<< Background >>EArTH stands for Embrace Uncertainty while fighting for sustainable development. The project born from the necessity to support schools in Europe to face the Green Transition while promoting a STEM subject and active pedagogies. In particular, the project partners have identified the following needs: 1.GREEN TRANSITION. Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities (CEDEFOP, Skills for the green economy).According to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS (2020), There is only one planet Earth, yet by 2050, the world will be consuming as if there were three. Global consumption of materials such as biomass, fossil fuels, metals and minerals is expected to double in the next forty years , while annual waste generation is projected to increase by 70% by 2050 . As half of total greenhouse gas emissions and more than 90% of biodiversity loss and water stress come from resource extraction and processing, the European Green Deal launched a concerted strategy for a climate-neutral, resource-efficient and competitive economy. Scaling up the circular economy from front-runners to the mainstream economic players will make a decisive contribution to achieving climate neutrality by 2050 and decoupling economic growth from resource use, while ensuring the longterm competitiveness of the EU and leaving no one behind. To fulfil this ambition, the EU needs to accelerate the transition towards a regenerative growth model that gives back to the planet more than it takes, advance towards keeping its resource consumption within planetary boundaries, and therefore strive to reduce its consumption footprint and double its circular material use rate in the coming decade. 2. KEY COMPETENCES The project partners aim at reinforcing the Key competences as there is THERE IS THE NEED TO SUPPORT AND REINFORCE the development of key competences and basic skills for all, from school education. As reported by EC (Key competences and basic skills), “Everyone has the right to quality and inclusive education, training and lifelong learning that develops key competences and basic skills. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Yet, the 2018 Programme for International Student Assessment (PISA) results show that more than one in five pupils in the EU has insufficient proficiency in reading, mathematics or science. In 2018, the underachievement rate stood at 21.7% in reading, 22.4% in mathematics and 21.6% in science. Over the 2009-2018 period, performance in science and reading deteriorated at the EU level, while remaining stable in mathematics”.Furthermore, as reported by CoDeS, “Many scholars agree that it is essential in our rapidly changing world for young people to develop ‘uncertainty competences’ comprising specific sets of skills, knowledge, attitudes and capabilities needed to deal with uncertainty, ambiguity and complexity in diverse contexts” especially after the COVID-19 pandemic. “Learning to handle knowledge uncertainty requires learning environments tolerating, even inviting, uncertainty into the learning process. Education for Sustainability (EfS) features subject areas such as ‘climate change’ hallmarked by complexity and uncertainty. Such topics can be difficult to deal with in the subject delineated world of formal education” (A Pedagogy for Uncertain Times, RESEARCH AND INNOVATION IN EDUCATION FOR SUSTAINABLE DEVELOPMENT).<< Objectives >>EArTH project is a cooperation partnership that gather together 6 partners from 6 European Countries. The EArTH partnership aims at: 1.Provide an innovative methodology and “ready to use” learning material to support secondary schools in Europe to face the challenges set by Climate Change and Education to Sustainability with new and innovative resources. 2.Make the best use of active pedagogies such as inquiry-based learning and project-based learning to promote science and circular economy while working on individual school subject (ex. Chemistry, Biology, Ecology, Economy, and ICT) and interconnected ways of learning. The interconnection will allow to combine individual subjects to move beyond content knowledge and use instructional approaches to teach collaboration, problem solving and cope with uncertainty competences while engaging students in circular economy challenges and real life. 3.Integrate in school curriculum challenges related to circular economy to make engage the students and to make them understand the importance that STEM subjects play in saving the planet. EArTH partners aims at follow the Council Recommendation on Key Competences for Lifelong Learning (European Council) as their focus is to promote the development of key competences and skills by:•providing high-quality education, training and lifelong learning for all•supporting educational staff in implementing competence-based teaching and learning approaches•promoting a variety of learning approaches and contexts from the perspective of lifelong learning•exploring approaches to assessment and the validation of key competences<< Implementation >>EArTH project has been designed according to the ADDIE Instructional Design (ID) methods. ADDIE stands for “Analyze, Design, Develop, Implement and Evaluate”. The overall project methodology is indeed structured according to this sequence as this approach is very useful as it clearly facilitates the implementation of effective educational programs. ANALYSE. During the project application (2021), partners have already started to analyze the overall school approach to circular economy and interdisciplinarity to education to sustainability to investigate about the necessities to apply for funding. DESIGN. The phase of design will set the instructional design of the EArTH program by defining and programming the teaching and learning environment, from the design of the curriculum to the one of the online learning environments. DEVELOP. This phase instead is programmed between M8 and M16 and it will be represented by the development of the learning material, online learning environment and upload of the learning program for distant learning. IMPLEMENT. The implementation phase includes both the pilot testing at local level at Project Result 1 - Activity 4 and the Project Result 2 - Activity 3 - Capacity Building and Project Result 2 - Activity 4- International contests where instead the program will be tested internationally and simultaneously among different class in Europe. EVALUATE. At the end of both implementation phase, both at local and EU level, the project partners will evaluate the project results and, if necessary, will implement the necessary changes. Indeed, after the pilot testing an evaluation will be asked to the participants of the program that they will provide their feedback in terms of completeness, clearness and usefulness of the learning material.<< Results >>EArTH is a Cooperation partnership program that is planned to last over 24 months, starting from the 1st December 2021. The project will develop TANGIBLE AND INTANGIBLE results. TANGIBLE RESULTS are represented by the EArTH learning environment which comprises a set of challenge and problem-based learning challenges adapted to distant learning for Secondary Schools in Europe. The challenges will be developed by teachers in different field (ex. Mathematics, Chemistry, Biology, Economy) and NGOs dealing with circular economy and entrepreneurial learning. The learning material will be necessary not only to support schools to implement innovative learning solutions but also to increase their internationalization capacity as the EArTH project aims to design and implement the first EU EArTH Circular Economy Learning Challenge for schools. The contest aims to be a point of reference in Europe for all those schools that wants to integrate into their daily curriculum circular economy and active pedagogies. INTANGIBLE: The intangible project results that are expected during the project development are: -Increase awareness for students about the challenges related to circular economy and how they can experiment their idea to provide sustainable solutions to promote CO2 savings, circular design of products and biodiversity -Increase awareness for students on how they can use school subject to actually work for sustainability and though data driven research (P1) also understand how they behaviours as citizens and consumers can actually change their environmental footprint -Increased educational offer for the schools involved into the program -Increased capacity for professors to develop inter-connected initiative and make the best use of OER – Open Educational Resources for promoting education for sustainability and STEM