EMPOWERING YOUNG ECO-CITIZENS: A PARTICIPATORY SUSTAINABILITY ACTION PLAN IN PRIMARY EDUCATION

Authors

  • Theodoros Kartsoukis Primary School Teacher, 9th Primary School of Livadia, Greece
  • Anatoli Kesidou Primary School Teacher, 4th Primary School of Livadia, Greece

DOI:

https://doi.org/10.46827/ejes.v12i10.6214

Keywords:

sustainability education, environmental citizenship, primary education, plastic pollution, eTwinning collaboration

Abstract

This article presents a participatory sustainability action plan implemented in two Greek primary schools through the European eTwinning project entitled “Plastics plastics…everywhere!”. Aiming to empower students as young eco-citizens, the project engaged 5th and 6th grade pupils in both schools in a series of hands-on, cross-curricular activities focused on environmental responsibility, plastic pollution, and climate action. Students investigated everyday waste habits, explored EU environmental policies and created collaborative outputs such as posters, digital stories, a newspaper, and a board game. Through experiential learning and tools like Padlet, Canva, and Twinspace, they cultivated digital literacy, critical thinking, and civic engagement. The project culminated in a community awareness campaign and a school-wide sustainability event at each participating school. This study highlights the potential of environmental education to promote student agency and ecological consciousness from an early age. It demonstrates how participatory methodologies and international collaboration can transform sustainability from an abstract concept into a lived experience, shaping students’ values, skills, and attitudes as active global citizens.

 

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Author Biographies

  • Theodoros Kartsoukis, Primary School Teacher, 9th Primary School of Livadia, Greece

    Theodoros Kartsoukis is a primary school educator with 20 years of teaching experience in public education in Greece. He holds a Bachelor’s Degree in Primary Education and has developed recognized expertise in classroom management, educational organization, and inclusive pedagogy. He is known for fostering meaningful teacher-student interactions and for his adaptability to diverse teaching methodologies and interdisciplinary programs. He currently serves as Coordinator of European Projects on behalf of the Directorate of Primary Education of Viotia. His involvement in European educational programs includes coordinating two Erasmus+ KA2 projects—“Plastics-Plastics Everywhere” and “Time Travel: The World We Want in 2121”—as well as participating in several eTwinning initiatives such as “Our Music, Our Traditions,” “Mission X: Space School,” and “Travel with Flags.” He also contributed to the “We Are Changing the Climate… by Recycling Europe!” project under the Teachers4Europe program. His strong commitment to professional development is reflected in his continuous participation in national and European MOOCs, particularly on environmental education and eSafety, via the School Education Gateway and European School Academy. He is a certified trainer of trainers for the Greek Ministry of Education and has delivered distance training seminars through the National eTwinning Support Service in collaboration with the Panhellenic School Network. As co-author of this article, he contributed to the pedagogical design, coordination, and dissemination of the sustainability project presented.

  • Anatoli Kesidou, Primary School Teacher, 4th Primary School of Livadia, Greece

    Anatoli Kesidou is a primary school teacher at the 4th Primary School of Livadia, Greece. She has over 20 years of experience teaching in public primary schools and has actively participated in a variety of European programs, including eTwinning and Erasmus+, focusing on environmental awareness, intercultural understanding, and inclusive education. She specializes in designing and implementing interdisciplinary educational projects that promote student agency, eco-literacy, and community engagement. As a co-author of this article, she coordinated the sustainability action plan presented, contributed to the pedagogical design, and facilitated the students’ creative and collaborative outputs. She is committed to fostering meaningful learning through project-based methodologies, digital tools, and real-world challenges that inspire young learners to become responsible global citizens.

References

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Published

2025-08-16

Issue

Vol. 12 No. 10 (2025)

Section

Articles

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