Above summary is provided in English.

Water is a resource that has been widely neglected by people in Europe, it is often taken for granted that it is available whenever needed. Little do people know about how much effort has been put into water supply, how many important aspects water has got for our health, economy, energy supply and for touristic aspects. Apart from that, many people are not aware of how vulnerable and threatened this resource is. Project EU'R'AQUATIC will make students and population aware of the importance of the water resources. In a first step, students will be motivated to go into nature and experience nature when collecting ecologic data and when evaluating state of things in their areas. Developing apps and measurement processes the students will communicate importance of water, but will also refer to ecologic, social, cultural and economic problems; their findings will be published on a website, by means of reports, photo stories, apps and short movies. Not every school will develop its own measuring processes and labs, so countries will share their possiblities. Geo-caching routes in relevant areas will especially address a younger target group. In order to reach a wider group of people, the products will be presented to the public not only online, but also in local papers and exhibitions. In a second step, students will develop projects and ideas in order to improve problems found in step one. This will be done in close cooperation with local authorities and companies such as municipalities, chambers of commerce, water management organisations, provinces. These projects plus ongoing things like the geo-caching route will guarantee some sustainability to the project. 5 European countries, namely Austria, Ireland, Romania, Slovenia, and Sweden will participate in this project. Just counting schools, more than 4000 students will be directly involved or at least addressed by this project. Water is an issue crossing borders; in order to create a common understanding for common problems, students will work together on issues and meet in students' exchanges; this will promote the transnational aspect of problems and support a all-European approach to the topic. Each country will travel to 4 other participant countries to deal with common water issues on site.

Although for many years there has been a growing awareness around the world of the necessary essential changes in education systems, there is no consensus on what or how to do it. However, the belief, which stems from cognitive and constructivist theories of learning, that the student needs to be placed at the center of the learning process dominates. Nevertheless, active learning is still a rarity in practice.COVIDOM-19-induced teaching constraints have accelerated the application of ICT, the Internet, video lessons, and video transmission of lectures.Nevertheless, lectures remain the dominant way of teaching either in live teaching or at a distance.At the same time, one-way transmission of information is still predominant.It is necessary to change passive lectures into interactive ones, which will start a more active role of students in the educational process.Frequent and appropriate asking questions to students and encouraging them to seek solutions to problems raised by the teacher, as well as encouraging them to ask spontaneous questions during lectures can significantly raise the quality of acquired knowledge and understanding.The obstacle to this is the personal inexperience of teachers in active learning and the unaccustomedness of students to asking questions and actively seeking answers.The project proposes the development of an innovative tool to encourage interactivity in the AudIT lecture that will have properties not found in the currently available tools for testing knowledge and interaction. It will combine known properties and adapt them to the needs of students and teachers. Innovative features such as scoring unique answers, the ability for students to respond simultaneously both anonymously and under their own name, the ability to direct answers to any application such as mind maps and games will significantly raise students' motivation to actively participate in the lecture.A series of innovative solutions will facilitate the application of tools to teachers regardless of the educational situation, environment and technological equipment in which they find themselves.The innovativeness of the tool is that its use will not require maintenance or expansion of server resources when used by a very large number of users.The primary target group of project beneficiaries are subject teachers in primary and secondary schools.The partner schools in the project will create a core of 50 experienced practitioners who will create methodological guidelines for potential beneficiaries to give them concrete examples of knowledge and ideas on how to apply interactivity in their own teaching.To make it easier for teachers to use AudIT, the consortium partners will also develop an LMS (Learning Management System) with methodological instructions and examples. The LMS system will be designed as self-study material and will provide teachers with additional education and ideas on how to improve interactivity in the classroom with the use of AudIT.AudIT will also monitor interactive expert systems for use (text, recordings, video - designed as a decision tree that will easily and easily lead teachers to answers) and an interactive expert installation system (if teachers want to have a copy of AudIT on their own server - for reliability, adding functionality or privacy to student answers and questions).The project's website will contain text and video instructions, an expert system, and a database of good practice, as well as a directory of more experienced practitioners ready to help new interested teachers.The results of the project will be disseminated through education authorities, professional associations and the media to all EU countries and candidates.It is expected that the long-term results of the project will enable any interested teacher to increase the interactivity of their lectures and other educational activities. Thus, students will begin to take an active role in the process of acquiring knowledge, which leads to the achievement of higher educational outcomes.

The idea of of the online magazine UNITING FUTURE ONLINE (UFO, www.unitingfuture.com) was to deal with challenges in education, with problems due to immigration and the connected EU values. During meetings, innovations such as cooperative open learning, individualized teaching and self-responsible learning were partly put into practice by all the participants and as a consequence it enabled discussions and exchanges of best practice examples both for students and teachers also in the innovative way in our online magazine. Students at each partner school formed editorial staffs and were responsible for the articles. The main topics of the online magazine were: spirit of Europe, solidarity, integration and inclusion of migrants, uniting future, diversity and democracy. Five partners from Ybbs/Austria (technical college HTL Ybbs), Zagreb/Croatia (Vladimir Prelog Science School)high school), Venlo/the Netherlands (Valuascollege), Maribor/Slovenia (Zavod Antona Martina Slomska) and Vänersborg/Sweden (Fridagymnasiet), dealt with one specialised topic each, Five short term exchanges, hosted by the partner schools, contained common learning in workshops, practising foreign language skills and investigation of issues for further writing. There were also activities like writing articles for the magazine, web design and layout, participation in online discussions, reporting and doing research on topics, workshops on journalistic skills, dealing with contents on the internet, source criticism and local excursions in connection to the theme. These activities took place during the exchanges but also steadily at the partner schools. Among other things, students wrote articles and reports about their daily lives and school lives, in order to make the magazine more appealing to their age group. Schools benefited from increased quality of teaching activities (writing, speaking in a foreign language) because of the more practical way of writing for a realistic situation and real audience. Due to contact with other schools, teaching institutions experienced alternative teaching concepts (COOL, individualized learning...).Students acquired skills in web design and layout; apart from that, they gained experience in taking photographs and in dealing with online contents.Contributors developed journalistic skills and learned to develop their own opinion and to speak their mind They developped an understanding for journalistic work, the importance of facts for reporting and democratic ideas.Long term benefits of this project range from future use of the website for EU project to sustainable change of attitudes of participating students concerning the matters covered. In some schools, debating clubs turned into an ongoing instrument. .

International/EU/National policies related to climate change will not succeed if the change and the appropriate attitude is not initiated at the very base level of society - our children, which should become ecology-aware citizens.This process started at 45 schools all over Europe (Bulgaria, Slovenia, Turkey, Greece), where teachers were trained to introduce affordable ecology training in the existing curriculums (as part of STEM subjects (Science, Technology, Engineering and Mathematics) or provided as extra-curricular activity). We have engaged 745 students/ youth to protect the climate and ensured that young people have the understanding that they are the power of change for sustainability that our world needs. We have engaged them in fun and action-oriented activities, which overall was covered under our organised socially responsible learning. Our project prepared 45 schools to become eco-schools and make students ecology resilient via a workable and affordable manner. We have involved also their parents and the community in Bulgaria (Plovdiv, Sofia, Zlatograd, Smolyan, Russe), Slovenia (Maribor and Ljubljana), Greece (Chios, Athens, Karditsa) and Turkey (Istanbul). Over the course of the project activities, these students gathered many ideas, concepts, and experiences. Target groups involved: - School teachers of primary education - School networks of primary education Beneficiaries: - Students of primary education - Student bodies of primary education- Parents and Parent's NGOs - Society as a whole The partnership included 7 partners from four countries (Bulgaria, Greece, Turkey and Slovenia) and combines university in forestry (P1), two mainstream schools (P3 & P7), two ecology SMEs (P2 & P4), teachers' training provider (P6) and interactive 3D animation educational developer (P5). Main activities implemented during the project were: - Consolidated links with organisations that already work in the field of affordable ecology and bring them together so as to contribute to the training of the target groups outlined above. - Development of a body of user-led research with the target groups so that they drive the process of how affordable ecology should be developed. - Development of solid body of evidence identifying the needs and priorities of target community groups in relation to Affordable Ecology. - Development of ABC Guide towards small scale projects which can initiate a wide mosaic of activities. - Development from the grassroots the basis for a transitional local economy, where a mosaic of small scale affordable ecology in-house school projects were set up and interacted through a school/community network. Main outcomes (IOs) are: - IO1: Affordable ecology benchmarking methodology and tools for schools (produced from the Project management and implementation budget). - IO2: ABC guide and training material towards: - IO3: “Affordable ecology” portal with interactive teaching tools, as well as a tool to generate an own project idea, including a video library with “best tips towards affordable school ecology”. - IO4: Smart apps (for Android and iOS mobile devices) with 24 ecology related affordable best and good practices illustrated via a range of attractive 3D animated videos (also available via https://ecoschooltraining.eu/videos/) in following domains that aim at engaging youngsters: Excessive logging - cutting trees, deforestation, aforestation; Excessive mining - water pollution; Public transport - to stimulate its use; GMO Genetic modified food; No pesticides or use organic pesticides; Recycling - use of recyclable paper, how to recycle products; Excessive fishing; Waste of food; Water consumption - waste of water; Electricity consumption - waste of energy; Animal’s furs; Excessive car use - take bicycle; Air pollution; Plastic waste; Rise in water level; Global warming - as a result of human activities; Save water; Save electricity - paper waste; Water pollution; Ground pollution; Extinction of species.These videos were used as additional training material for further development of knowledge, skills and competences of teachers and students. They are covering the learning gap in terms of lack of provision of training materials in the field and can be used as a wider promotive material for youth and trainers.As additional material, the partners created also livebooks: https://ecoschooltraining.eu/livebook/mobile/index.htmlThe mobile app for Android access via: https://play.google.com/store/apps/details?id=com.raest.mobileThe mobile app for iOS access via: https://apps.apple.com/us/app/raest/id1547794349The outputs are available in English, Bulgarian, Greek, Slovenian and Turkish languages at https://ecoschooltraining.eu/intellectual-outputs/ Access to learning platform: https://ecoschooltraining.eu/elearning/