Visibility of eTwinning Projects Group July 2026 Newsletter
why should we care? From there, students became researchers. They went outside with thermometers, recorded surface and air temperatures across different environments— asphalt, soil, grass, concrete— and then compared their findings with partner schools from inland and coastal regions across Europe. The data they collected was their own, not taken from a textbook, and that changed everything about how they engaged with it. In mathematics lessons, they applied statistical analysis to spot patterns and anomalies. In geography, they mapped heat-prone zones and explored how urbanisation reshapes local climates. In biology, they looked at the role of vegetation in temperature regulation and the difference between green spaces and built environments. In ethics lessons, they asked the harder question: who suffers most when cities overheat, and what responsibility does that place on us? The project culminated in a school Green Code— a set of commitments the students themselves wrote, based on evidence they themselves had gathered. That ownership matters. It is the difference between sustainability as a topic studied and sustainability as a value held.
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