"<< Background >>The global ecosystems are rapidly deteriorating. The European Commission states: ""The loss of biodiversity has accelerated to an unprecedented level in Europe and worldwide. It has been estimated that the current global extinction rate is 100 to 1000 times higher than the natural rate. In Europe, some 42% of European mammals are endangered, together with 15% of birds and 45% of butterflies and reptiles."" In terms of global biodiversity, the WWF states that wildlife populations have declined, on average, by 68% between 1970 and 2016. With the loss of biodiversity, there will be a great loss of natural spaces, but the loss will also be cultural and economic, as many people depend directly on thriving ecosystems for food, water, shelter, local economies and others. Moreover, a loss of biodiversity directly impacts human health. By removing the barriers that have existed between human activities and the natural environment, viruses are more likely to jump from animals to people and result in pandemics such the Covid19. In these lines, the European Union acknowledges that ""protecting and restoring nature and ensuring well-functioning ecosystems is also essential to improving the health of citizens and to preventing the emergence and spread of diseases."" Consequentially, there is an increasing need for people to understand the issues and opportunities in the field of biodiversity and biodiversity protection. The European Union has created the framework for this, mainly through the Biodiversity Strategy 2030. The Strategy aims at enlarge the existing Natura 2000 areas, a network of core breeding and resting sites for rare and threatened species. The network stretches across all 27 EU countries, both on land and at sea. The Strategy also aims at creating ""a network of well-managed protected areas comprising at least 30% of EU's land and sea area"" by the year 2030, and also ""better respecting nature in public and business decision-making."" In this project, therefore, partners want to become part of this approach and create tools and methodologies for adults of the target groups to gain knowledge about biodiversity issues and skills to protect biodiversity locally at a small scale. These goals touch on other issues related to climate change. Protecting biodiversity is a key aspect of protecting the environment (Project Priority #1), and climate change has a major role in biodiversity degradation, even more so on the biodiversity of islands in Iceland and Madeira, Portugal, where two of the partners of this project are located. Islands are places that are by nature more vulnerable to biodiversity loss. The Convention on Biological Diversity states that ""The unique characteristics that make island biodiversity so special also leave it particularly fragile and vulnerable. Despite the high levels of biodiversity and the prevalence of endemism, island species are present in relatively small numbers, making them very vulnerable to extinction.""In this area, we believe that Common Values, Civic Engagement and Participation have a significant role to play when protecting biodiversity (Project Priority #2), particularly at the small-scale locally. Lastly, to increase Civic Engagement and Participation, the project will see the creation of pedagogical tools and methodologies that will result in improving the competencies of educators and other of educators and other adult education staff (Project Priority #3). Involving more people through civic participation, knowledge and skills, is essential to speed up this process and ensure that wider European policies are implemented in the medium and long terms.<< Objectives >>We want to train participants of project activities in the knowledge of biodiversity issues and the skills necessary to protect biodiversity locally at a small scale. The implementation of projects at the small scale can have a lower impact in biodiversity protection than larger initiatives developed at the national or international levels, but it also means that more people can participate and make a difference, resulting in a much broader impact in the medium and long terms. A greater involvement by people in the area also means that the national and international policies are more likely to be held to account, especially over the medium and long terms when they are more necessary and also more effective.To train participants in the knowledge of biodiversity and the skills to protect it, the the educational and pedagogical materials of the project will be structured into 2 main Intellectual Outputs: The Biodiversity Illustrated Handbook and the Biodiversity Illustrated Curriculum. The Illustrated Biodiversity Handbook will cover 30 of the world's ""key"" global ecosystems, sometimes referred to as ""biodiversity hotspots."" These are places that are relatively small in area but host the most biodiversity. Examples are the Amazon Rainforest and the Andes Mountains Tropical Hotspot. Information about these 30 ecosystems will be supported with the use of strong artistic content: illustrations, short stories and photography. The artistic elements are one of the most important innovative aspects of this project. There is growing evidence that shows that including visually appealing content when informing people about a certain subject raises a wider interest in the subject. There is also growing evidence that points to the fact that having information about a subject does not necessarily encourage people to change behaviour, including the need to reduce our impact on the environment and adopt more environmentally-friendly lifestyles. The inclusion of artistic content in this project addresses these two problems. Information about the 30 selected ecosystems will be supported with 60 illustrations and 54 high-quality photographs to make them more visually appealing. Furthermore, the Handbook will also include a series of short stories that want to engage participants through the power of storytelling in the subject of biodiversity and biodiversity conservation. Lastly, the Handbook will include 3 documentary videos that cover the main ecosystems of the places where the partners are based. These include 2 island ecosystems from Iceland and Madeira, where most species of plant and animals are endemic and only exist there, and the contrasting ecosystems of Spain, the country in the European Union with the largest national network of terrestrial Natura 2000 sites.The Curriculum is linked to Project Priority #3: ""Common values, civic engagement and participation"". Civic Engagement will complement the need to increase the competencies in the knowledge of what is biodiversity, what constitutes and healthy ecosystem, and what people can do locally at a small scale to protect biodiversity. The Curriculum will include the experience of the partners in the subject and the pedagogical tools and methodologies necessary to achieve project goals.Target groups will make use of these two pedagogical materials to incorporate knowledge about biodiversity in their activities, and also biodiversity protection at a small scale, for example, through the growing of a food forest in their local area, which has the potential to spillover to become a regional initiative. Target groups will be encouraged to develop their biodiversity strategy within the EU's Biodiversity Strategy 2030 framework, and therefore, become part of a network.<< Implementation >>The project will commence with the research of 30 ""key"" global ecosystems or biodiversity hotspots. Once the research has been completed, partners will train in Spain in the practical issues of implementing. This training will be led by ABRAZOHOUSE, who has broad experience in small scale local biodiversity protection through the growing of both a food forest and expanding the forest cover in the area with endemic trees. This training will enable the participating organisations and target groups to understand the necessary knowledge and skills to foster biodiversity locally at a small scale. Partners will work with one another to understand and define the tools that are necessary for biodiversity protection, which varies from place to place, as it is dependant on social, cultural, economic networks that are unique to each area. All partners will then train in the island of Madeira, Portugal, where partner My Madeira Island is based in documentary film-making. This training will enable each participating organisation to produce an in-depth documentary about their local ecosystem, which will be added to the Biodiversity Illustrated Handbook. Once partners have completed these activities, they will organise a call for artists. Artists from the 3 participating countries will be invited to produce 60 illustrations to represent these 30 ecosystems. They will also be invited to submit short stories that depict biodiversity and biodiversity conservation. Artists from Erasmus+ programmes will be invited to send photographs from the ecosystems where they live. The wider call for this last group will be implemented so that a wider range of ecosystems can be included and the project includes a European dimension. Once the content about biodiversity, biodiversity protection, the documentary films and the artistic elements are ready, partners will finalise and publish the Handbook and then translate it into the national languages of the participating organisations: Icelandic, Spanish and Portuguese. MMI will organise and run an exhibition in Maderia showcasing the artistic materials of the Handbook. The exhibition will be physical in Madeira and will last 15 days. Works from the exhibition will be uploaded onto the project to become a permanent exhibit in digital form.The project will continue with the initiation of the Curriculum. USOT will lead the drafting of the Curriculum. The Curriculum will adapt the information and artistic content of the Handbook to the pedagogical and educational goals and objectives of this adult education project. The development of such Curriculum will provide target groups with a structured and clear educational path, adapted and designed to be implemented to suit their needs. Partners, together with target groups, will implement and pilot the Curriculum in each partner country. Each partner will deliver 3 workshops and 2 online support sessions to support participants in any any actions regarding biodiversity conservation they choose. Each of the 2 coaching sessions will be 2 hours each. This will result in coaching worth 36 hours of support. After each workshop, participants will be asked to complete an evaluation that partners will analyse and use to improve the following workshop in each participating country. Partners will share conclusions and recommendations with one another to improve the process further. Partners will also consult with at least one expert external to the organisations on the quality of the Curriculum. Lastly, consortium will produce a final document in English in the form of an e-guide with information on the knowledge, skills and competencies that biodiversity and biodiversity conservation might offer to target groups, as well as case studies of the different adult education workshops and support sessions implemented during the piloting phase. Partners will translate the document and publish it in Icelandic, Spanish and Portuguese.<< Results >>At the end of the project, results and outcomes will have been completed around two main outputs: the Biodiversity Illustrated Handbook, and the Biodiversity Illustrated Curriculum. The Biodiversity Illustrated Handbook will include information about 30 key global ecosystems or ""biodiversity spots"". The Handbook will also include information such as:--- What is biodiversity?--- What constitutes a healthy ecosystem?--- The approach of the participating countries.--- The approach of the European Union.--- Global approaches to protect biodiversity - case studies and best examples.--- What is urban biodiversity?--- How can people protect and extend urban biodiversity?--- Opportunities to protect biodiversity around the world.Two training events attended by 10 participants from the participating countries who will train i) how to protect biodiversity locally at a small scale by growing a forest and a food forest; and ii) how to make documentary videos about the ecosystems where the partners are based. The information of the Handbook will be supported with artistic content. A call for artists organised by MMI, USOT and ABRAZOHOUSE to select illustrators, writers and photographers to produce these artistics materials that are expected to engage a wider audience in project activities. Writers and illustrators from the 3 participating countries will produce 7 short stories that will represent themes of biodiversity structured around 7 continents and 60 illustrations that depicting the flora and fauna of 30 key global ecosystems or biodiversity hotspots, respectively. Selected photographers from Erasmus+ partner countries will also submit 54 high-quality photographs to add a wider range of biodiversity outside of the participating countries and include a European dimension to the project. Moreover, USOT, MMI and ABRAZOHOUSE will also produce 3 documentary films about the endemic, volcanic ecosystems of Iceland; the laurel forest of the island of Madeira; and the dense forests of the region of Cantabria in northern Spain. This will also result in a highly creative means of communication and learning. Partners will edit and publish the final Biodiversity Illustrated Handbook in Icelandic, Spanish and Portuguese. MMI will organise an exhibition open to the public in Madeira to showcase the artisitic materials produced during IO1, which is expected to be visited by at least 50 people. Similarly, there will be a permanent online exhibition at the project website of the illustrations, photography, videos and short stories produced available for the duration of the project and for at least 3 years after the project concludes, which is expected to be visited by over 100 people. Forty-five people in each participating country are also expected to attend a Multiplier Event. The Biodiversity Illustrated Curriculum will include a draft document that will have adapted the information and artistic content of the Handbook to the pedagogical and educational goals and objectives of this adult education project, followed by a Piloting Phase that will include 3 educational events, 1 in person and 2 online delivered to 10 participants in each participating country, a total of 90 participants. Three MEs will take place at the end of the project in each of the participating countries with an expected participating of 35 people.Upon completion of the project:- Participants will have extended their knowledge and competencies of biodiversity, global ecosystems and protecting biodiversity;- Learned about the EU's Biodiversity Strategy for 2030 and how European economic policy will change to adapt to environmental concerns in the next decades in accordance with the EU's Green Deal (to become carbon neutral by 2050);- Learned how adult education can offer opportunities for people to train in green skills that will enhance employability opportunities in the next decades.- Learned facilitation skills and competencies to run programmes for groups;"

"<< Objectives >>In Bulgaria and Spain, 32% and 28% of people, respectively, are at risk of poverty and social exclusion, whereas 22% in Portugal face a similar situation. At the same time, the European Commission states that ""Russia’s invasion of Ukraine has had an immediate impact on food security for millions of people around the world."" We want to create an education card game to inform participants about what is food security and what they can do to increase food security in the places where they live<< Implementation >>To learn about food security and how participants can foster it locally using environmental sustainability principles, this consortium will create an educational game of cards that will also be available in a digital form in the project's Toolkit. The game will allow participants to explore topics related to food security in a fun, informal, and engaging way. The online version of the game will also allow participants to interact with others remotely and increase their knowledge on these topics.<< Results >>At the end of the project, partners will have created four sets of cards in English, Bulgarian, Portuguese, and Spanish using sustainable materials such as seeded paper and sustainable inks as well as an online Toolkit that will allow other participants to play the game remotely and interact with one another. Partners will also have run a workshop in Bulgaria, Portugal, and Spain where participants will have made a plan to start initiatives and projects to foster food security locally."

"<< Background >>There is a growing need to develop educational methodologies that address environmental issues, including climate change, and that go alongside current policies in the European Union regarding these areas. Of special importance is the EU's Covid-19 recovery plan, the European Green Deal and the green economy. On the Green Deal, the European Commission states: ""Climate change and environmental degradation are an existential threat to Europe and the world. To overcome these challenges, Europe needs a new growth strategy that will transform the Union into a modern, resource-efficient and competitive economy, where there are no net emissions of greenhouse gases by 2050; economic growth is decoupled from resource use; no person and no place is left behind."" The Commission further states, ""We can do this by turning climate and environmental challenges into opportunities, and making the transition just and inclusive for all."" The Commission is clear in the need to address resource and energy use and ""boost the efficient use of resources by moving to a clean, circular economy"" as well as ""restore biodiversity and cut pollution."" One of the six main ways the Commission has envisioned to achieve these goals is ""ensuring buildings are more energy efficient."" In this project, partners want to address this issue by looking at ways to build sustainable spaces which save both energy and resources and ensure long-term energy efficiency in builds. What is more, we want to build sustainably is a way that is more accessible to more people, and to do that, we will focus on building that is affordable for a much wider audience by focusing on six main themes: the use of recycled materials for building, pasive houses that reduce energy consumption for heating and cooling, ecological waste water systems reduce the need for irrigation and fertilizer while creating biodiverse ecosystems; green walls that help insulate buildings better and roof gardens that insulate buildings and have the added value of allowing people to grow food on-site, and lastly, indoor agriculture that also increasing growing space and allows people to grow food on-site saving resources from packing and transport. The European Parliament noted in February 2021 that the global consumption of materials is expected to double in the next forty years. Half of total greenhouse gas emissions, and more than 90% of biodiversity loss and water stress, come from extracting and processing resources. These facts point to the need of conserving resources at the base. Up to 80% of the environmental impact of products is determined at the design phase, which means that there is a great deal of opportunity to conserve resources when designing buildings. It is particularly relevant to this project that the highest share of Europe's waste comes from the construction sector, at 36.4%, compared from 19.3% from manufacturing. In this project, we want to take care of the design phase and building more sustainably to reduce and energy and resource use. We also want to prove the availability of high quality learning opportunities for adult to engage in educational programmes and create pedagogical methodologies that tackle these issues can help participants become involved in Europe's transition to the circular economy without being left behind by enhancing employability opportunities in a key sector of the European economy for the next decades. These pedagogical methodologies will be based on six main themes related to the building of sustainable spaces: the use of recycled materials, passive houses.<< Objectives >>The areas where citizens can take part in the transition to a more sustainable, environmentally conscious future are many, and in this project we want to focus on the building of sustainable spaces using six main themes: the use of recycled materials for building, small-scale and low-cost passive houses that use low levels of energy for heating and cooling, spaces for permaculture, green walls, roof gardens and indoor agriculture, all of which reduce the amount of energy and resources both in the building stage and during their maintenance thereafter. The project also will offer participants the techniques to build sustainably in a more affordable way so to reach to expand opportunities for more people to join. The project will develop methodologies using Online Digital Technologies to implement project activities with the main target groups: participants and professionals from higher education institutions, SMEs, VET schools and people working and volunteering for community groups, organisations and associations interested in the subject.The consortium believes these opportunities offer a significant chance for participants and stakeholders to engage in the circular economy in a meaningful yet practical way. The consortium also envisions creating a network of practitioners in Spain, Hungary and Greece where the Applicant ABRAZOHOUSE and project partners KÖVET and IFIKE are based. ABRAZOHOUSE will lead activities related to the first 3 themes of sustainable building, while KÖVET will lead activities related to the last 3, and IFIKE will lead activities in the use of ODTs that turn these themes into learning pedagogies and methodologies within the adult education sector. These networks will allow participants to continue developing methodologies in the field, including in adult education, but also for youth and schools. The transnational nature of the project will strengthen project outcomes because sustainability, climate change, and the overconsumption of energy and resources is a global issue by nature, and it places a particular onus on international co-operation and collective action. The transnational cooperation in this field is particularly relevant because some of the main themes of this project are practices that are innovative and are still not developed widely yet. The setting up of indoor agriculture is, for example, an innovative practice in its infancy. Partners in Spain, Hungary and Greece therefore would benefit from an international project where they can have access to curriculums that teach adults in the use of this project's technologies and techniques. Moreover, the building of sustainable practices is local by definition and needs to take into consideration local needs that are often unique to the regions and countries where the partners are based. Taking into account these different circumstances is essential to develop a comprehensive programme of theory and practice. For example, partners will need to consider the ambient environment where they live to build passive houses in a certain way considering heating and cooling conditions. Partners must also consider what local recycled materials are available; how to build a green wall over existing local constructions; what local skills are available, including those of more traditional crafts and those being lost between generations.This project will enable different approaches to learning about biodiversity and different strategies for taking action to be shared across borders, between communities, thus fostering a sense of collective endeavour and mutual solidarity and support. This is particularly valuable in climate change because the scale of the crisis can often feel overwhelming. This opportunity will also provide the means for participants to think about policy and policy change related to sustainability issues, the European approach to the circular economy and the reduction of energy and conservation in the design and building of spaces<< Implementation >>The project will focus on two main outputs: the creation of an online, interactive Toolkit that will enable participants to learn about the theory of sustainable building and case studies from Spain, Hungary and Greece. Case studies will also come from other selected countries from Erasmus+ Programme Countries to make it more inclusive of other options at the European level that are also relevant for the development of green practices in the content in the next decades.The IO1 output will have the following objectives: 1) Exploring and systematising relevant theories, techniques and best practices in the field of sustainable building as a way to address environmental problems and climate change (project priority number 1) through improving the availability of high quality learning opportunities for adults in this field of knowledge and expertise, both used or of interest to the consortium for the project objectives; 2) Exchanging best practices and promoting mutual learning, based on partners’ experiences and best practices; 3) Building a shared consensus on the reference framework that will be used in the further steps of the project in the development of the Build Green Curriculum (IO2); 3) Exchanging best practices and promoting mutual learning, based on partners’ experiences and best practices; 4) Promoting low-cost, local sustainable building as a tool to engage in sustainability-oriented solutions with a much broader audience and address climate change in the field in adult education, its efficacy and relevance for adults in the establishment of a low-carbon, circular economy. IO1 will be innovative in a number of ways. IO1 will put together a set of theories, sustainable building techniques and best practices adapted to the specific target groups of this project to be exploited within the adult learning context. IO1 will include techniques that are innovative in themselves, such as state-of-the-art research in the field, including green corners at the office or at home, as well as low-cost passive houses designed using local knowledge and built using recycled materials. IO1 will make use of ODTs to support learners to acquire knowledge, skills and competencies in the themes of the project. Participants from the target groups will train at two events, C1 and C2 to learn practically how to build sustainably. Partners will produce 36 videos, 2 per each of the six main themes and partner, where partner will show the ""know-how"" of sustainable building. These videos and other didactic materials that will be added to the Toolkit for others to use and build independently. The second output of this project, IO2, will take the selection of the theory, practices and case studies from IO1 to develop an educational Curriculum for the building of sustainable spaces. The output will see the delivery of 1 pilot training in Spain and 3 trainings in each partner country with a total of 100 participants from the target groups who will learn to build sustainably. The Curriculum will also become an opportunity to discuss sustainability related issues, climate change, and the transition to a green, circular economy in the European Union. IO2 will be innovative in that it will produce a unique set of resources, enabling participants to build sustainably in of the 6 main themes detailed in IO1. IO2 will make accessible how sustainable building can be used to implement adult education. Participants will be encouraged and guided to adapt the materials to the needs of their community, the activities of their local economy and the opportunities or challenges faced in their regions. For example, considering the ambient environment of where they live to build passive houses in a certain way; what local recycled materials are available; how to build a green wall over existing local constructions; what local skills are available, including those of more traditional crafts and those being lost between generations.<< Results >>The results of the project will focus on the completion of the project Toolkit which will have a more theoretical emphasis and will be easily sharable through partners' networks and online presence and a Curriculum where partners will interact with the target groups for a practical implementation of project objectives. 28 participants from the partner organisations and target groups will train at LTT Activities C1 and C2 in the six main themes of ""Build Green: Breakthough in Sustainable Spaces"". ABRAZOHOUSE will then run one pilot training for 10 participants. Partners will then each run 3 trainings for 10 people each (total 90). Partners will invite 5 organisations (2 people each) to participate in a small-scale sustainable building set up programme comprised of an intensive 1-day training and 2 coaching sessions of a duration of 2 hours each where participants will be assisted in experientially carrying out the building of sustainable spaces. Trainings will be designed so that they can be run in-person or online, providing for any pandemic issues and for access for those in more remote locations.Participants will be encouraged and guided to adapt the materials to the needs of their community, the activities of their local economy and the opportunities or challenges faced in their regions. For example, considering the ambient environment of where they live to build passive houses in a certain way; what local recycled materials are available; how to build a green wall over existing local constructions; what local skills are available, including those of more traditional crafts and those being lost between generations. It will make accessible how sustainable construction can be used to provide adult education. Information on how to run the workshops and trainings will be available to any group giving them the information necessary to run the training themselves.The expected impact of this project is that learning to build following sustainability principles can provide participants with unique skills that will become increasingly more relevant as the European Union moves to a circular, green economy in the coming decades. This will be done in following EU’s principles regarding the reduction of waste and energy and resources use, which in turn also helps to address climate change issues. Participants will learn a way of generating an income through skills related to sustainability. These will be of particular importance to those facing disadvantages. New knowledge and skills also change participants’ mindsets from a non-circular economy one to a more sustainable lifestyle and future better for all.Participating organisations and participants of higher education, VET schools, SMEs, and adults working in community groups and local associations will be able to adapt the materials and create bespoke programmes that suit their needs. The transnational level of the project will boost the transferability potential of IO1, in terms of adaptability to each local context. The Toolkit will be available in the 4 languages of this consortium to facilitate its dissemination to the relevant stakeholders. The Toolkit will be a key activity of C1 and C2. The Toolkit will be available in the partners’ websites and will be fundamental in the process of involving and engaging the target groups and stakeholders in other key activities and dissemination. The Curriculum will be an operational document, easy to read, that will support adults in navigating sustainable building themes and case studies with success. The Curriculum document, available online on all partners’ websites and social media channels will be in English. The brief, hands on, on-line format of this Output guarantees easier transferability to the adult education context and target groups."

"<< Objectives >>The European Commission recognises that ""the loss of biodiversity has accelerated to an unprecedented level in Europe and worldwide."" It is essential that at a time when the EU's economy is shifting to reduce its impact on the environment through wide-ranging sustainability policies, including in the field of biodiversity and the Biodiversity Strategy for 2030, people have the knowledge and skills to become part of that transition.<< Implementation >>To learn about biodiversity and how participants can protect it, this project will create Natural History Walks (NHWs) and Treasure Hunts (THs). Through NHWs, participants will have an opportunity to learn about the local ecosystems, including its flora and fauna, whether local species are endemic, or how the local climate impacts biodiversity. The THs will be an example of a ""serious game"" and allow participants to learn about these issues through a more informal approach.<< Results >>At the end of the project, each of the 3 partner organisations will have run 2 Natural History Walks and Treasure Hunts each, complemented with educational events or workshops where participants will have the space to discuss some of the issues in a more formal setting, while maintaining the informal education and innovative elements of the project. Participants will have learned issues about biodiversity in Portugal, Spain, and North Macedonia and what opportunities there are to protect it."

The main goal of this project is to connect European cultural heritage with human and environmental health. The objective of the project is to define walking routes and a recipe book to highlight European culture, promote exercise, mindfulness, nutrition, and work towards sustainability goals. The walking routes, the recipe book and all the activities associated with the project will be put into a mobile application and onto an online platform that people will be able to access from anywhere. The NHS recommends regular exercise, including at least 150 minutes of moderate-intensity activity a week - this project wants to link exercise with cultural exercise and also a healthy diet. Walking is low in terms of the environmental impact of the people who take part in it, as people are spending their time walking rather than other forms of transport, therefore encouraging wider sustainability goals. Walking is also an opportunity to practice mindfulness to foster mental wellbeing. The NHS states that mindfulness can lead to greater mental wellbeing. Walking is considered a form of mindfulness practice. Through the creation of a recipe book and participation in cooking workshops, participants will explore nutrition and sustainable food systems.The walking routes will be specified based on parts of well-established walking routes such as West Highland Way in Scotland and the seven official routes of the St. James Way in Spain. In October 1987, the most popular route of the St. James Way, the French Way, was declared the first European Cultural Route by the Council of Europe. The St. James Way brings people together and creates an atmosphere of intercultural understanding. The route has also kept small villages in Spain from becoming unpopulated. It is for these reasons that we believe a similar approach could also enhance the economic and cultural opportunities in other areas of Europe. The walking routes will also include information about wider sustainability goals, such as the importance of conserving water in drier areas such as Greece and Spain, and also natural resources, which will be one of the main innovative aspects of this project. The routes will also make an emphasis on physical and mental health and will include mindfulness activities for people to practice during the walks. Participants will be signposted by the mobile application to the local cuisine and recipes also available through the. Cuisine is also an intrinsic part of European culture and heritage, with recipes going back for millennia and learning about them will also provide an opportunity for participants to learn about nutrition and sustainable food systems. Lastly, the routes will allow for the inclusion of people with fewer opportunities to be able to do them too.There are four organisations in this partnership. The Surefoot Effect CIC, based in Stirling, UK develops programmes in the fields of environmental and climate change awareness, resilience and mindfulness. Surefoot will be the leading organisation and the partner responsible for the inclusion of sustainability goals in the different activities of the project. AbrazoHouse is based in the region of Cantabria, northern Spain and hosts an educational centre based in a complex built following sustainable architecture and food production principles. AbrazoHouse will lead on the creation of recipes that use ingredients that follow nutrition and sustainability guidelines. IFIKE is based in Athens, Greece. IFIKE creates new online digital technologies, including those focussed on neuroscience, to develop different educational programmes. IFIKE will develop the project platform and mobile application. Ziniu is based in the capital of Lithuania, Vilnius, and works in different learning programmes for youth, the elderly and people with disabilities. In this project, Ziniu will lead on the inclusion of people with fewer opportunities.The project will see the creation of 3 walking routes varied to attract a range of physical capability and make them available to as many people as possible, including people with fewer opportunities. The project will also create a recipe book with 40 recipes to show the local, regional and national culinary heritage of the UK, Spain, Lithuania and Greece and select them according to their nutritious value and sustainability criteria as recommended by the Food and Agricultural Organisation of the United Nations where the ingredients are produced locally, unprocessed, low in red meat and fish, and produce little waste. The project will hold 3 workshops to prepare people for the the walking routes and 3 cooking workshops to showcase the recipes.The project will work with adult educators and people working in the adult education field and will focus on those working in health, exercise, mindfulness, nutrition, broader sustainability goals and also those working in the use of online digital technologies and people with fewer opportunities.