"<< Background >>Even in Malta, a small country in the heart of Europe, climate change is evident. The annual mean temperatures in the capital are now usually above the 30 years average of the last century. Human activities in Malta related to transportation, energy combustion in buildings, industrial emissions and agriculture, are still the main causes of Greenhouse gas emissions affecting the environment of the country. Malta is deploying mitigation policies to satisfy the Doha amendment of the Kyoto protocol and reduce greenhouse emissions to an average of 20% below the 1990 level. According to the ""European Parliament-Think Tank"" 's latest state of play (Oct.2021), the EU's binding climate and energy legislation for 2030 requires Member States to adopt national energy and climate plans (NECPs) covering the period 2021 to 2030. In October 2020, the European Commission published an assessment for each NECP. Malta's final NECP is from December 2019. A high proportion of Maltese people (75 %) expect national governments to tackle climate change. Malta, which generates less than 0.1 % of the EU-27's total greenhouse gas (GHG) emissions, has reduced its emissions at a faster pace than the EU average since 2012. However, according to Malta's NECP, the country's geography and demographics, combined with rising gross domestic product (GDP), will make it difficult to continue this trend.It takes actions in the field of education, training, and public awareness, especially for young people, on environmental issues, with biodiversity, waste, and energy-saving being the most recurrent themes linked to climate change. International frameworks on climate change and sustainable development policies, support youth education and participation, as major stakeholders, in responding to climate change (UNCED, Agenda 21). Youth education promotes active citizenship and the empowerment of future generations to engage in environmental governance, including climate change governance, calls on governments to implement educational and training programs on climate change to educate, empower, and engage all stakeholders.The Green Deal Malta Platform introduced on Sept. 2021 the Malta National Youth Council (KNŻ) which fully believes that youths are not just the leaders of tomorrow, but also of today. Youths in Malta too have rallied in calling for more climate action, more ambitious emission reduction targets and greater prioritization of measures that can help our society adapt to the changing climate. This effort has been spearheaded by civil society, of which KNŻ has proudly contributed. KNŻ has helped to organize climate marches, participated in numerous debates on the issue, submitted feedback on the “Malta Low Carbon Development Strategy,” and played a key role in lobbying for the declaration of a climate emergency bill, which was passed with unanimous support from all sides of the houses of parliament. The bill helped raise climate change up the political agenda, and though it did not lead to overnight reductions in emissions, it has increased awareness. However, many steps need to be done since presently the actual implementation of educational policies at regional or national/local levels is typically lacking or insufficient mainly in innovative educational tools and methodologies that could prove effective in young people’s capacities to influence and participate directly in efforts to learn about, prevent, prepare for, cope with and adapt to climate change and extreme events. Small-scale needs assessment in the form of a survey was carried out to a number of youths and youth workers of all partner countries, to investigate the needs of the target groups with regards to climate change and educational tools with results revealing their interest in game-based learning (GBL).Eco-toolbox is a 24month project dealing with the lack of youth capacity on climate change and environmental awareness through GBL offered by trained youth workers through GBL processes.<< Objectives >>Game-based learning (GBL) is a motivating, fun, interactive learning process, promoting critical-thinking, problem-solving, strategic thinking, and enhances life skills like cooperation and teamwork. Evidence from the game-based learning literature suggested that game-based learning in general enhances learning outcomes, and applicable to learning psychology. Indeed, according to research results, GBL provides increased motivation, raised interest in specific topics, multiple representations, an open-ended approach to information, control of own learning processes, and peer collaboration. It develops high-level thinking skills, resource management, planning and execution, and adaption to changing scenarios in everyday life. Furthermore, according to Educause's article, ""7 Things you Should Know About Game Based Learning"", gaming can create a dynamic that can inspire learners to develop skills and competencies as they focus on the activities of the game (Digital Pedagogy - A Guide for Librarians, Faculty, and Students, 25 Aug. 2021).In this context, Eco-Toolbox project will be an effort to increase awareness, knowledge, skills, and competences of young people through GBL offered by trained youth workers through GBL processes to empower them to tackle the beforementioned crisis of climate change and environmental issues. To learn about complex systems, young people and youth workers will explore the basics of game development for a perspective on the causes and effects of global climate change. Teaching about complex interconnected systems like global climate change can be difficult. There are many unseen pieces affecting the greater whole that young people (and many adults) might not understand. In our case the learning will include an open-ended concept map, a playful assessment, to have learners demonstrate interconnections.Having as target group youth workers and young people, Eco-toolbox sets the following objectives:• identify the importance of environmental crisis and climate change adaptation needs• raise awareness on the urgent need for the active involvement of youth in actions towards a low-carbon lifestyle • provide young people and youth workers working with young people non-formal education on climate change crisis by giving them the appropriate supplies and for theirfuture more effective engagement• equip them with the necessary tools & competences needed to come up with creative, innovative solutions in climate change combat• bring them in contact with the good practices applied in present-implementing environmental actions• introduce an innovative GBL training package for Youth workers that will guide and support them to provide quality training on target groups (youths) on environmental issues and climate change• bring them close to the use of ICT game-based environment• show them the effectiveness of the connection between GBL process and green practices education• inform them about the opportunities provided through GBL processes and transmit to them the idea of protecting the environment through green practices implementation in youth work• empower those who are part of a population affected most by the effects of the environmental crisis.Issues & needs we seek to address:a) lack of useful information on climate changeb) GBL training package on green practices implementationc) active involvement in innovative solutions tackling environmental issuesd) exchange of good practices in green practices applied in youth worke) creating Business RelationsEco-Toolbox is bringing together 5 EU NGOs to join forces for a common goal: contribute to the capacity and skills of young people improvement, by relating them to GBL offered by trained youth workers through GBL processes, increasing the opportunities for young people to learn, with ultimate aim their empowerment to tackle environmental issues and climate change achieving sustainability and thus cohesion of society.<< Implementation >>Eco-Toolbox project will be an endeavor to raise young people's awareness, knowledge, skills, and competencies through GBL provided by trained youth workers through GBL processes in order to empower them to address environmental concerns and climate change. As a result, with youth workers and young people as target groups, the following activities are proposed:- Research conduction investigating innovative climate change adaptation techniques not only locally but also at global level, how young people relate to them in different contexts and how to best engage and participate in actions to tackle this problem internationally. Today there is a huge request for heightened understanding of green practices and adaptation measures, at the same time as the global climate crisis is struggling and deprioritizing young people. The project will develop a Methodological e-Guide for young people on innovative adaptation techniques, how to adjust to the modern climate change adaptation mindset and how to use it to implement innovative methodological and strategical thinking during youth work in an eco-friendly sense.- Design, test and publication of an innovative GBL training package for Youth workers that will guide and support them to provide quality training on target groups (young people they work with) on environmental issues and climate change. A full suite of modules will be developed for the new Trainers Educational Material, which will support youth professionals to build key competences. It will also support youth professionals to work in non-conventional environments and will place a significant emphasis on underpinning their reputation, professionalism and standing even if they work in completely different educational settings. This Educational Material will be an e-Seminar Curriculum, which youth workers can use to teach young people about environmental issues through interactive activities in real-life settings and solve the problem educators often face when they have to communicate the complexities of environmental issues with their learners, especially when the learners are young people that hold so many misconceptions on various related issues. Basically, the aim of the Curriculum is to help young people understand and deal more effectively with environment in real world settings. The innovative nature of the guidelines lays to the fact that no guide of outdoor games to tackle climate change has been published so far, as the result of the needs assessment of young learners, who are the final beneficiaries of the learning process.- Deliver a high quality ""Eco-Friendly"" Educational Game. Game-based learning both in digital and analog form has gained a lot of attention in the last decade. It is considered one of the most efficient and prominent informal educational methods. The main advantage that meets the needs of our target groups is the transfer of knowledge through an enjoyable and informal manner that meets the expectations for playful knowledge. The aim of this core project activity is to create an innovative online educational game (Serious Game) in order to advance the skills, promote and motivate in a playful manner the learners for developing their knowledge, skills, and competences on environmental issues, achieving the greatest positive impact, through the use of ICT game-based environment. It will give the opportunity among other innovative features to present multimedia content, simulate processes and structured stories/scenarios (elaborated content appropriate for the game formats and mechanics, mainly contributed by the needs analysis).- Audiovisual material design since audiovisual education improves social skills like cooperation, critical thinking, decision making, leadership etc. The process of animation development and screening is an effective driver for social change and the end result will be used as a medium to promote active citizenship empowering people engage in environmental governance.<< Results >>The project results are directly linked to Project Results and activities carried out within the project implementation period:1. The Eco-Toolbox Methodological e-Guide for young people on Innovative Climate Change Adaptation Techniques providing information on how to adjust to the modern climate change adaptation mindset and how to use it to implement innovative methodological and strategical eco-friendly thinking during youth work (PR1), the Trainers' e-Seminar Curriculum on Environmental Issues (PR2), an ""Eco-Friendly"" Educational Game (PR3) and a ""How to save Planet Earth"" Animation Video Series (PR4), all interconnected.2. 5 Multiplier Events (one for each partner) to promote the project, its project results and outcomes among youth workers and youth learners and other stakeholders (organizations involved in climate change and sustainable development, youth organizations, policymakers and reformers, youth workers/trainers/educators working with young people, etc.)Other expected results of the project:• Each partner will have the opportunity to learn about GBL as practiced in each partners’ country, exchange good practices and experiences, develop common recommendations and guidelines and improve their learning of environmental degradation & climate change issues through fun, motivating and stimulating GBL environment.• Formation of friendly relations between youths from different countries, exchange of experiences and challenges they face regarding the impact of climate change in the local environment and in their country in general, and mutual support.• Collaboration support between key people (trainers, specialists, experts, representatives of local authorities) and youth workers from each partner.• Social integration of youths from different countries, cultures, and way of life • EU international mobility of project participants (field professionals, representatives of target groups)• Informational material production and publications translated into partners’ languages • Social and media campaigns implementation• Project participants’ social competencies boost through active transnational communication and participation in project activities.Additionally, the project foresees a set of project management, dissemination, monitoring and evaluation, and coordination results. Specifically:• Project Management Plan (P1): including the agreements, administrative work, financial and budget control, time management, roles and responsibilities allocation, templates for reporting, communication means, reporting (interim and final reports) processes, where the coordinator will be responsible with the support from all the partners.• Project Evaluation & Quality Assurance Plan (P4): It will be arranged at the beginning of the project, where the quality and risk management plan and quality assurance procedures will be described in detail, in order to guarantee the quality of the project outputs.• Dissemination Plan (P2): A dissemination plan will be produced to describe the dissemination activities targeting relevant to the project stakeholders and the general public. All partners will contribute to the dissemination activities according to their areas of expertise.• Sustainability & Exploitation Plan (P3 & P5): An exploitation plan will be prepared so that the partners will utilize the produced materials to the maximum, within the partnership and with other institutions/organizations, during and after the project is completed.Once the project is completed the partners will disseminate its results and transfer the developed practices & educational products in other contexts and educational fields. The PRs will be used in partners' activities with other young people, which will be open-source and available for free download. In the long term, this will allow to further systematize the PRs at policy and operational level to make available the developed methodologies and tools to a greater number of young people."