Recommendations for a climate-sensitive learning mobility
openness to new experiences. This creates an ideal ground for learning also in the field of climate and environmental protection. Young partici - pants learn about the severity of climate change in a practical way and discover that small steps, too, can make a difference. They can try out new behaviours without the obligation to change their daily life immediately. The following tips concen - trate on educational approaches that can be taken during international mobility activities that focus on topics other than environment or sustainability. → During an activity we use electricity, we shower, we eat, etc., so the choices we make during a project are also always connected to the environ- ment. We can use these concrete occasions to hold short creative workshops on recycling, food or energy consumption to encourage participants to consider the principles of more sustainable behav- iour like eating less meat, separating waste prop- erly, etc. Even a one-hour-workshop in a one-week exchange can make a difference. Furthermore, this will give the young participants more experience that they take back home with them. → It is preferable to choose activities that enhance the positive connection to nature and environmen- tally friendly practices. Positive experiences with the environment and environmentally friendly and carbon-saving behaviour will encourage the young participants more than pointing out all the things that are harmful to nature. → We can try to involve the local communities in the activity as much as possible. This includes using locally produced products, integrating local culture into our activity, informing the local media about the exchange, or using the regional infrastructure for programme activities.
1 Deutsch-US-Amerika- nische Beziehung Practical tips for organisations Young people not only shared their thoughts and feelings with us, they also gave us concrete ideas about what the organisers of learning mobility programmes can do to become more climate-sensitive. These impulses were taken up and supplemented by the international project partners. Here are the resulting practical tips. 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 Bettina Heinen-Koesters,
Before the activity Consider the climate already in the planning phase and note that planning can also be done online.
→ Involve your target group already in the planning phase of the project.
→ Talk to your international partner organisation(s) about their understanding of sustainability and about the standards and priorities they attach to the topic. The reasons for global climate change and the appropriate measures to take against it are prioritised differently in different parts of the world. We cannot take it for granted that all of the partners have the same perspective and starting points. → Make transparent to the participants what meas- ures you have taken/will take during the activity to reduce its carbon footprint and impact on the environment. If you are in doubt which measures will be accepted by the participants (e.g., the kind of food, the means of travel or the length of stay), discuss them with the group in advance. Explain the different options and their advantages and disadvantages. Involve the young people in the decisions.
→ It is useful to raise the topic of climate sensitivity with international partners before the event
– to create awareness amongst the partners, and – to find out about examples of good practice or existing methods. → Travelling by train, coach or other slower but less CO 2 -emitting means of transport will take longer. There are a lot of ways to use this travel time already as part of the programme, e.g., for group interac- tion, for playful preparation of the exchange, or to collect/spread information. Slow travel is an oppor-
Programme An international exchange is an excellent oppor - tunity for holistic and experiential learning. Everything is different from home. Participants come to the exchange with an expectation of and
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