FROM LOCAL TO GLOBAL: PROMOTING SUSTAINABLE VALUES THROUGH COLLABORATIVE LEARNING IN A PRIMARY SCHOOL ERASMUS+ PROJECT

Forfattere

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

DOI:

https://doi.org/10.46827/ejes.v12i8.6125

Nøgleord:

Erasmus , collaborative learning, primary education, environmental awareness, international partnership

Resumé

This article presents the implementation and impact of a short-term Erasmus+ KA201-SCH-061945 project entitled “Act Local, Think Global”, conducted in a Greek primary school with 4th-grade pupils. The program focused on promoting environmental awareness and sustainable behaviors through collaborative learning, intercultural exchange, and digital tools. Through partnerships with schools from Finland, Spain and Wales, students explored topics related to plastic pollution, circular economy, and everyday ecological actions. Activities included virtual exchange, co-creation of e-books, art-based expression, and participation in an international eTwinning campaign. The methodological approach emphasized project-based learning, constructivist principles, and the use of digital platforms such as Twinspace, Canva, and Padlet. Results showed increased student engagement, development of key competences, enhanced cultural understanding, and long-term impact on the school culture. The article reflects on challenges, findings, and recommendations for other schools aiming to integrate Erasmus+ opportunities into their everyday educational practice.

 

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Forfatterbiografi

  • Theodoros A. Kartsoukis, Primary School Teacher, 9th Primary School of Livadia, Greece
    Theodoros Kartsoukis is an experienced educator with 20 years of teaching primary education. He holds a Bachelor’s Degree in Primary Education. He is excelling in teaching and communication, fostering positive interactions with students. His expertise extends to classroom management and educational organization, and he adapts easily to diverse educational programs and teaching methodologies, always committed to achieving educational goals. Recently, he took on the role of Coordinator of European Projects on behalf of the Directory of Primary Education of Viotia. His involvement in European programs includes coordinating two ERASMUS (KA2) projects titled “Plastics-Plastics Everywhere” and “Time Travel: The world we want in 2121”. Additionally, he actively participated in several e Twinning projects, such as “Our Music, Our Traditions,” “Mission X: Space School,” and “Travel with Flags. Furthermore, he contributed to the initiative “We Are Changing the Climate…by Recycling Europe!” under the Teachers4Europe program. His commitment to professional development is evident through his participation in educational seminars and training, especially MOOCs from the European School Academy and School Education Gateway, focusing on environment and eSafety. He is a certified trainer for trainers from the Greek Ministry of Education for the distance education program titled “Introductory Training - General Primary”. Additionally, he participated as a trainer in various distance e-seminars organized by the National eTwinning Support Service in Greece in collaboration with the Panhellenic School Network.

Referencer

Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: From classroom into the real world. International Journal of Sustainability in Higher Education, 11, 308–324. https://doi.org/10.1108/14676371011077540

Burns, T. (2016). Governing education in a complex world. OECD Publishing. Retrieved from https://www.oecd.org/en/publications/governing-education-in-a-complex-world_9789264255364-en.html

Dillenbourg, P. (1999). What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), “Collaborative-learning: Cognitive and computational approaches” (pp. 1–19). Elsevier. http://dx.doi.org/10.1016/S0360-1315(00)00011-7

European Commission. (2020). “Erasmus+ Programme Guide”. Publications Office of the European Union. https://erasmus-plus.ec.europa.eu/

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Routledge. Retrieved from https://books.google.ro/books/about/Professional_Capital.html?id=2sRWQxBBsj4C&redir_esc=y

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365–379. https://doi.org/10.3102/0013189X09339057

Kirkwood-Tucker, T. F. (2012). Visions in global education: The globalization of curriculum and pedagogy in teacher education and schools. Peter Lang. Retrieved from https://www.peterlang.com/document/1056104

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. “Theory into Practice, 47”, 220–228. https://doi.org/10.1080/00405840802153916

UNESCO. (2017). “Education for sustainable development goals: Learning objectives”. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000247444

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Publiceret

2025-07-12

Nummer

Årg. 12 Nr. 8 (2025)

Sektion

Articles

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