Recommendations for a climate-sensitive learning mobility
It became clear that digital events and meetings cannot replace physical encounters, although young people see them as a useful way to reduce travelling and hence carbon emissions. Therefore, they recommended considering online elements when planning an international activity. Explore digital methods and activities in your programmes. Define an educational goal for each part of the programme. Consider whether this goal can be achieved in a remote setting. Use this as a rule of thumb: Elements involving an exchange of information work well in digital settings, while developing trust and stable rela- tionships requires personal encounters. Many young people stated that they would be willing to travel less often but for longer periods. The duration of an event and the carbon emissions produced by the journey to get to the venue should be in proportion. When planning your annual programme of activities, consider organising longer stays. Funding must be adapted in order to make longer stays possible.
Some young participants felt there was too much responsibility on their shoulders. They said: You shouldn’t ask us if there should be more climate-friendly activities! Instead of waiting for ideas from young potential users, the organisers of learning mobility programmes can take action themselves and pivot their programmes towards more sustainability. At the same time, the young participants expressed their wish to be involved in developing future sustain- able learning mobility activities. When planning your programmes, you should explore all the possibilities to make the general framework more sustainable (see Section: Practical tips for organisations). Explore your target group thoroughly and find out to what extent they would be able and willing to contribute additional resources (time, money, effort, etc.) in return for a more sustainable programme. Discuss with your target group(s) what kind of international learning mobility activity they would like to participate in. During the project it emerged that young people sometimes feel weighed down and helpless in the face of the enormous problem that is climate change, on top of all other global challenges that the world is facing, and sometimes cannot find the strength to become active. International youth work with its combination of stimulating new contacts and non-formal methods provides a good foundation for tackling sustainability topics. They offer the opportu - nity to learn about complex issues in a hands-on, fun way in a group of young people from different back - grounds, and to gain concrete experience. Make full use of the potential of interna- tional learning mobility. A youth exchange on sustainability topics can provide the perfect mix of • hands-on suggestions for more sustainable behaviour, • opportunities to try out new approaches, and • additional facts and figures illustrating why this is important.
1 Deutsch-US-Amerika- nische Beziehung Young people's perspectives and resulting recommendations for a climate-sensitive learning mobility Bettina Heinen-Koesters, gggOlorit doluptiaspic totaqui ationest, as et eum andistet ut volupta tistinv eligniam sequi omnis dis sunt. Ignis eosae. Reicipsamus volorercia quidis nisit estrum, odiorionse prestiu mquasitaere prest, sunt eos aute dem venimosandae volupta saperiatur simi, sed quae exersped erum faccus, odi im dolupid et aperspel ius, nos eum ut unt, cus am laborerem ut faccus accaessed et quiatem que iur sam dolupis sus moluptaque vent exere sequi dolorrumque landae explisi magnat ium vellibus, si nis proribus dolum quid quam que plaborpos modi nimaxim earciendi odiam, que volorepe vendiorempor moluptatas secto essimet quis in resto magnim dolut et facea dus, id et reruptas con cusam et ex excea conest essimpo What did the young people tell us? And which conclusions can be drawn by practitioners and stakeholders in the field of international youth learning mobility for the future development of their work?
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