A Longer Life on Earth

Summary

The project was recognised for its creative and inclusive approach to sustainability education in early childhood. Using playful, inquiry-based learning, children explored global environmental challenges alongside practical local solutions, such as growing vegetables, recycling plastic, and observing nature.  

These activities nurtured awareness, responsibility, and cooperation, empowering even the youngest learners to become agents of change. 

"This project offers a powerful platform for bulding confidence, developing communication skills, and making sense of the world around us -  a world that is increasingly shaped by science and technology and thus should be taken care of."  

Topic(s) addressed 

• Early citizenship education
• Democratic participation
• Shared responsibility
• Civic action through environmental projects
• Inclusive teamwork
• Cross-cultural collaboration on sustainability

Target group(s)  

• Children aged 3-9, incl. with special needs
• Teachers
• Parents
• Engaged stakeholders

Methodologies used 

The project applied a multidisciplinary, inquiry-based learning approach centered on sustainability themes.  

Activities such as gardening, creative recycling, storytelling, and scientific exploration engaged children in hands-on, experiential learning. Children played an active role in decision-making and teamwork, fostering a sense of agency and inclusion.  

The project blended formal, non-formal, and informal learning to nurture curiosity, critical thinking, and social-emotional development.  

Teachers collaborated across borders and involved local stakeholders to enrich the learning environment.  

The active participation of children facing social, economic, or learning challenges was supported through adapted and inclusive practices. 

Innovation environment 

The project created rich, flexible learning environments that supported innovation through hands-on, nature-based, and cross-disciplinary activities. Schools transformed classrooms, gardens, and outdoor spaces into laboratories for exploration, reflection, and creativity.  

A whole-school approach ensured the active engagement of children, teachers, families, and local partners. Learning extended beyond the classroom into public libraries, recycling centres, and parks, fostering real-world connections and the sustainable use of resources.  

A welcoming and inclusive atmosphere empowered even the youngest learners to take initiative, share ideas, and meaningfully shape their environment. 

Teachers’ role 

Teachers played a central role as facilitators, co-learners, and innovators. Each partner school selected highly motivated educators known for their initiative, creativity, and commitment to inclusive teaching.  

These teachers designed and implemented playful, inquiry-based activities that empowered children to explore themes of sustainability. Cross-country peer learning enriched pedagogical approaches and fostered a shared European identity.  

Teachers actively engaged families and local stakeholders, creating strong links between classroom learning and real-life contexts.  

Their involvement nurtured wellbeing, civic values, and the adoption of innovative educational practices. 

Impact and output 

A central goal of the project was to involve at least 50% of pupils in each partner institution in meaningful activities. This was largely achieved through practical, age-appropriate tasks that encouraged active participation.  

Children developed a clearer understanding of sustainability and demonstrated increasing curiosity and responsibility in their everyday actions. Teachers observed positive changes in collaboration and engagement, particularly among children who are often less visible in classroom settings.  

While sustainability remains a theme that takes time to fully embed in educational and local cultures, the project laid important groundwork by initiating gradual shifts in attitudes, practices, and community involvement. 

Learn more about the project

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