I.N.S.P.I.R.E. PROJECT REPORT

SHORT DESCRIPTION OF OUR PROJECT  We founded the I.N.S.P.I.R.E. (Inspirational Network for the Sustainable Planet & Inclusive and Renewed Education) Project as a response to the Proposal for a Council Recommendation on Education for Environmental Sustainability. Our planet immediately needs to be healed and secured and the future of humanity and of our planet lies in our hands. It lies also in the hands of today’s younger generation. We, the Twinners, are anxious about our planet and prosperity, we believe in the indispensable requirement for sustainable development and we are the volunteers of this action. As teachers, we know the key role of education and training, strongly believe in our students and we are determined to help our world to be more livable. Because we may be the last generation to have a chance of saving the world before it’s too late.

THE PARTNER SCHOOLS  Ana BAHAT Elementary school 'Vladimir Nazor' Budinščina / Branch school Hrašćina / CROATIA  Ana BUSTORFF Colegio do Bom Sucesso, Lisboa, PORTUGAL  Andrea SZALINKOVA Zakladna Skola S Materskou Skolou, Skolska 10, Rybnik, SLOVAKIA  Anna JALOSZEWSKA Pierwsza Spoleczna Szkola Podstawowa w Gdyni, Gdynia, POLAND  Aygün MURADOVA156 Nömreli Tam Orta Mekteb, Baku, AZERBAIJAN  Aytan JAFAROVA 271 nömrəli tam orta məktəb, Baku, AZERBAIJAN  Bilge YILMAZTEKİN Şehit Doğan Sevinç Secondary School, Osmangazi, TURKEY  Birsen TANRIKULU Kuyubaşı Şehit Oğuzhan Duyar Ortaokulu, Ankara, TURKEY  Buket GÖZE Çamlıca Kız Anadolu İmam Hatip Lisesi, Istanbul, TURKEY  Burcu Altıparmak EKİNCİ Derviş Güneş Ortaokulu, Kayseri, TURKEY  Burcu ARI Şehit Peyami Altun Ortaokulu, Sakarya, TURKEY  Ebru Güler DEMİR Mustafa Adıyaman Ortaokulu, Antalya, TURKEY  Hacer Esra ÖVEYİK Haşim and Zehra Tarı Ortaokulu, Sinop, TURKEY  Jose Juan HERRERIAS IES Vega de Mijas, Mijas, SPAIN  Ketavan GOGALADZE LEPL Khashuri Municipality Named After D. Kakiashvili 2 Public School, Khashuri, GEORGIA  Ludmila COJOCARI Liceul Teoretic Gaudeamus, Chisinau, Republic of MOLDOVA  Lucia Maria Silva FERREIRA& Rui PACHECO Agrupamento de Escolas da Mealhada, PORTUGAL  Malgorzata DWORZNIK Pierwsza Spoleczna Szkola Podstawowa w Gdyni Gdynia, POLAND  Mimoza NDUKA Mati Logoreci, Shkoder, ALBANIA  Nurdan BULAN Gazi Ortaokulu, Sakarya, TURKEY  Öznur GÜNESEN Mustafa Kemal Ortaokulu, Düzce, TURKEY  Rebeca SEROMENHO Colegio do Bom Sucesso, Lisboa, PORTUGAL  Yasemin Sivrikaya Mustafa Kemal Ortaokulu, Düzce, TURKEY

OUR PRE-SURVEY FOR PROJECT STUDENTS AND RESULTS OF IT  At the beginning of the project we prepared a pre-survey for the students and the teachers to find out their needs about sustainability and their expectations from the project Here are our surveys:  Students: http://https//forms.gle/GnfScssV5oX5fGnq8%C2%A0  Teachers :  https://forms.gle/R2AJC1hyZSnxvTePA  We analysed the results of the surveys and shared them with all partners. Here are the results of the surveys:  Students:  https://youtu.be/PyNOdmSL3bQ  Teachers: https://www.calameo.com/books/006165802fc4784821b05

HOW DID OUR STUDENTS REACH The PROJECT GOALS?  A Project should bring solutions to a specific problem. We prepared the activities of our project to guide our students in their sustainable life style habits. We also shaped our project activities according to the needs of our students and teachers. We determined these needs with our well-designed pre-survey questions. After analysing the survey results, we held a meeting with our project partners and we gave the final shape and the schedule of our project.

 So in this project, we divided the 17 Sustainable Development Goals into 4 umbrella terms and the project participants into 4 mixed country teams under the umbrella terms of  1. SOCIAL EQUITY AND SUSTAINABILITY 

2. ENVIRONMENTAL INTEGRITY

3. ECONOMIC VITALITY

4. CULTURAL DIVERSITY

 Each team took the related SDG 'pillars' to study on with our students. In this respect, the project studies went on as it is identified below.  There were 4 Teams and in each team there were 6-7 teachers. The Team Coordinator Teachers of each team worked with the students and the teachers of the team collaboratively and at the end of their study, they created a presentation that was presented by the team students and a common or a collaborative product among which there were videos, exhibitions, poems, creative t-shirt designs and public service ads. In other words, The Team Coordinator teachers of each team took the studies of their team students uploaded by their own teachers from their TEAM TOPIC PRESENTATION PAGE and gave all the studies a final shape (this means a collaborative product of the team) and organized their team's presentation webinar. The Team Coordinator teachers uploaded the final shape of their Team presentation to the TEAM MEETING PAGE 3-4 days before their Team presentation meeting. So, the students of the team and the other Project students and teachers who were not in the team had the chance to study and learn about the topic and the presentation and get ready for the presentation day. It was Team Coordinator Teachers' responsibility to determine and announce the exact date and the hour of the meeting.

HERE IS THE PRESENTATIONS OF THE TEAMS IN ONE LINK  https://online.fliphtml5.com/ijznu/djxv/

AND THE VIDEOS FROM THE TEAM MEETINGS  https://youtu.be/wqm9wIl_hhY  https://youtu.be/9xsEmicBcA8  https://youtu.be/8QkeTtdG6g0  https://youtu.be/2OMOpN9t5og

THROUGHOUT THEY ALSO LEARNT HOW TO USE TWINSPACE  They shared their works on materials and home page and expressed their opinions on others’ works. They presented their works, joined discussions on forum section.

FORUM HOME PAGE PARTICIPATION

THEY GAINED MORE AWARENESS ABOUT SUSTAINABILITY AND SUSTAINABLE LIFE STYLE HABITS  As the topic of our Project was Sustainability, our students dived deep into the 17 SDGs. We designed the team studies of the project I.N.S.P.I.R.E., to teach our students the necessary knowledge, values and skills related to each SDG. They learnt important issues about sustainability through the Teams’ Presentations, they prepared posters and wrote stories covering the values related to each SDG. They also did many activities related to the sustainable life style habits and gained some of the necessary skills for being conscious individuals giving importance to sustainability.

AMONG THE ACTIVITIES THEY DID TO DEVELOP THEIR SUSTAINABLE LIFE STYLE SKILLS WE CAN COUNT:  Sports activity for health,  Swap traditional women’s or men’s work,  Energy& waste detectives,  How many litres of water do we wear?  I’m growing my own vegetable,  I’m calculating my ecological footprint,  Collecting books read by the students and giving&sending them to the students in book need

THE STUDENTS AND THE TEACHERS USED THE INTERNET SAFELY AND CONSCIOUSLY  They never used personal information, profile photos or their full names during project. They used avatars to introduce themselves. The photos and videos of students were always blurred or masked. They always respected others’ rights or personality throughout the project. They were always aware of copyright issues and used Canva Class collaboratively with their students. And they learnt safe and critical use of Information and Communication Technologies (ICT) for work, leisure and communication. At the beginning of the project, all of the project participants organised esafety awareness campaigns and celebrated Safer Internet Day at their schools.

THE STUDENTS IMPROVED THEIR MOTHER TONGUE AND ENGLISH LANGUAGE SKILLS ENRICHED THEIR VOCABULARY KNOWLEDGE IN ENGLISH  They prepared slogans related to the peace for Ukraine in their mother tongue. When needed, they did their researches about the 17 SDGs in their mother tongue and the teachers also used their mother tongue to make the presentations more clear so before the meetings, the teachers held separate meetings with their own project students in their mother tongue.They always used English in their project activities. They prepared presentations and presented them in English, discussed on forum section and commented on the twinspace. They prepared posters, took videos, wrote stories and poems, prepared comics in English. They always communicated with their partners, expressed their opinions on others’ works in English. They worked collaboratively for our online glossary, common story book, common products of the Teams by using English. They joined interactive games, challenges, quizzes and surveys created in English. So they learnt to learn, social and civic competences, sense of initiative and entrepreneurship. They learnt how to obtain, evaluate, store, produce, present and exchange information and to communicate and participate in collaborative networks over the Internet.

THEY GAINED MORE SELF-CONFIDENCE IN COMMUNICATION AND COLLABORATION WITH OTHERS  Our pupils met online with their project friends to introduce themselves, presented their studies, had the chance to evaulate the process and the results of our project. We provided them chance to express themselves in our meetings. They also kept in touch with their partners on forum section and project diary. Our students participated in the preparation of our common and collaborative works actively. We always took their ideas for our project events. They chose the topic they would study, prepared their suggestions for our logo and poster competitions, prepared their own slogan posters, presentations, videos etc. via various kinds of web2.0 tools which can clearly be seen in our Twinspace, prepared their own cartoons on Pixton or Toonytool.

 With this project, our aim was to integrate the sustainable development goals to our education curriculum and raise awareness and consciousness about this vital issue and make our students learn the sustainable lifestyle habits which are necessary for their future. We also aimed to make our students to learn how to obtain, evaluate, store, produce, present and exchange information, learn the necessary vocabulary about sustainability and some basic web 2.0 tools, communicate and make presentations in a foreign language, gain social and civic competences and participate in collaborative networks over the Internet. The activities of the project helped them to improve their problem- solving, collaboration, creativity, communication, analytic thinking, ethics, action and accountability skills. This project also helped our students to improve their multilingual, personal, social and learning to learn, citizenship, entrepreneurship, cultural awareness and expression, digital and literacy competences.

OUR POST-SURVEYS FOR TEACHERS AND STUDENTS We prepared post surveys for the teachers and the students of our project to see the impact of our project on them and to evaluate our Project whether we could reach our goals totally or partly. Here is our post evaluation survey for teachers: https://forms.gle/aHzaK9XXSYgiS9j98 And post evaluation survey for students: https://forms.gle/5Pi9u5gSrMGJWVbA9 We also analysed the results of our pre and post surveys and shared them with all project students and teachers via twinspace and whatsApp.

 When we compare the results of pre surveys and post surveys, it can perfectly be said that the students and the teachers found their expectations from our project. When we compare the two surveys, they gave different answers to the parallel questions of our pre and post surveys. This improvement shows our Project’s success and we can proudly say that we reached our goals. PRE-POST SURVEYS DETAILED EVALUATIONS & COMPARISONS  https://www.canva.com/design/DAE_2jj3hTA/UTYn7L 8iH0SWZSeL977YVQ/view?utm_content=DAE_2jj3hT A&utm_campaign=designshare&utm_medium=link& utm_source=publishsharelink