 So, good afternoon, good afternoon everyone. My name is Marta and I'll be your host for today. Welcome to this webinar organized by School Education Gateway. Before we start just practical information for the audience, the webinar is recorded and the recording might be used for dissemination purposes. And if you have comments or questions, please, you can use the chat and we will try to address all of them. Well, without further delay, let's go to the heart of today's event. And the focus for today is environmental literacy, making education feasible. So, we are very happy to have today with us Dr. Pramod Kumar Sharma, who is a Senior Director of Education with the Foundation for Environmental Education. He is an education for sustainable development professional with a broad experience of over 20 years. He has worked with a wide range of stakeholders that include school, corporate programming, focusing on school system, rural development issues of tribal communities, and has mentored grassroots NGOs for projects in the era of sustainable development. Thank you very much, Pramod, for being with us today. Before we start one last practical information, the presentation today will be done with Mentimeter, which is an external tool subject to its own privacy policy. So, please, only share personal details at your own discretion. Thank you very much. Without further ado, Pramod, now I'm very happy to give you the floor. Thank you for this opportunity. And I will be using the tool called Mentimeter. And do you see my screen? Yes, we can see it perfectly. So, I think you can only, if you can make it a bigger in presentation mode. I have done that in presentation mode. Because I don't know Eleonora, but I still see the. Okay, now, yes, now we see it's a full screen. Thank you, Pramod. Great, thank you. So, for the next 40-45 minutes, I will be interacting with you on what environmental literacy is and how we can strengthen it as part of our environmental education programs or education for sustainable development programs. And we'll be stopping in between for any question and answers that you might have. Some of you might be knowing, I represent Foundation for Environmental Education. It's a nonprofit, non-governmental organization based in Denmark. It's a member-based organization that started with four countries in 81. And now we are over 100 members in 80 countries implementing different programs of fee. Three programs work with school systems and a higher education, EcoSchool and Fee EcoCampus is well known. Then we have another program called Learning About Forest, Young Reporters for the Environment, which is working with individuals on thought leadership and two tourism-based programs, which are labels called Blue Flag and Green Key. So, I will be using Menti Meter to make this presentation and interact with you. Please go to menti.com and enter the code 35889090. And you can press the hard button at the bottom just to let me know that when you are inside the app. Yes, I can see that two people have already accessed the app. I will wait a couple of more minutes. Go to menti.com and use the code 35889090. And while you are trying to set the app, you can also tell me from where you are joining the webinar. I see one dot in Pacific Ocean. So, we have people from outside Europe also. But then as we see two dots from Europe, yep, south of Europe, two people from Eastern Europe. It looks like Turkey, Malta, Greece, Portugal. Great. This is a wonderful map representing the major fauna of different parts of the world. As you can see, wonderful. We have a couple of people from Northern Europe also. Nice. So, as you are thinking and might have been thinking about what this session would be about, just give me some examples of your environmental education project and activities in brief, titles only, like what kind of environmental education activities or projects that you do. Marine litter inventory. Interesting. Yes, Ukraine is a topic, peace, war and all those aspects which are important part of sustainability, nature, nature. Eco-school is a generic topic. Environmental education projects. Eco-school is a program under which what kind of programs you are doing. Community coastal cleanup, garbage art. Water is a very broad topic, but anything specific that you do in water, school green poster, then I have a steam, stem, linking with science education, policy for environmental education. Nice. Maybe somebody from European Union, green environment, recycling, e-book on environmental topics, journalism, trash fashion. That's interesting. Eco-school upstream battle, combating ocean litter via river pollution. Wow. Yes, making that those connections. Fast fashion, very important topic, sustainability, renewable energy. Diversity of in-care, reduce fast fashion, recycling. Great, around almost 41 people have responded. So the share, what impacts did your environmental project or activities created? You shared a lot of wonderful activities or projects. What impact it created? Tried to be very specific as possible, not as much as desired. Okay. I'm asking what impacts. Let's judge whether they were poor or not as per the desire, as per our standard. But what kind of impacts did they create? For example, cleanup, students change their actions. Wonderful. Schools reducing litter. Mentality changing. Okay, that's more about attitude, positive impact, awareness of one's own territory. Yes, how do we really measure impact? One of the projects has made students more aware of nature protection, increasing awareness, mental changes, water, introduction of the recycling corner in the institution. These are activities. Yes, active learners, active students with environmental friendly habits. That's nice behavior, more awareness, not a lot. Community participation in local environmental project, increased outdoor learning, engagement and eco-awareness of all participants. What is your environmental project or activities? Improving the environmental profile of school performance. Great. Let's wait for a minute more. Can you be more specific student awareness, raising awareness of environmental issue, reduce coastal garbage for a short period? Unfortunately, yes. That's a challenge. Awareness. A lot of awareness and increased outdoor learning, a lot of talking about mental changes, awareness of climate change, awareness of one's own territory, mentality changing. Different aspects that we associate with environmental education, as we can see. Direct involvement of students in COP26. Students are also differentiating school material for the first time. Segregating, I think, segregating the waste. Students discovered the diversity of marine fauna. Wow. Increasing, so a very diverse set of impacts that has been created as part of your environmental projects and activities. Great. Now the question is, coming to the topic, what is literacy? How do you define literacy? When we talk about environmental literacy, let's discuss about the word literacy. How do you define it? Knowledge. Knowledge about anything? Yes. Competence. Competence in a skill. Ability to use knowledge for action. Great. Being able to read, but also understand the read. Yes, that's the definition. But capacity of ability, understanding, competence, skill, right language, other understand, understand, leading to behavior change, action information, culture safe, communication, competence, interaction, ability to communicate acquired knowledge, transmission, value about nature, basic knowledge, ability, reading, understanding, writing, action, skill, background knowledge, competence, entrepreneurial skills. Entrepreneurship is also an important part. Agree. Safe. Great. If I didn't get it, what do you mean by safe? Wonderful. So there are many definitions of literacy. Popularly it is understood as an ability to read, write, and numeracy, that is mathematics, in at least one method of writing, which is language and understanding reflected by mainstream dictionaries. So this is a definition which is given by most of the dictionaries. Then literacy is also often used to mean having knowledge or skill in a particular field. So environment literacy when we talk about is the literacy in the particular field of environment. It could be mathematical literacy or it could be language literacy. So having knowledge or skill in a particular field. And the third, which is defined by PISA, is the capacity of a student to apply knowledge and skills. And many of you talked about competences and the ability to transfer that knowledge and skill into key subject areas and to analyze the reason and communicate effectively as they pose. And some of you also highlighted the important part of communication or communicate as they pose solid and interpret problems in a variety of situations. And then when we look at two words that were also used in a lot when we were discussing about the impact is environmental education and environmental awareness. And you mentioned about environmental awareness being raised. So how many of you think that environmental education and environmental awareness are the same or is the same? Not sure, 9%, 25% are saying yes. Interesting. So most of you around 2-3rd of you think out of the 30 people who have responded. That means around 20 people think that it's no. It's still 14% saying yes. And 10% are not sure about whether they are same or not. If you are not able to participate, you can go to the website on your smartphone, open the browser and type menti.com. As you can see on top of the slide and use the code 35889090. 35889090. Good. So 2-3rd of the people, participants here, think that they are not the same. So awareness as you are right, awareness is just one component of environmental literacy or environmental education. And the first definition was given at the UNESCO UN Intergovernmental Conference at Tbilisi in 1977. And this definition is mostly used by most of the organizations and has been modified a bit, but most of the elements are the same. So it is the ability or in terms of outcome, it's about raising awareness to help social groups and individuals to with the awareness, sensitivity to total environment and it's a right problem. And most of it is about campaigns and telling about that climate is changing or something like that, which tells them that there is something happening. But then it differentiate from knowledge, which is to help social groups and individual gain a variety of experiences in. And that is what we are trying to do, help them gain variety of experiences and acquire basic understanding of the environment and associate problems. Then going and changing in terms of looking at attitudes, which are an important determinant of behavior to help social groups and individual acquire a set of values and feelings of concerns for the environment and the motivation for actively participating in environmental improvement and protection. And then environmental education in terms of its goals also has the element of development of skills, which is also related to competence to help social groups and individual acquire the skills for solving environmental problem. So it's just not about having awareness or knowledge in depth or having the right attitude, but it's also the ability to solve and get engagement through participation, which has also been highlighted as the last one in terms of when we look at environmental education and that's objectives that to provide social groups and individuals with an opportunity to be actively involved at all levels in working towards resolution of environmental problems. So when we look at environmental education, it is different from awareness. It includes awareness raising. It includes building knowledge. It includes changing attitude. It includes development of skills and competence and also getting them engaged in problem solving at all levels possible. And North American Association for Environmental Education in 2011 worked on the research since 1977 and even before that to develop a framework for assessing environmental history. And they define environmental literate person or a student in our case to possess two varying degrees. That's important to varying degrees because there is no absolute knowledge. We all know something or other of all the aspects and so it is an continuum. So they defined it in terms of having knowledge and understanding of a wide range of environmental concepts, problems and issues. A set of cognitive and effective disposition that is we talked about attitude in the definition of 1977. And then set of cognitive skills and abilities to solve the problem, engage with the problem and the appropriate behavioral strategies to apply such knowledge and understanding in order to make sound and effective decision. And this treats cognitive part which is to do with brain in terms of knowledge skills and abilities, effective and we look at both interactive and development in nature. So they interact with each other, attitude has an impact on behaviors, knowledge has an impact on attitudes and they interact and continue to interact over the lifetime as lifelong learners. So nobody is either environmentally literate or literate. We are on a continuum. We know something or the other and have some attitude or behavior, but we want to increase that as part of our own activities as part of environmental education or education for sustainable development. So just asking you to what extent your project had documented impacts in terms of awareness, knowledge, attitudes, skills and participation. It's great, 100% the first participant that they had clear impact or documented impact which they can show in terms of awareness, knowledge, attitudes, skills and participation. But as we see it's changing with 11 participants, the least area in which we have been able to document or show impact is in the area of attitude and skills. Participation is high because we are able to involve children either as part of eco-committee or projects and that's reflected. So if you look at the response, it's coming clearly that most of the projects have been focusing on raising awareness, knowledge which we have been able to show or participation in terms of how many children or what they did as part of environmental activities or projects, but very less in terms of skills or looking at behaviors to take action or changing attitudes which is also a determinant of behavior. So when we were looking at knowledge, the research also defined it in terms of what is knowledge. So it is basically to what extent you know about physical and ecological systems which is what usually is taught in the sciences whether it's biology, geography or to some extent chemistry and physics also. Then the second is in terms of social, culture and political systems which is part of civics history in terms of looking at how our societies are a consumption patterns, the culture and the political systems define and decide the impacts on environment. Then talking about and having knowledge about issues of environment. Knowing about the problem that we are facing or we have created and then multiple solution to environmental issues. So it is also just not having the knowledge about the problem but it's also having knowledge about different solutions we can have whether we are applying them or not but knowing like how we can solve the problem is also part of the knowledge building. And the third is in terms of how citizens as we can participate and what kind of actions we can take. So some of the actions are already being taken. For example, children have been motivated by Fridays for Future and Climate Activism and they know that as one way of basically expressing themselves to different people and raise awareness about the issue of climate change. The second area which it's highlighted was the competencies which is a combination of skills and abilities that you know how and when to apply. This is important knowing how and when to apply those. So the skill of identifying environmental issues, being able to see what is a problem and then talking about or asking questions about environmental condition and issues. Being able to raise questions and identify right questions to know more about it or raise those issues with the different stakeholders. The ability to analyze environmental issues and do those analysis to find out why those are happening, where they are happening. Looking at investigating environmental issues, scientific and social aspects of issues using primary and secondary sources. Many of our programs are already doing that. Young Reporters for Environment is a good example. When we do audit as part of the seven step process of EcoSchool, we are doing that. Then looking at evaluating and making personal judgment about environmental issues. The interaction between environmental condition and social political system. The way our market are shaping different consumption patterns and how advertisements are making us consume certain things. Those are also part of the competency in terms of ability to evaluate and make a personal judgment whether it's a greenwashing, whether I need that product or not, whether this product is better than the product that I want to or I have been consuming or whether organic or going meatless is better for environment. Looking and evaluating those and taking decisions in important part of competencies. And then using evidence and knowledge to select and defend one position. So one way of looking at is from an emotional that okay, we should save environment but then coming in with facts and that's what the movement is all about nowadays that believe in science and use evidence and knowledge. It's not a reotoric that we are looking at. And then creating and evaluating plants at various scale levels resolve environmental issues. How much is enough? What we need to do as society, as corporates and at different levels as our municipality and being able to look and identify those plants is part of important part of competencies. And then the third area is about disposition which is an important indicator of behavior that how you respond to environmental issues. What is your inclination? If you see a paper on street whether you will pick it up or not, that's disposition. So it's all about sensitivity. It is all about attitude and concerns towards the environment. It is about assumption of personal responsibility which is an important indicator to what extent I believe in my own responsibility to act in a certain way to solve or mitigate environmental problems and which is also important element in terms of because behavior is determined by locus of control and self efficacy. These are two important aspects and that is why the important part of knowing that so many people are taking actions around the world to resolve environmental issue because otherwise we will think that we are only an individual and action doesn't matter and that is a question of self efficacy is to what extent my environmental activity or project will make a difference. And many of you highlighted in the beginning that not much environmental issues have not been because that's another barrier that we see and locus of control in terms of whether the motivation is from cell or because it is because of a project that has come from outside. We are involved in an environmental activity or a project and then motivation and intention to act and which ultimately leads to environmentally responsible behavior which is involvement in intentional and habitual behaviors individually or as a member of group that works towards solving current problems and preventing new one. So if we look at environmental literacy and looking at education within this, we are looking at changing behaviors as literacy outcome or building dispositions, building competencies and different areas of knowledge domain. And we have to work on all aspects and see this as part of education for environmental education and they interact with each other. Knowledge, disposition and competencies interact with each other because knowledge as it was highlighted that based on science, evidence, we develop disposition and then competency and abilities to act through projects and practicing them. And there are contexts, personal, social and physical which might be enabling mechanism or barriers to environmental responsible behavior and feedback reflection help in literacy development that at every step that is the role of education as the educators that how do we help the learners to reflect and have feedback so that they can increase their knowledge and increase the depth of their understanding and improve their higher order thinking skills. Any questions? Are there any question in the chat? Hi Pramod, I think we, I'm checking but I think for the time being, we do not have a question so maybe we can, they are asking, can you show environment response slide again please? Well, I remind the participant also that the slides will be available on the webinar page but indeed I encourage the attendees to post also the questions in the chat and now I think we can move on Pramod and then we can leave sometimes towards the end. Yes, we can do that. Maybe they still need to reflect and come up with some questions so I think you can proceed, thank you. If you don't have a question, any comment? Everything is clear, it means that everything is really clear. Either I would say, either it is clear or it's very confusing so you don't know what the question or the direction should be. Okay, let's see. I hope positively and think positively that everything is clear. Let's move forward then, thank you. So let's now, we were discussing about reflection. So how your future environment education project activities be different now? We went through that what environmental literacy really means and you raised different issues and how we need to work on different dimensions. We looked at that if you want environmental responsible behavior we need to look at knowledge, disposition, competencies and so that we can shape the behaviors and create impacts in long term, short term and long term. So how your future environmental education project be different if you look at need to find a way to measure long term behavioral change? Yes, that's the biggest challenge and long term or longitudinal studies are difficult and not much has been done, which is a gray area. But then we can always look at students because we run programs in eco schools and we have been running for 25 and we are trying to reach out to people who have been part of the program to see what difference it made. And the research is showing children especially who were actively engaged as part of eco committee changing for life but cannot be definitely said for other students whose engagement was light. Include reflection activities, that's important. Reflection only leads to learning because reflection is thinking and one of my favorite basically suggestion is that if you had to evaluate whether the change will happen or not ask in a project and activity that who's thinking? If the teacher is thinking, not much will happen. If the students are thinking, lot will happen. Needs longitudinal study, yes. Add measurement of attitudinal change, yes. Because knowledge which we traditionally measure is not a good indicator of behavior. Attitude is a good indicator of behavior. So higher the change attitude or disposition there are more chances of environmental responsible behavior. Want to start this in primary schools and work with some material as they move to secondary school. Yes, that's a good strategy to work with. Include reflection activities. It should be more transverse and not linked to sciences only. Yes, we realize in terms of knowledge we need to build it on social, political system, civic education, it's just not about sciences. Stating clear action to be implemented. Yes, that's important. I think we need more support for informal groups. Yes, that is important because they need to practice it outside the school, just not as academic projects. Active citizenship aspects is also an important part. Add measurement of attitude. There is an interesting, some kids are interested and some don't care or understand or feel it is relevant to them. The later need government and Congress. This is also the society. So many people think they are relevant. So we have to think and understand why they feel that the things are not relevant and then that they have the project would be to make the things relevant and help them understand. And that's what the engagement is all about. We'll include evaluation on the long-term impact. Yes, including environmental education as part of the curriculum. That's important. Give publicity to the results. And results from environmental education or environmental literacy perspective. Not about just how much energy is saved, how much liters of water is saved or how many sacks of garbage was collected. And one of the teachers highlighted that the cleanup only leads to a change in the small terms because a small period. And the place is again dirty or littered with waste. And the reason is that we are only engaging them for a shorty short period and not reflecting on how we can solve the problem in long-term and reflecting on the behaviors. Okay, so almost 30. Now let's get into the next part of the presentation is in terms of what is environmental citizenship. So any ideas or any reflections from your side, what is environmental citizenship? What do you understand by environmental citizenship? You can go to menti.com and use the code 35889090. Everyone taking responsibility for not worsening climate change. Everybody taking responsibility. So the key word is everybody and everyone and responsibility. Taking responsibility, again, taking responsibility. So is there element of rights and responsibility? What is my right and what is my responsibility? Active participation, very good. Active participation, participation is key in terms of when we are looking at citizenship. Active and proactive, actively in the environment, personal responsibility. So active participation, personal responsibility, everyone, responsible attitude. And so responsibility is one keyword that is coming out very strongly in the feedback. And then learning how to become responsible, learning about pro environmental behaviors is generic, but then responsible, active, proactive, longing, I am part of it. Wonderful. So there was a large synthesis project from Erasmus with the European Union and they defined environmental citizenship or responsible pro environmental behavior of citizens is basically who act and participate. So action is important as part of the responsibility and then participation is important in society as agents of change. So it's not about changing myself or changing my own behavior, but also influencing others in the private and public space, both as individual, as person in private and my family, but also public space where my friends in schools and in the community that I live on local, national and global scale through individual and collective actions in the directions of this directions are important. Solving contemporary environmental problems, solving contemporary. So whatever problem that exists, it is not about reading or learning about theoretical issues, but engaging and solving the problem that I have in my surroundings, prevention of creating new environmental problems, how we can mitigate and behaviors that doesn't create new problems, achieving sustainability and developing a healthy relationship with nature. So solving, taking responsibility to solve problem, engage with those work with other people is what the environmental citizenship is all about. And it includes both the practice of rights and duties. Most of you were talking about responsibility, which is duty, but then it is also about rights. Is that like for example, access to clean water is a right of every citizens and government has, or other people have the responsibility. So my rights to have clean air, clean water or safer planet is an important part of citizenship and the identification of the underlying structural causes of environmental degradation. It is knowing why it is happening. It is just not behavior, but then there are economic systems, there are political systems, there are relationships with different governments, there are self-interest, which is causing environmental degradation and environmental problem. Understanding them to solve them. Otherwise it will be just a campaign and a short-term action. If you don't address those issues as part of citizens of a country. And the development of the willingness and competence for critical and active engagement. And then also act individually and collectively within democratic means. So acting both individually and as part of the groups that we do and train children through our school projects and activities. And it's also about inter and intra-generational justice. Responsibility of us now to ensure that the future generation also have the equal right. And that's also part of the definition of sustainable development when we talk about sustainability from an indigenous perspective in terms of future generation being able to have the same quality of life as we have had in terms of environmental sustainability. So two categories of discourse. You were all talking about personal duty or lifestyle in terms of responsibility. But then there is also an important that it is also a fundamental right to have clean water, clean air and there is also this approach to active citizenship and demanding environmental protection from that perspective and just not what we can do but why we should do and why I should have a clean environment for my better health and for my future generations. So when we look at in terms of four dimensions, actions can happen from a private sphere or also in public sphere. And it could be an individual action or a collective action. And there are some examples of given. So between private sphere and individual action, you can see actions like promoting inter and intra generation justice, practicing environmental rights and duty as an event. Between private and collective actions, we are talking about achieving sustainability, developing healthy relationships with nature and preventing environmental problems. Solving environmental problems is between collective actions and public sphere. You can look at it from that perspective because it's going out and looking at solving problems which are there in front of a society. And then between public space and individual actions, we are talking about addressing the structural causes which is part of the governance, corporate or market systems and things like that and achieving critical and active engagement of civic participation and getting everybody. But what you will see that we were discussing at the core of this, when we're talking of different scale is the knowledge, values and attitude, skill, competence and behavior. We believe, we basically develop through our environmental education activities and projects. So it starts with building that environmental literacy and then we take actions in private sphere, individual, public sphere or collective action and individual action. But to start with development of the individual with the right environmental literacy to have the knowledge, values, attitude, skill, competence and behaviors. And these are some of the examples of the matrix that was there in the previous slide. So some example between private sphere and collective actions are participating in environmental protest or demonstration, participating as a member of environmental union and organization or it could be an eco club. Between private and individual, it is about choosing as a consumer, recycling, composting, donation for a project. In public sphere, it is becoming a volunteer, writing a letter, supporting with your presence, willingness to pay environmental taxes, voting for environmental issues. And then actions between collective actions and public sphere in terms of environmental citizenship look like connecting and influencing decision makers, organizing environmental campaigns and lobbying, involving in local politics, head of environmental school of thought. These are the examples that we can take in different areas of environmental citizenship at both collective and digital level and private and public spheres. So there could be different types of citizenship, so our citizens, so personally responsible or it could be participative citizen, it could be socially responsible, the green citizens, what we are trying to have out of the projects. And the characteristics are different. So personally responsible people, we have seen many around us who behave responsibly without questioning why. So you tell them to do this or do that, they will do that without asking why they should be doing it. So they take their, I'll pass it, but they take their own responsibility and if there are rules, they will follow the rules. Participate, they behave responsibilities and if somebody is throwing a letter, they will take action, so they will get involved. And then socially responsible are most active. Basically they reflect critically on social justice, take actions accordingly and try to look it from many lenses. And people who like greater are socially responsible green citizens. So examples are like recycling waste at my home is personally responsible, participative basically I educate others and if I see nobody is lit, segregating waste, distributing leaflets on recycling, educating them. And then socially responsible will be looking at forums, talking about political levels, save energy, negotiate and talking with companies, making them doing a social campaign on social media to make them change the way they produce and want us to consume. And these are the different ways. It starts with an inquiry, then we get children, a project will look like this. Starting with an inquiry, then planning actions, doing those actions, networking and sharing on the scales of all the actions, influencing others and sustaining environmental and social change and evaluating the reflection and this cycle goes. And since many of you are already part of EcoSchool Program, this ties up with the seven steps, starting with formation of eco committee, doing monitoring and evaluation action plans as part of civic participation, development of action plan as part of planning actions, informing an involving step as part of networking and sharing scales, EcoCode as part of sustaining environmental and social change, as part of values, or charter, auditing, playing, monitoring, evaluate as part of evaluation and reflection, and then environmental audit and review again as part of inquiry. So the seven step process ties up very strongly as suggested for development of a critical approach towards developing environmental citizenship among students. And then to support you, we have FIACADP on our website which is an open and free tool. You are welcome to join it. We have different courses on environmental citizenship, environmental literacy, education for sustainable development and project-based learning to help you develop the skills and ideas to do a quality environmental education activity or a project. Hi Pramod, sorry to jump in and interrupting you. I'm reading the chat that they are saying that the slides are not moving. I don't know if you changed the slides. It looked similar, but then there was this. Because now we can see the environmental citizenship. Yes, and then you can see the certification of completion of eco-commit. No, no. I will reshare then. Thank you. You see it now? Yes, yes, yes. I was talking about the pedagogical process of developing environmental citizenship. And then I spoke, basically shared the example of how the EcoSchool seven steps in those blue boxes ties up what the pedagogical process for environmental citizenship is being suggested, starting from eco-committee, doing the audit, development of action plan, monitoring and evaluation, sharing, developing an eco-code and audit review. And then we also have FI Academy to help you develop the skills and give you more understanding of the topic that I talked about. We have courses on environmental literacy. We have courses on project-based learning and seven steps and other aspects of environmental citizenship. So now we have 10 more minutes. So we'd like to hear what is your one take away from the session today. One take away, a thing that you can reflect and take away. Thank you, very nice. But I was looking for more critical feedback. Yes, the future, but what in terms of your future, that's very important. Need to consider which country and which curriculum, situation and ways to best to do this work. Yes, it's important because yes, education is part of the culture and the education systems and we need to have that as part of our activities and plan, importance of reflection in environmental literacy. And that's, thank you. That's an important aspect. Then a better listening on what environmental literacy is. Great, thank you. Thank you, inform them about it, but also please inform them about different courses we have even for students on FI Academy. Environmental literacy was made clear, measuring and demonstrate impact is key. Yes, but just not environmental impact. Look at environmental literacy impact, change in knowledge is usually done by education system, but how we can measure and change, demonstrate change in competencies, attitude and also through different means, through observations and other things, the change in behavior. Involvement, willingness to change and bring about changes fundamental, yes. Elaborated presentation, thank you. Systemic approach to environmental literacy manage evaluation, great, thank you. Keywords, active awareness and reflection. Importance of environmental education, create your welcome, you can join, I don't know from which country you are, you can find the details on our website on how to join the program. Yes, this is an important, and that's what we were talking about environmental citizenship and as educated, it is also important that we act together, we support each other, learn from each other and our problem solving or action as environmental citizen is to prepare and in private and public sphere, the next generation or younger generation with the tools in form of environmental literacy to be able to engage and address the issues that are there. Active involvement of students, I get very useful which help planning the steps in future projects. Better understanding about environmental citizenship, thank you. Teaching students to be active participants, I think that's very important. I again remind you, always ask the question, who is thinking? If you are thinking and you are planning everything, then learning might not be happening. It's learners who should be thinking. And the attitude must also be continued, not just awareness and understanding. Thank you. That's an important part of environmental literacy. Attitudes are a greater determinant of behaviors compared to knowledge, awareness or understanding. Homework, I don't know what does that mean? I got to know the difference between awareness and the need of incorporating knowledge, attitude skill was an important change in behavior and then change the way people look at environment. Thank you. Very elaborate and that summarizes the session. Right and responsible projects. Useful information. Yes, this is a suggestion, recommendation. And for that reason, we recommend project-based learning because that's a way until we get environmental education as a subject of incorporating different interdisciplinary action that is required. So yes, we can be of major change. Yes, so these are the two references that I had used during this. You can know more about these topics from these references. Thank you for listening. Thank you very much. Actually, many people are also typing in the chat. We have a lot of positive comments. Thank you for such a great support. Thank you for the interesting presentation and they are saying that it was really, really clear. And they now feel more aware about this topic, definitely. And actually, thank you very much for giving us the possibility to interact as much as possible. I think it was really, really nice that they could express at their best their thoughts, not only in the chat as we usually do. I think we had one question if you have one minute maybe to stay with us. The question was related to the slide about the environmental citizenship and the rights. And Sara was asking what if this is not such thing as rights, though, whose right takes precedence? Like my right becomes your responsibility or your right becomes my responsibility when we are living in a community. So I think if you look at from a right and responsibility perspective, it is respecting spaces and when I'm expecting a cleaner environment then as my right, then it's my responsibility to ensure that I behave in a certain way. And one example that I have, usually we used to talk about when we were talking about sanitation in many places is that leave the toilet as clean as you would like to have. So that explains the right and responsibility that you have the right to have a clean toilet but your responsibility is to leave it clean for the next person that will be using it. So it goes together in most places. Yes, to what extent you want to apply it from an individual perspective, family, school, political system will be determined by many things. Yeah, indeed. I think it's really about collaborating and supporting each other for what it concerns the right. Nobody comes first, let's say, it's just an interconnection. Yeah, you can. Maybe once you'll be the first one and the other way around for the time after, yeah. Yeah, it will be like the moment I express my right, I'm expressing my responsibility also at the same time. Yeah, exactly, indeed. Okay, so I think we are moving towards the end. Before we leave just the last practical information, we have posted the feedback form in the chat because we would like to hear from you as well. So please remember to save the link before we close it and then you can also fill it in afterwards. Okay, thank you. Thank you very much, of course, to all the attendees but especially thank you, Pramod, for accepting our invitation and for being here today with us, giving such an interesting and inspiring presentation for all the teachers and the attendees here. And before we close, before I close, actually I would like to leave you the floor for a final suggestion or a final comments that you might have for the audience. Thank you, Marta. Some of the questions and we would be happy to interact and provide you with any kind of support and help you need with projects and ideas. And now we are developing resources and examples to help you to implement the projects in a better way and also understand impact from just not the environmental perspective but also from the educational perspective because that will continue to make that change. I often, one of the favorite quote is that education should not happen by accident. It should happen by design in an environmental education project. And we have now a lot of resources on FI Academy. It's completely free. Please feel free to use and access the resources that are available. And if you have wonderful resources, share with us and we will also be happy to share them with the larger network so that we can address the biggest challenge that we have in front of us in terms of environment. Wonderful. So do not hesitate to get in touch in case you want to exchange more. Okay, thank you. Thank you very much for spending this hour together. I think we can close it here. So I would like to wish you a nice evening, everyone, and stay safe. Thank you again, Pramod, for joining us. Thank you, Marta. Thank you for this opportunity. Bye, everyone.