Visibility of eTwinning Projects Group July 2026 Newsletter
environmental stewardship from an early age. identity and reinforced the value of reflective practice.
Equally important was the project ' s broader social impact. Rather than limiting activities to the school grounds, children extended their exploration beyond the school garden to investigate parks and other green spaces within their local community. This shift transformed the project from a school-based initiative into a community-engaged educational experience. Through children ' s observations, exhibitions, and shared documentation, families, local stakeholders, and community members became actively involved in reflecting on the importance of accessible green spaces for early childhood development.
For the participating pre-service teachers, the project represented an authentic opportunity to connect educational theory with practice, experiment with interdisciplinary and inquiry-based methodologies, and experience international collaboration within a real educational setting. The continuous dialogue between university mentors, student teachers, and school educators strengthened participants ' professional
The dissemination of the project at the local level contributed to raising public awareness of the educational, environmental, and social value of urban green areas. It stimulated discussion about the need to preserve existing green spaces while creating new child-friendly environments that support exploration, wellbeing, and environmental stewardship. In this way, the project demonstrated how an educational initiative can extend beyond classroom learning to become a catalyst for community engagement and sustainable development.
Conclusion Finally, the project aligns with contemporary perspectives on Education for Sustainable Development( ESD), which advocate for educational practices that empower children to become active
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