<< Objectives >>Poverty, social exclusion and inequalities in society have been shown to to contribute to poor mental health. The project will strive for the well-being and mental health of migrants, in two interrelated ways. By providing inclusive spaces in both Ljubljana and Budapest and by developing pilot bibliotherapy reading groups.<< Implementation >>As part of the project activities, we will pay the most attention to strengthening the capacity of organizations for inclusion and integration. Besides, we will be exposing linkages and interdependencies between mental health and social inclusion. Internal research (desk research) and a case study will contribute to this. Training on bibliotherapy will be developed within the project.<< Results >>Project activities will lead to a variety of results, starting with strategic documents for partner organizations. During the project, we will also develop training on bibliotherapy and conduct a pilot bibliotherapy reading group with accompanying guidelines for implementation. The results of “desk research” and a case study, which is also one of the key project results, will support activities already mentioned.

<< Objectives >>The main goal of the project is to develop knowledge, skills and attitudes based on critical thinking, ethical communication, media literacy and intercultural awareness among young people. Thus, we will be committed to developing tools for acquiring such competencies and skills of youth, which will strive to break stereotypes about North-South relations, neo-colonialist principles of action, in accordance with global solidarity and intercultural understanding and respect for different cultures.<< Implementation >>Technical and content upgrade of the online platform E-tick. Following this, creation of handbook that will be a support tool for our e-course, equipping educators to ask the right questions and know how to lead discussion groups on E-tick themes. Based on this we will host E-tick clubs within which our e-course users will be able to meet regularly and discuss the content of our modules. We will also create a training manual for teachers and trainers based on e-course for in-person.<< Results >>- updated and upgraded existing online platform E-tick- support activities and tools for addressing platform topics (E-tick clubs)- ethical communication and global learning workshops for teachers- ethical communication and global learning workshops for coaches and camp leaders- manual for the implementation of support activities to address the topics of the platform and workshops of ethical communication and global learning for teachers, trainers and camp leaders

<< Objectives >>The project aims to strengthen the awareness of young people (Slo and Hung) about climate change, their causes and consequences (climate migration), how that change will affect their future and awaking their social activation. By shaping interactive gamification together with reflecting for youth in schools and creative campaign with the voices of young people, to understand and promote common European values ​​such as solidarity, diversity, tolerance and respect among youth and in society.<< Implementation >>1) preparation of professional materials on the topics of climate migration as a basis for the script, 2 trainings of teachers with new methods that can be used in classrooms2) project meeting in Slovenia3) preparation of the script, performance of 15 theatrical performances with workshops with recorded reflections of young people4) project meeting in Hungary and a visit to 2 schools5) collection of video messages from youth for digital awareness campaign Voices of Ambasadors of the Future<< Results >>With performances and workshops we will reach at least 1175 young people and 40 of their teachers (Slovenia and Hungary). Due to the multipying effect of the project, the general public will also be reached, the peers of the students involved, their parents, relatives. With the awareness campaign of the young Voices of Ambasadors of the Future we want to reach 10,000 more people. Young people will raise awareness, disseminate information about climate change, socially and politically activate.

We at Theatre as Inclusive Practice believe that the power of creativity, theatre and unity would trigger changes in mindsets and societies faster than politics. Reports show that a vast majority of young people in the EU are at risk of being socially excluded, hardship among marginalised groups and communities are higher after the global pandemic, and it is the younger generations that are worst affected in terms of isolation and loneliness during the lockdown periods of 2020 and thus cannot actively participate in society. Theatre and arts can be used to engage communities facing exclusion, so our main focus is to conduct a training programme using strategies and techniques of participatory theatre to explore and develop social inclusion with young people from three different partner countries. By promoting quality, innovation and recognition of youth work, we will address the main target groups of the project facing social exclusion due to sexuality, race, ability, low income, nationality, etc.. Two target groups were identified - young workshop leaders who will be trained to support young people (a minimum of 20 in the four partner regions) and the young workshop participants at risk of exclusion or experiencing various difficulties due to forms of exclusion, attending regular theatre workshop sessions (a minimum of 32 in the four partner regions). In addition to the face-to-face reach out in schools and youth centres, we estimate that we will reach a minimum of 1000 young people with the online activities and more than 400 representatives of the interested third parties involved as local community and audience of theatre work. We know that our participants will increase their self-confidence and fortify their self-image based on the new skills they have acquired and the products they have created within transnational teams. The impact for the wider audience - young people in general, other youth at risk of exclusion, theatre experts and directors and others - will be a cultural experiences, inclusion, acceptance, empathy and shared understandings.We plan to achieve the aforementioned outcomes through the development of a ‘Training Trainers’ course for using applied theatre techniques for social inclusion - freely available for use. It will consist of tested methodology from the sphere of applied theatre (forum theatre, verbatim theatre, design theatre, participatory theatre, theatre of the senses, etc.) together with guidelines as to how it can be delivered offline and online. Project activities involve regular local workshops with young participants – both workshop leaders and young people at risk of exclusion.The main result of the project is the Training Trainers’ course containing a variety of theatrical methods and approaches, with integrated guidelines on how this course can be delivered online. The project consortium will also develop and provide the Drama and inclusion resource pack which is directed towards a more general audience, bringing them closer to the topic of inclusion, to the reasons behind exclusion and how we can challenge ourselves to be more inclusive. This collection of audio-visual cultural materials such as performances and the process behind their creation - showing the theatre practice in action, created by the young people involved in the project on the topic of social inclusion.Our objective is to involve as young workshop leaders people who have experienced or are at risk of experiencing social exclusion, and will be trained and upskilled to become trainers themselves. As far as the young people at risk of exclusion are concerned we aim at achieving at least 80% improved confidence and inclusion, based on their feedback and self-assessment.TIP will also position the partners on a national and international level as providers of innovative solutions for youth inclusion via cultural and creative activities. What we envisage as a result of this experience for the young participants are increased opportunities for social inclusion; increased ownership of cultural capital (by using theatre to address issues of societal importance) and increased confidence of social capital (through creating new transnational links with similar age groups). There is also the accessible online nature of the project for both participants and all those interested in the subject, which will turn them into resilient cultural operators in the face of challenges the uncertain future holds for our societies.We cannot predict the future. We cannot foresee what the world and these young people are about to face. But, in the words of Sir Ken Robinson, “all you can do, like a farmer, is create the conditions under which they will begin to flourish.”

<< Background >>Climate change is one of the major challenges EU member countries confront in the 21st century. It has an increasingly direct impact on everyday life; for instance, we all have first-hand experience with the weather, some phenomena that seem to refute the far-reaching process of climate change. Climate change as a global phenomenon is the subject of intense debate in various public spaces, from the scientific to the rumor level. Even though there is a scientific consensus on human contribution to climate change, there are still many misconceptions about it, and due to its nature, mass media overemphasizes the harmful effects of global processes. The emotion it evokes is often a feeling of boredom, on one hand, anxiety and helplessness on the other. When the mass media keeps saying that humanity is rushing to its loss, it transmits hopelessness. The constant threat is detrimental to our mental health. In this respect, younger people are particularly at risk. We can conclude that a flood of misconceptions and fake news is targeting the audience. In the 21st century, a significant source of information for many people is the social media, a much less reliable source. The ability to think critically is crucial and more important than ever before. A critically thinking citizen can navigate among contradictory information, recognizing partial and biased sources. Critical thinking that relies on information from the media should include the understanding of why and how climate action should be taken forward. We also want to raise attention that critical thinking is embedded throughout the eight key competencies necessary for employability, personal fulfilment and health, active and responsible citizenship, and social inclusion outlined by the EU Council. According to the European Skills Agenda, the rapid shift towards a climate-neutral Europe changes the way we work, learn, and live. Europe can only grasp these opportunities if its people develop transversal skills such as critical thinking.Protection of the climate can only be achieved with educators and students who recognize their role in shaping global processes and can work together for a change. Dialogue between members of the local community is essential for this. The community of inquiry allows group members to learn about each other’s thoughts and attitudes about climate change. They experience that everyone’s opinion matters, which creates the basis for joint action. At the same time, they find no easy answers to complex questions such as climate change. During the sessions, their critical thinking develops as they learn about multiple perspectives, and meanwhile, their perspectives can be challenged by the community to which they belong.<< Objectives >>DEXPO/Developing critical thinking skills for protecting the climate - Educational methods for teaching critical thinking and media literacy on climate change is an innovative project to develop teachers’ and educators’ professional knowledge, capacities and skills to teach about climate change with a focus on critical thinking and its media representation, including misconceptions. The main objective of this project is to develop educators’ professional skills to ensure that critical thinking strategies and issues concerning media manipulation are part of the educational setting when teaching on climate change. Therefore, we create learning resources to teach the concept of media, media literacy, and developing critical thinking through creative methods available to use in online spaces and foster learners’ active and responsible engagement in protecting the climate. The project also wants to reach local communities/youths/students with the long term aim for supporting of becoming better-engaged citizens with the ability to analyse media and information critically, to understand better the content, manipulation practices of media, then to draw opinion critically and act as an active and responsible citizen for the interest of the protection of the climate. We aim to create a strong partnership that will last longer and have plans to keep working on climate change education with a global perspective on it and incorporate interactive and engaging methods. In order to broaden our horizons and networks for climate change education, the partner organizations also need to improve their educational resources. Therefore, we aim to learn and adapt new methods that the partners can use in their educational or any other programmes and activities they implement locally or internationally.Accordingly, the project wants to achieve the following objectives:1. Developing and implement educational resources and materials for teaching on climate change and that are freely available online 2. Providing resources and tools for educators’ professional development 3. Supporting the implementation of local projects/actions on the awareness-raising of climate change 4. Creating a solid and long-lasting partnership5. Improving the educational repertoire, services of the participating organizations in the subject of climate change6. Broadening our networks on the local, regional, national and European level with professional groups and communities developing and providing education on climate change<< Implementation >>Our partnership consists of 3 NGOs from Czech Republic, Hungary, Slovenia and 1 for-profit organisation from Portugal. We have a diverse background in leading international projects on developing and implementing innovation in teaching and learning, supporting community development and initiating local-level projects and actions. This project will expand upon previous projects working with Digital Storytelling (DST), Philosophy for Children/Communities (P4C), the method of Digital Mediation (DM), and two additional Global Education Methods (‘Through other eyes’ and ‘Causes and consequences’). During the 36 months of the project, we will organise two LTTA mobilities to share and learn our already available methods and exchange ideas for developing the productions. We develop and implement 5 Productions. With these productions, we aim to answer the need to support educators for developing future generations’ knowledge, attitude, and capability for thinking and acting on climate change responsibly and fearlessly. We will develop a training scheme (Production 1) intending to improve educators’ professional knowledge, capacities and skills for teaching about climate change with a focus on critical thinking and its media representation, including misconceptions and false news. Within this production development phase, we will organize pilot workshops for educators to further develop the training modules and receive valuable feedback on the applied content and methods of the modules. Next, a long term massive open online course (MOOC) will be developed (Production 2), piloted, and adapted for all partners’ national context during the project. The main goal is to equip teachers and educators with a tool they can use independently and individually, flexible on time. We want to engage local communities in the project and, in this way, offer opportunities for them to contribute to the protection of climate change by working on awareness-raising, initiating local actions with the focus on having dialogue, discussions on climate change. Thus, within the implementation of Production 3, the project partners support creating and implementing small-scale projects on local levels by communities (groups of students, young people or adults). We design and write a digital Educational Toolkit (Production 4) for educators, multipliers. This educational resource provides a detailed description and interpretation of those educational materials presented and learnt by the partners during the international meetings. It also provides educational resources for online teaching. Finally, as an intention to ensure that all the outputs we create during the project will be available free to use after the project lifetime, we want to set up digital space, an online educational platform, to reach educators and other professionals interested in media literacy education in general and to teach this subject online. The primary function of this website is to offer open-source materials to improve media literacy education and education on the subject of climate change using the creative methods partners shared and transformed into Training schemes (P1) and the developed Educational Toolkits (P4). The platform will host the MOOC (P2) in all languages developed during the project; therefore, it will maintain the sustainability of all project materials.<< Results >>As a result, we will have a collection of valuable resources and best practices that we can offer for educators who want to learn and teach on the subject of climate change with a particular focus on its media representation and responsible and critical thinking on it. The outputs of productions' development within this project include a Training scheme in 5 languages, 12 locally implemented projects with video/photo reports and case studies, a freely available MOOC in 5 languages, approx. 35-40 page digital Educational Toolkit designed for educators in 5 languages, and an Online Educational platform in 5 language sections. The educational resources and multiplication events for promoting the completed results will directly reach all together at least 60-70 educators/partners and at least 40-60 students/youths/community/partner through the locally implemented projects. Upon completing the project, we will keep promoting the educational materials through the online educational platforms, partners’ website, newsletter and social community channels to a broader professional community of educators/community leaders, youth workers and trainers. In this way, the partnership expects to reach 3000-4000 persons/partners. Using the educational resources produced in this project, we expect that educators will become proficient in implementing the pedagogical methods in their work and encourage learners to engage with a variety of issues on climate change with a critical analysis. All the final versions of the results will be available for free on the online platform, which will benefit other stakeholders, schools and educational organizations in the long term. An important outcome for the participating partners will be to raise their profile and broaden networking on the local, regional, national and European level with other stakeholders, professional groups and communities of educators in an area of growing interest and concern. They will expand on the resources available to educators interested in climate change and media literacy, global education and critical thinking. They will also learn new methods shared within the project, which they can implement in future projects, therefore benefit them in the long term.