The first transnational activity of the project took place in Portugal, hosted by Agrupamento de Escolas Dr. Francisco Sanches. This five-day event focused on exploring and exchanging good practices in environmental education within the framework of eco-schools. Participants, mainly teachers from partner institutions, engaged in a wide variety of activities centered on raising awareness about climate change and promoting sustainable behaviors.

The program began with presentations on the Portuguese educational system’s environmental strategies, including the vital role of eco-schools in tackling the climate crisis. Throughout the week, participants attended workshops on recycling systems in schools, sustainable energy and water consumption, and environmental education strategies. A short film about the climate crisis served as a basis for group discussions and the development of local solutions. Special emphasis was placed on how to integrate these practices into each school’s curriculum.

The activity also included the planning of the eTwinning project, which would connect students and teachers digitally to collaborate on environmental themes. The participants’ cultural immersion and collaborative efforts helped strengthen their professional skills, increased their environmental awareness, and contributed to the development of a shared European identity. All sessions were led with a strong environmental focus, minimizing paper usage and encouraging digital reporting.

The activity concluded with a certification ceremony, and all outcomes were intended to be disseminated locally through workshops for students, teachers, and parents. The experiences and insights gained would later be included in a multilingual teacher e-booklet.

The second major activity was held in Berlin, Germany, and was organized by the partner NGO ARDA Beratung & Bildung GmbH. This event aimed to enhance participants’ understanding and skills in applying STEAM (Science, Technology, Engineering, Art, and Mathematics) approaches to environmental education. Over five intensive days, educators and trainers engaged in both theoretical and hands-on workshops that highlighted the integration of sustainable practices with innovative technologies.

The agenda included an introduction to the German education system’s approach to environmental education and STEAM, as well as demonstrations of junior STEAM projects already in place. Participants explored the concept of smart cities, creating their own models using LEGO, and designed electric vehicles as part of a conscious consumption activity. Artistic expression also played a role, as attendees created art pieces using recyclable materials.

Through collaboration, attendees developed numerous sample activities to later share with their students and peers. These included lesson plans, project models, and materials to be included in the project’s digital booklet. The experience allowed participants to gain new professional competencies and inspired them to incorporate sustainable STEAM projects into their own schools. In addition, the results of the German workshops were integrated into the ongoing eTwinning project, ensuring a broader impact across the partner countries.

The event also featured cultural exchange activities and gave participants the opportunity to improve their language and intercultural communication skills, further reinforcing the European dimension of the project. Local dissemination efforts and classroom integration of the outcomes were planned for the following months.

The third and final transnational activity took place in Granada, Spain, led by the project coordinator INSTITUCION JUAN XXIII. The focus of this meeting was the creation of digital educational materials for environmental awareness, aligned with the needs of 21st-century learning. During five days of intensive collaboration, participants explored the use of Web2 tools in classroom settings, especially for environmental education. The workshops covered topics such as creating multimedia presentations, videos, interactive content, and templates for both students and parents. An important part of the activity was dedicated to safe internet use and data protection, empowering participants to develop materials that adhere to digital safety standards.

Participants also co-designed a digital program specifically for parent training, aimed at fostering environmental awareness at home. A significant outcome of this activity was the collaborative creation of a multilingual e-booklet for teachers, containing digital resources, lesson plans, and workshop ideas. The event also supported the production of educational content for the eTwinning project, allowing students across countries to access and benefit from these materials.

The workshops not only enhanced digital competencies but also encouraged interdisciplinary collaboration among teachers and NGOs. Cultural immersion, networking, and language development added value to the participants' professional growth. By the end of the activity, institutions were better equipped to incorporate digital tools into their sustainability education strategies. The event was also key in finalizing the dissemination plan and aligning all project outputs with the goals of the EU’s Digital and Green Agendas.

The final activity in the Erasmus+ "Eco-Friendly Childrens" project was a two-day virtual student event, designed to bring together learners from all participating countries—Spain, Portugal, Germany, and Turkey—for an international digital exchange focused on environmental education. The activity followed the implementation of the three previous in-person meetings, providing students with an opportunity to reflect on and share what they had learned. Through video calls, online presentations, and collaborative digital tools, students presented eco-projects, recycling efforts, and creative ideas developed in their schools. This online setting enabled real-time interaction, allowing students to ask questions, exchange opinions, and work together on climate-related challenges, despite geographic distances.

Each school selected a diverse group of students to participate, including those from refugee or disadvantaged backgrounds, promoting inclusion and equal opportunity in line with the project's values. The sessions included virtual workshops, cultural presentations, and interactive quizzes, encouraging engagement and active learning. One of the highlights was the digital exhibition of student-created environmental materials such as posters, videos, and animations made using Web2 tools. The activity also served as a platform to showcase outcomes of the ongoing eTwinning project, reinforcing digital citizenship and collaboration across borders.

This virtual mobility contributed significantly to the students’ sense of European identity, intercultural understanding, and environmental responsibility. It also allowed teachers to observe student collaboration in an international setting and gather valuable insights for future classroom activities. In addition, the digital nature of the event aligned with the project's goal of reducing environmental impact and promoted the use of low-carbon, tech-driven educational solutions. The experiences and results from this activity were documented and shared through the project’s website and social media channels, ensuring wide dissemination.

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