Our project has four main activities which are:

1. Expand The AirE
2. Know The AirE
3. See The AirE
4. Smell The AirE

The activity “Smell The AirE” focused on the planning and preparation of teacher training for the ICT-AirE project. It aims to design a hybrid training course and online platform to support teachers and students in addressing air pollution. The activity involved two phases: planning, which includes diagnosing the education centre’s context and needs analysis, and preparation, which involved developing training materials and tools. The target group for this activity was the teaching staff and administrative personnel of the Merendino education centre, as well as the staff of VEOLO and Meraki. The activity was thought to help achieve the project objective of designing a training program for teachers by providing tools for diagnosing needs, creating training content, and developing an online training platform. The expected results included a set of diagnostic tools, training materials, an online platform, digital tools for air pollution analysis, and an installed air quality measurement module.

The “Know the Air” activity was designed to test and improve the training program for teachers in the ICT-AirE project. It consisted of two parts:

1. Initial phase of the pilot training course for teachers: Teachers received technical knowledge on atmospheric emissions, meteorology, monitoring air pollution, and environmental impacts. The training included presentations, practical exercises, and group dynamics. The pilot course was held for four days in Capo D’Orlando, Sicily, Italy.
2. Design, review, and feedback phase: Improvements identified from the pilot course in Sicily are incorporated into the training program. Collaboration among all entities involved strengthen relationships and generated synergies.

The target group for this activity was the teachers of Merendino education centre. Meraki and VEOLO developed the training course, focusing on air pollution and digital skills. Merendino benefited from trained teachers who could further educate their colleagues, increasing community involvement in air pollution issues. VEOLO tested learning resources based on real-time air pollution measurements, while Meraki tested and ran the online training platform with innovative tools and methodologies.

The “Know the AirE” activity helped achieving the project’s objectives of training teachers and ensuring the training program’s effectiveness. Expected results included at least four teachers trained in air pollution and digital skills for environmental problem-solving, along with valuable feedback on the training materials and resources.

The “Expand the AirE” activity served as a continuation of the pilot training program for teachers, with the objective of extending the project’s impact and multiplying its effects. The activity consisted of two main components:

1. Development of the second phase of the pilot training course for teachers: In this phase, the focus shifted towards creating real pilot cases that can be implemented with students in their respective educational centres. The training sessions involved sharing knowledge and experiences on how to develop collaborative projects with students, specifically addressing local air pollution issues. A cascade learning technique has been employed, with the ICT-AirE project sharing knowledge with teachers, who will then pass it on to their students, following a “Learning by doing” methodology. The developed materials and resources will be made available through the e-learning platform, including air pollution data and digital resources to facilitate the teachers’ learning process. These materials and methodologies have subsequently been applied to students in the next phase of the project, “See the AirE.“

By the end of this activity, the participating teachers have defined a case study to be developed in Sicily, involving a selected group of students. The case study encompassed a research question related to addressing local air pollution, a set of tasks to guide the research activity of the students, and a strategy to formulate solutions and engage students in green transition initiatives.

2. Organization of a networking event on Educational Innovation for teachers: This event was to foster the sharing of experiences among Spanish teachers who had already developed projects focused on air pollution, as well as Italian teachers. The event took place in Valencia, Spain, and involved local entities working in education, such as CEFIRE Science, Tech and Maths, and the Regional Agency of Education, Culture, and Sport, who had expressed interest in the project’s results. The networking event provided an opportunity for participants to exchange innovative ideas, inspire each other, and explore potential collaborations.

The target group for the “Expand the AirE” activity included the teachers from Merendino and teachers from the Comunidad Valenciana in Spain who participated in the networking event. The teachers of Merendino have actively engaged in the activity as learners, benefiting from the learning process and gaining insights from other European initiatives. Furthermore, the cascading impact of this activity is also expected to benefit the students of Merendino, as the developed case studies and methodologies are implemented in their educational environment.

Meraki and VEOLO were responsible for developing the second phase of the training course and organizing the networking event in Valencia. VEOLO has expanded its network of teachers interested in educational innovation, further increased its social impact. Meraki, on the other hand, have had the opportunity to learn from a wide range of innovative proposals in different educational levels, specifically focusing on VET (Vocational Education and Training) and the topic of air quality, and expand its network of collaborators.

The “Expand the AirE” activity aligned with project objectives, particularly the one which aims to extend the project’s impact by developing real case studies with students. Additionally, it allowed the training of the teachers on air pollution and digital skills focused on environmental problem-solving.

The results of the activity included having at least four teachers trained in air pollution and digital and technological tools, who are highly motivated to initiate real case studies on air pollution in Sicily. Furthermore, at least one air pollution module designed for students has been developed per course involved, fostering their understanding and engagement with the topic.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.