “ Instagram & facebook page” -Etwinning Project-The motto and the LOGO of the project-4 satisfaction surveys on LTTs-Two calendars (containing visuals and information on all subjects such as water pollution, scarcity, treatment, aquatic creatures, healing water resources, the water footprints of food, agricultural products and industry, scientists who have worked on water, and water as an energy resource) by TUERCHAN or CALENDARLABS web 2 tool.-A map of water resources of the region or province where the school is located-A map of countries with water scarcity around the world (BY PICTROMAP WEB2 TOOL)-a map of healing water regions in countries by NATGEO MAPMAKER-An infographic brochure on water pollution revealing some information such as how the water gets dirty/ the effect of detergents and air pollution on the water /Diseases caused by polluted water/ The negative effects of water pollution on animals/ measures to be taken to keep the water clean ( BY INFOGRAPHICS WEB 2 TOOL)-Two actions on World Water days in two years-A workshop for parents and students to produce environmentally friendly cleaning products instead of modern cleaning agents (making arab soap from waste oils , vinegar, lemon juice, baking soda, washing soda, salt tablets-A padlet page about scientists who have done important studies on water-A seminar informing participants about the relation between water and biological diversity by an academician working at Faculty of Aquaculture-A mentimeter page about the ways of storing rainwater from past to present and the ways how to use rain water-A map of healing water regions in countries by NATGEO MAPMAKER-A leaflet on how to save water in homes-School Water Principles' manifest-Films on food processing / agriculture /clothe production - An educational tool available on OER- Research papers ""the effectiveness of multinational activities of the project and the impact of environmental education on pupils""Abstract outcomes are mostly related to the individual development of the participants as mentioned below. At the end of the Project participants will;-define, calculate and compare their water footprints•identify the basic elements of water footprint “green, blue and grey water footprints”•get appropriate knowledge about various aspects of water use and management in order to ensure safer water consumption•understand how the water we use daily is delivered and treated, as well as knowing the quality and safety of that water•use water wisely at home and in social spaces•promote active living water literacy•learn the footprints of food, agricultural products and industrial products•understand the connection between water and biological diversity•learn the healing water resources and their benefits•produce alternative cleaning products•promote “World Water Day” with an action (walk/ protest/ theatre play/ drama etc.)•receive financial support•increase motivation to learn•develop cultural awareness and open-mindedness•raise self-confidence•improve language skillsIn terms of participant schools as institutions we aim to ;-empower schools to take part in international projects -broaden opportunities for pupils and staff to learn and collaborate with peers through ‘mobility projects’ in other countries-strengthen international cooperation in education through physical exchanges as well as virtual ones on the eTwinning platform"

"Context / background: As outlined in detail in the application, the premise of the GreenSkills4VET project is that sustainability issues are relevant for all companies in all sectors. In order to effectively contribute to the implementation of environmental and sustainability improvements in their workplaces, students and staff need to acquire the inevitable knowledge, understanding, skills, experience and, last but not least, the awareness of their responsibility for our common future (Stibbe, Arran: 2009, The Handbook of Sustainability Literacy: Skills for a Changing World. Foxhole). To explain the background, the project application outlined the assumption that there is a lack of effective practices at all decision making levels even though, at the time of the application, the most recent IPCC (Intergovernmental Panel on Climate Change) report once again made the negative economic and social consequences of climate change very clear.Objectives: GreenSkills4VET was a project by 7 partner institutions from 5 European countries running from October 2016 to November 2018. The aim was to develop exemplary learning units for the Vocational Education and Training (VET) sector which deal with the three dimensions of sustainable development (economic, environmental and social). The two occupational fields selected to serve as examples were transport/logistics as well as healthcare and nursing. Trainers/teachers and trainees/ students can acquire skills and knowledge which enable them to generate sustainability competences at their specific workplace.Number and profile of institutions taking part: 7 partner institutions from Germany, France, Austria, Greece and Bulgaria were involved in the project, all of which have experience and expertise in the sectors chosen for the project: qualification research, practice in VET, organising and working on EU-projects in this area, education for sustainable development (ESD) and VET, as well as the development of digital educational materials. The partners are NGOs, education and training institutions working at different levels of education, and institutions of social partners.BERICHTSENTWURFDescription of the main activities carried out: The project was divided into 5 phases. The team worked on teaching material for VET in the fields of transport / logistics (freight forwarding clerks) and health care (registered nurses) focused on sustainable development. The results of the project have been created as Open Educational Resources (OER) and are thus freely available to use in training. In IO1 the regulatory instruments existing in the occupational fields, such as framework curricula and curricula, in each of the 5 partner countries were recorded and analysed, and a comparative analysis report (CAR) about the status of BNE and OER in VET was compiled. In IO2 a reference frame established on didactic methodological principles was created for the development of efficient training and teaching materials and, against this background, the development of learning units in the form of OER commenced in parallel. In IO3 a manual on the creation of sustainability based OER in VET, primarily aimed at trainers and teachers, was produced. Work also continued on the OER. In IO4 the OER were extensively evaluated/tested in practical tests (e.g. in regular classes) and expert interviews, and subsequently finalised. In IO5 the learning units and all other components of the GreenSkills4VET LearnBox – including comprehensive didactic methodological supplementary material (short description in tabular form of the learning unit as well as content-related background information, specific lesson plan with recommended materials and time frames, explanation of practical experiences gained by project partners during the creation and testing of each learning unit) – were prepared along standardised lines for dissemination and made available on the project homepage www.greenskills4vet.eu.Results achieved and impact: Based on the desk-research results of the project partners, interviews with their partners working in practice, and the further research over the course of the project, it was possible to confirm the implementation gap assumed in the project proposal: ESD and OER haven’t found their way in VET classes. In Logistics the subject sustainability can be found in curricula and digital competences are taught, in German heath care classes digitalisation equipment is rarely available und sustainability for the first time is subject of the training and examination regulations for the nursing professions adopted in 2018. For the Logistics VET the following learning units are developed: 1. introductory unit, which sensitizes to ecological sustainability aspects in Logistics, 2 about sustainable reverse logistics (instead of throwaway logistics), 3. About ecological strategies of a future-oriented logistic company and 4. about social sustainability – the Corporate Social Responsibility in a logistic company. For the health care there are units like 1. introductory unit about ecological sustainability aspects in organisation and activities in health care, 2. About medicamentation administration which is based on the greek model of social pharmacies to give medicine shortly before their sell-by date free to poor sick people.- an ecological as well as social sustainable solution, 3. about social sustainability by learning a more healthy coping of stressful interaction situations in health care. The materials produced have been made available as Open Educational Resources (OER), and emphasise the active role of learners in the learning process as well as the freedom of the teachers – within the scope of the licence conditions (Creative Commons-Attribution ""Share Alike"", CC BY SA) – to freely use the materials, adjust them according to their own teaching conditions and needs, and to publish them again.Long-term use: The units are developed for EQF 4-5, but as OER it’s easy to adapt them to higher EQF level as well as for professional development and neighbouring sectors. The learning units and the supplementary material makes it easier for trainers and political decision-makers in the education system to bring ESD into VET, and so to sensitize students as the future players in the jobs/ companies to sustainable development, to teach them to acquire sustainability competences and to realize the climate change. A lot of stakeholders in schools and politics are willing to implement our units. So the results shows as an example how sustainability competences as key competences can be transferred into education system and society."

"<< Background >>During times of increased COVID-19 related social distancing, innovation and exploitation of online platforms and digital infrastructures is the key to maintain successful pedagogical strategies. Geomorphological Virtual Fieldtrips (GeoVT) project comes to propose a uniform and integrated teaching guideline that promotes the distance education, by utilizing the most recent trend of technologies in education. Virtual reality field trips, e-lectures, e-books, and many other tools and activities will serve the needs of higher education tutors to design and deliver geomorphology, geohazard and geoheritage courses using the ICT. This means of digital learning focuses on many different educational objectives, helping students to gain knowledge and develop several skills.<< Objectives >>The aim is to offer alternative forms of education, which will also be a way of tackling the educational problems caused by the COVID-19 pandemic, contributing to a fundamental change in teaching methods in multiple domains of science. In all cases we are planning to enrich students’ experience by bringing to “life” geomorphology, geohazards and geoheritage cases. The development of interconnected competencies will provide deeper learning opportunities which are prerequisites for success not only in the university, but also at career level and civic life: • Mastery of core academic content • Critical thinking and complex problem-solving skills • Collaboration skills • Effective communication skills • An understanding of how to learn • Development of academic mindsetCompetencies of that kind will result in a better comprehension by the students as it will be more interactive and engaging, with lessons coming to “life"" and students being in the “field”.<< Implementation >>The innovative approach addressing our target groups (undergraduate/graduate students/tutors) is the provision with more attractive education and training programmes, along with meeting individual needs and expectations. This project will have the following four characteristics: a) use of participatory approaches; b) a more modern, dynamic, committed and professional environment within the organization, open to synergies with organizations that are active in different fields; c) increased capacity and professionalism, offering the ability to work at EU/international level; d) adapting education to the new global dimension, by using virtual reality (VR) and animation education, as it combines both physical and digital elements and blurs the line between the virtual and real world.Multiplier events will contribute to the dissemination of the project’s activities and the promotion of Erasmus+. Through transnational project meetings and the establishment of a European network, partners will be able to share experiences and exchange ideas, which will result in expanding both the students’ and the teachers’ knowledge and expertise in Geomorphology, Geohazards and Geoheritage. During the final conference, NGOs, Stakeholders and Research Institutes will have the opportunity to get in touch and exchange knowledge and ideas. The project can also attract external organizations and companies and inspire more students and trainers to this advanced method of education. We envisage the establishment of an extended European partnership through the implementation of this project. Cross-cultural dialog and co-operation among partners to a transnational project with strong bonds between the Universities and other organizations such as SMEs, Laboratories, Institutes, NGOs etc. will help partners understand what skills are required for the ""market"" and with a hands-on experience thanks to the Erasmus+ key actions, they will have the opportunity to improve these skills to a significant level.Furthermore, National and Kapodistrian University of Athens and Stockholm University are members of European Civis University, which is formed by the alliance of eight leading research higher education institutions across Europe (https://civis.eu/en). CIVIS brings together a community of more than 384,000 students and 55,000 staff members including 30,000 academics and researchers. The involvement of our member universities in this alliance will help reduce inequalities, increase access to quality training and create real opportunities for success for all our students and staff. CIVIS will offer to GeoVT project high-quality study programmes from the member universities, providing the participants with new skills and knowledge, and support their entrepreneurial mind-set to better tackle society’s biggest challenges locally and globally.<< Results >>The concept of GeoVT is to promote:• Collaboration with prominent scientists of different nationalities from all over the world,• An interactive educational platform by using pictures, maps, animations and virtual reality (VR) videos to represent geomorphology, geohazard and geoheritage case studies, achieving a deeper understanding of how humans and nature interact with each other, ensuring access to information and environments which are usually unavailable in every home or institution• Activities that connect tutors and learners with each other even in separate locations (e.g. online e-training school, virtual field trips, e-lectures, online multiplier events etc.) and aims to strengthen the participants' knowledge by forming future professionals that can enter the labor market and meet the demands of society, and• The continued professional development of tutors in a flexible way, making learning more interesting and interactive for students."

In its capacity our partnership is proposing to develop,create and operate innovative teaching and learning materials that may be used at different High schools and can be transfered to different classes and education systems such as an online game,an interactive comics,an interactive travel guide on the thematic trip of Hercules with the contribution of pupils at different partner schools.With the help of the open access learning platform and pysical mobilities,we will be providing the teachers to enhance their abilities of innovative approachesand implement them into their own experiences.Our partnership is formed with a NGO, two universities and 6 different High Schools.There will be 6 project meeting,4 works of pupils,2 joint staff meeting and 1 long term pupil mobility carried out during the project. We aim to probe into the labours of the mythological hero Hercules,being used as a means of working on different cultures around Europe using ICT tools. Our organisations are mainly situated at places where the labours of Hercules is believed to have taken place. The new labours will then be appointed to him about the cultural values of the partner organisations that affect our European community and we will implement interactive comic for windows/mac computers and extensively to android and IOS .The main concentration of our pupils will be the cultural diversity and the strategic use of the ICT tools .Also we want to enable the teaching staff at our partner organisations to acquire the use of the technology in their respective teaching experiences with the support of ASPETE and HACETTEPE UNIVERSITY,which are specialized in the promotion of applied research in pedagogical applications of ICT in Education , educational technology and pedagogy. .In this respect each project meeting will be embedded by the short term activities for learners and joint staff training events. The aim of these events will to enable both the pupils and the teachers to acquire enough information that they will make use of during the project activities by the two partner such as the interactive comics and the travel guide. Supposedly the indispensable part of the mythology was the language Ancient Greek which is not a part of the curriculum in some of the partner countries. We also want to help students summon up the courage to learn enough Ancient Greek understand the inscriptions on the historical sites integrating it into the online game and the other outputs .All the target objectives will also be carried out on the online learning and teaching platforms. The experiences gained during the events then will be used to contribute in creating the outputs of the partnership such as the online game , an interactive comics prepared with the ICT tools an thematical travel guide of the Trips of Hercules etc. We also want to help the pupils to pay enough value on the diversity of cultures,the historical places, and the idea of common European citizenship. We will carry out the partnership with an etwinning project to help students to acquire knowledge of web 2.0 tools and to reinforce interaction between partners. For this purpose, we will run activities through the eTwinning platform. The activities will also enhance their competence in foreign languages.In some of the partner schools there are a considerable number of students with special needs. In order to assure the integration of these students in the development of our project we will design activities which will allow us to Involve students in modeling activities through the use of ICT skills for laptops, tablets and mobiles,we will help dyslexic and dysgraphic students or poor spellers to get good results,ensure that students in difficult financial situations, improve language skills of students to promote cooperative learning. We want to provide students to built their own interactive community of informed and passionate individuals as proud of their European as well as national identity by helping to exchange the idea of Europe in the eyes of them through a fun experience on the basis of our common heritage and the culture as well as creating materials that will be used after projecAll in all we want to increase the the quality of education and improve the capacities of our organisations by promoting the use of the outcomes we will achieve during our project and take up innovative practices in education to make more modern,dynamic,and professional environment inside our organisations. Moreover we want to enable pupils to promote greater understanding and responsiveness to social,linguistic and cultural diversity with the increased competence level of foreign languages and ICT tools and validate the participants recognition and abilities through European reference tool EUROPASS and raise the opportunity to be awarded the European Language label for our efforts to teach Ancient Greek with innovative approaches.