School life as an ecological background for principled citizenship

The European Commission, in its guidelines for Learning for the green transition and sustainable development, encourages Member States to integrate sustainability across educational institutions and operations. Since 2022, Member States are urged to establish supportive learning environments that foster hands-on, interdisciplinary teaching and are relevant to local contexts. The Commission emphasizes active involvement of students, staff, local authorities, youth organizations, and the research and innovation community in promoting sustainability in education. This initiative aims to instill a comprehensive understanding of sustainability, aligning educational practices with the broader goals of environmental consciousness and climate action.

The Shire and the Real Food Garden: a students-based Eco-Team effort

CLIP's Eco-Team, comprising students and teachers, transformed an adjacent land into The Shire, focusing on planting endemic species strategically chosen with geospatial digital tools and expert databases, and the Real Food Garden, an organic vegetable garden. This initiative, involving students from Pre-K to Upper School, aimed at maximizing ecosystem services, enhancing climate change remediation strategies, and ensuring food security based on local produces. Regular curricular and extracurricular outdoor activities promoted physical sensory learning, fostering a more empirical and long-lasting understanding on how the environment works, and how they can be a part of its conservation and management. The students have been responsible for planning and managing these spaces and delivering the produce to the school bar and canteen, this way promoting ownership and emotional connection to their natural surroundings.

CLIP student: an environmentally conscient citizen

Throughout their academic path, students develop conceptual knowledge on their environment, entangling interdependence between its elements, and how human societies impact over it. However, in CLIP, year 9 students engage in the Ecothon, where they are invited to spend a whole school day researching about ecological issues related to areas like Resources Management, Sustainable Mobility and Waste Management, choose one to focus on, come up with an innovative solution, and pitch it to a jury. The winners bring their projects to national and international contests.

This inspires students to pursue subjects like Environmental Management, that demand not only for a theorical understanding of ecosystems processes and the dynamic interconnection and interdependence between biotic and abiotic factors, but a more experimental approach to learning about ecological management issues, with consequent elaboration of an investigative report. This Coursework results from fieldwork activities in natural environments in the region the school is located in. Samples are collected, and qualitative and quantitative data gathered and analysed through the application of in loco and lab techniques.

With the work done within these subjects and initiatives, CLIP students grow their ecological awareness while working on skills like organization of information, definition of coherent methodologies, analysis of results, taking conclusions over initial hypothesis and evaluating the work done, as well as improving their presentation and communication abilities. They are not afraid to feel challenged, they assume themselves as life-long learners, they think globally while acting locally, developing as principled and active citizens.