ENVIRONMENT
: 0 PRACTICES
TOPIC:
Initiative
SUBMITTED FROM:
Objective Action
Stop disasters! United Nations online virtual reality game. Flood scenario as Domokos, where the school is located, was recently hit by floods during the storm "Daniel".
The students, mainly using the gamification method (student-centred - group collaborative, interdisciplinary - interdisciplinary), are invited to play the online game "Stop disasters!
Understand what climate change is, that it is directly linked to the health of the population and identify the phenomena and their effects on the planet.
Identify the economic and social consequences of climate change
Learn about the climate decisions taken at the World Climate Conference
Use effective strategies such as observation, analysis and deepening learning
To be able to distinguish between renewable and conventional energy sources and to identify the advantages and disadvantages of alternative forms of energy.
Become environmentally aware
Respect nature and the services it provides, and understand its conservation and protection
Understanding of the concept of sustainability: nature is provided to everyone in the same way - we all have the same responsibility towards it so that it is also available to others in the future.
Reference to and discussion of the 17 Sustainable Development Goals
The use of information and communication technology (ICT) software and services in education
Target Audience
The Stop Disasters! online game is primarily aimed at high school students and provides educational content on natural disasters, risk management and sustainable development. However, its dissemination can be extended to all age groups through various educational and awareness-raising activities.
Target Audience
High school students (main target group)
They have the cognitive capacity to understand complex environmental concepts.
The game can be integrated into geography, environmental education, biology or civil protection lessons.
It promotes teamwork and decision-making, useful skills for students.
High school students
Through the game, they can acquire basic knowledge about disaster prevention.
It can be used as an experiential learning tool in the classroom.
Adults and communities
Parents, teachers, local authorities and citizens can use the game to better understand the importance of preventing and preparing for natural disasters.
Awareness-raising activities and hands-on workshops can extend the use of the game to a wider audience.
Younger children
With appropriate guidance from teachers or parents, children can develop environmental awareness at an early age.
Dissemination to all age groups
The gradual dissemination of "Stop Disasters!" to different age groups can increase collective awareness and action to protect against natural disasters and climate change.
Duration
The project lasted 6 months.
However, the results and ideas are being implemented on an ongoing basis.
Description
Setting up a group - information about the Stop Disasters! online game and the scenarios to be studied; raising awareness of climate change - genre - team contract. Definition of purpose and objectives - Identification of modules - Division into sub-groups Information on climate change, pupils' views, information gathering. 1st disaster case (flood) - Assign activities to groups - Find information on the Internet, record conclusions and actions. Evaluation of the actions, presentation of the project in school.
- Compare individual and group survey results.
- Write a report with the results of each group.
- Writing an overall report by all students.
- Record the results using a computer.
Presentation of the project to the school, the local community, the relevant department of the municipality, at an event for the schools of Fthiotida Secondary School.
Innovation of an environmental programme using the gamification method
Integrating gamification into an environmental programme is an innovative approach to raising awareness and educating participants. Gamification uses game elements (such as challenges, rewards, leaderboards) to increase engagement and interaction, making learning more engaging and effective.
Innovation of an online educational game ("Stop Disasters!"):
Participants took on the role of crisis managers and were asked to implement strategies to prevent natural disasters.
They were asked to participate in the simulation of realistic situations, which helped them to understand the impact of their decisions on the environment and communities.
Missions and challenges
Students and participants undertook missions related to climate change and environmental protection.
For example, 'Reduce your school's carbon footprint', 'Plant trees in your community', 'Create an action plan to prevent flooding'.
Each mission gives you points and rewards.
Rewards system (badges & leaderboard)
Participants earn digital badges and points for each successful action.
There is a leaderboard to encourage friendly competition between teams/schools.
Those with high scores can receive praise or participation in environmental activities.
Interactive Workshops and Escape Rooms
Create environmental escape rooms where students solve puzzles based on environmental problems (e.g. a plan to deal with an environmental crisis in the case of Domokos High School - flooding).
Workshops include hands-on activities and the use of digital tools.
Benefits of gamification in environmental projects
Increased active participation.
Experiential learning: Simulating real life situations improves understanding and decision making.
Development of Critical Thinking & Collaboration: Students learn to tackle problems and work together to find solutions.
Sustained motivation & encouragement: Reward systems keep participants engaged.
This innovative programme makes environmental education a dynamic and interactive experience, promoting environmental awareness in a fun and practical way.
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Impact on Society
The implementation of the environmental programme with the method of gamification and the use of the game "Stop Disasters!" had significant results both in the environmental awareness of students and teachers and in the general environmental behaviour of the school community.
1. Environmental awareness of students & teachers
Increased knowledge & understanding of natural disasters
Participating students reported that they learned more about risk management and disaster prevention.
They also reported that the game helped them understand how their choices affect the environment and that it was a fun activity.
Active involvement of teachers
19 teachers from the school were involved in the project as facilitators and mentors in at least one activity, while 3 teachers took the lead role.
Pupils reported that their daily behaviour towards the environment changed after participating in the project (e.g. less waste of water and energy, more recycling).
60% of the students said that they also informed their families about what they had learned, thus spreading the message of sustainable development.
2. Dissemination of results
Presentations & Updates
The results of the project were presented at school events and at a meeting of the Municipality of Domokos with students, teachers and parents.
Digital information material was produced and placed on the school's website to promote the action and presented at an event for the schools of the Secondary School of Fthiotida.
3. Conclusions & Impact on the local community
Increased environmental awareness among students and teachers.
Implementation of practical actions for sustainable development and waste management.
Strengthened cooperation with the municipality of Domokos, paving the way for future initiatives.
Measurable results showing how education through gamification can have a real impact on student behaviour.
Initiative Location
The project's activities took place in a variety of locations in order to maximise student participation and experience.
School - Classrooms
Pupils attended introductory lessons on climate change, natural disasters and the importance of prevention.
Computer lab
Students played the online game "Stop Disasters!", applying their knowledge of risk management and strategic planning.
Digital tools were used to record and evaluate the environmental actions of the project.
School environment - courtyard and outdoor areas
Ornamental planting and clean-up activities were carried out in the school grounds and on the hill above the school.
Recycling bins were set up to collect paper, plastic and cooking oil.
Group environmental games and activities were organised to encourage cooperation and experiential learning.
The variety of activities contributed to a different approach to learning, from theory to practice, and allowed for greater student involvement in all phases of the project.
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Working with Organization
As part of the environmental programme, which uses the gamification method, a collaboration has been established with the Municipality of Domokos to strengthen environmental education and awareness among students at all levels of education.
Providing materials & support
The municipality provided educational materials on natural disaster management and environmental protection.
Leaflets, posters and brochures on prevention and preparedness for natural disasters (floods, fires, earthquakes) were provided.
Information from the Civil Protection Department
The civil protection department of the municipality informed the students.
Instructions and practical measures for dealing with natural disasters were given, focusing on the relationship between climate change and the increase in extreme weather events.
Students had the opportunity to discuss with experts and apply their knowledge in the game "Stop Disasters!", developing strategic risk management skills.
Environmental actions and cooperation with other levels of education
The cooperation with the different levels of education in the municipality of Domokos included
Ornamental planting was organised in the public areas of the school.
The hill above the schools was cleaned.
Students learned how reforestation and proper waste management reduce the risk of natural disasters.
Results and benefits of the collaboration
Strengthening environmental behaviour: Students developed a sense of responsibility and understood the importance of preventing natural disasters.
Intergenerational learning: Collaboration between different levels of education promoted teamwork and knowledge transfer from older to younger students.
Active participation of the local community: The community, through the Civil Protection, contributed to the awareness and practical implementation of sustainable development measures.
Experiential education through gamification. They used their knowledge by playing the "Game of Disasters" as well as in real actions.
This collaboration was an example of a successful application of gamification in environmental education, contributing to the creation of a new generation of active citizens with environmental awareness.
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Workers Participation
In the context of the project, everyone who participated was considered a volunteer, regardless of their role. This included
Students:
They actively participated in activities such as attending and participating in the "Stop Disasters!" game, as well as environmental activities (e.g. planting ornamental plants, cleaning up areas, presentations). Their participation contributed to the development of environmental awareness and an active attitude towards environmental protection.
Educators:
As mentors and supporters, teachers helped guide the students and encouraged cooperation and participation. Their experience contributed to the practical application of the knowledge gained through the game and the activities.
The Municipality of Domokos:
The Municipality, together with the Civil Protection Department, provided logistical support and information. The active participation of the municipality not only strengthened the project, but also sent a strong message of commitment to the local community, reinforcing the idea of collective action for natural disaster prevention and environmental protection.
Overall, the participation of all the above-mentioned parties as volunteers created a comprehensive platform for cooperation. The interaction between students, teachers and local stakeholders, such as the municipality of Domokos, contributed to improving environmental behaviour and awareness of climate change and natural disasters through the innovative method of gamification.
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Benefits for Οrganization
Garbage Reduction & Economic Benefits of Recycling
Waste reduction at school
A 40% reduction in waste was recorded within 4 months.
A waste separation system was implemented in the school premises.
♻ Income from Recycling & Disposal of Waste Oil
Over 2 tons of paper and plastic were recycled by students and teachers.
Collected 80 litres of used frying oil, which was donated for recycling.
The total proceeds from the recycling and disposal of frying oil amounted to 50€, and 2 boxes of photocopier paper, which were invested in new environmental projects (e.g. purchase of plants for the school).
Connection with Global Goals
