D5.2 Report of execution and monitoring of interventions and actions.

D5.2 Report of executi on and monit orin g of interven tions and actions. Funding scheme EU -H2020-Grean Deal, H2020-LC- GD -2020-3 Project ECF4CLIM, European Competence Framework f or a Low- Carbon Economy and Sustainability through Education Project number 101036505 Project Coordinator CIEMAT, Centro d e Investigaciones Energ éticas, Medioambientales y Tecnoló gicas Start Date of the Project 01.10.2021 Duration of project 48 months Contributing WP WP5 Tasks 5.1 : Behavioural In terventi ons (individual /organisatio nal) to modify practices, routines , habits , and social norms conce rning climate change and sustain ability i n education 5.2: Structural /Environ mental Interventi ons (energ y, water, green procurement, green spaces , transport, indoor air quality, wast e) Dissemination Level Public Due date 202 5 Ju ne 30 th Submission date 202 5 July 30 th Responsible partner University of Seville (USE) Contributing organisa tions CIEMAT, IST, JYU, UAB, QU E, MEDARESEARCH Authors: José Antonio Becerra, Ricard o Chacartegu i, Israel Marqués, Niina My k rä , Anna Lethonen, Car men Lago, Silvia German, Marta Almeida, Josep Espluga, Marian Constantin, Tiago Faria, Joanna Lage, Ana Prades, Yo landa Lech ón; Carles Vañó, Emmanouilidi Sofia, Stratis Antonis, Chin tiadou An astasia, Z ografou Ch ara and M alavazos Spiros. Version 1.0 The project has received funding from the Eu ropean Union ' s Horizo n 20 20 research and innovation p rogramme under grant agreement No 101036 505 Ref. Ares(2025)6213679 - 30/07/2025 Page 2 of 510 W HO W E A RE The ECF cons ortium consists of ten partners. The project is coo rdinated by th e Centro de Investigaciones Energ ét icas, Medioambientale s y Tecnol ógicas (CIEMAT) . Name Country Logo Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas – CIEMAT ES Instituto Superior Técnico. University of Lisbon. IST PT Universidad de Sevilla USE ES University of Jyväskylä JYU FI Universitat Autònoma de Barcelona UAB ES Meda Research Ltd MedaRe s earch RO Instituto de Soldadura e Qualidade ISQ PT Trebag Szellemi Tulajdon Es Projektmenedzser Korlatolt Felelossegu Tarsasag TREBAG HU En lit ia Enlitia Pt Que Technologies Kefalaiouchiki Etaireia QUE GR Page 3 of 510 Table of C ontents A BOUT THE P ROJ ECT Through a multidiscipli nary, transdisciplinary and participatory process, ECF4CLIM develops, tests and validates a European Compet ence Framework (ECF) for transformational change, which w ill empower t he educational community to take action against climate change and towards sustainable d evelopment. Applying a novel hybrid part icipatory approach, rooted in p articipatory action research and citizen science, ECF4CLIM co - designs the ECF in selected schools and universities, by: 1) elaborating an initial ECF, s upported by crowdsourcing of ideas an d analysis of existing ECFs; 2) est ablishing the baseline of individual and collective competences, as well as environmental performance indicators; 3) impleme nting practical, replicable and context adapted technical, b ehavioural, a nd organisational i nterventions that f oster th e acquisition of competences; 4) evalu ating the ab ility of t he interventions to strengthen sustainability competences and environmental performance; a nd 5) validating the ECF. The proposed ECF is unique in that i t encompasses t he interacting STEM- related, digital and social competences, and systematically explores individual, organisational and institutional factors that enable or cons train the desired c hange. The n ovel hybr i d participatory approach provides the broad e ducational community w ith: an ECF adaptable to a range of settings; new ways of collaboration between p ublic, private a nd third-sector bodies; and innovative organisational mod els of engagement and action for sustainability (Sustainability Comp etence Teams a nd Committees). To encourage learning by d oing, several nove l tools will be co -designed with and made available to citizens, including a digital platform for crowdsourcing, IoT solutions for real - time monitoring of selected parameter s, and a digital learning sp ace. Participation of various SMEs in the consortium maximises the broad adoption and applicability of the ECF for the required transformational change towards sustainability. Page 4 of 510 Table of C ontents L EGAL N OTICE The sole responsibility for the con tent of this publication lies with th e authors. It does not necessarily reflec t the opinion of t he European Un ion. Neither t he CINEA nor the European Commission is responsible for any u se t hat may be mad e of t he infor mation contained therein. All rights reserved; n o part of t his publication may be translated, re produc ed, stored in a retrieval system, or transmitted in any form or by an y means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Ma ny of the designations used by manu facturers and sellers to distinguish their products are claimed as trademarks. Th e quotation of those designations in whatever way does n ot imp ly the conclusion that the use of th ose designations is legal without the consent of the owner of the trademark. Page 5 of 510 Table of C ontents TABLE OF CON TENTS 1. E XECUTIVE S UMMA RY 8 2. C ONTEXT , A IMS AND S TRUCTURE 10 3. A NALYSIS OF TH E ECF4CLIM INTERVENTIONS . 12 4. I NTERVENTION EX ECUTION MONITORING MECHANISMS . 22 5. R EPORT ON I MPLE MENTED I NTE RVENTIONS IN IE S ITACA. 25 SP -DS01-IN01- R evegetatio n. Measuring the i mpact of sh ad ing projected b y trees 27 SP -DS01-IN03. - Photovoltai cs 36 SP -DS01-IN04. - Participat ion in en vironmental training p rogramm es. Sustainab ility awaren ess. Dynamic awaren ess 45 SP -DS01-IN06. - Pergolas with vegetatio n 53 SP -DS01-IN07. - Training o n Gard en Box 61 SP -DS01-IN08. - Action p lan for th e proper use of wa ste bins in the school. 69 SP -DS01-IN09. - Training o n waste re cycling 76 SP -DS01-IN10. - Improving co mfort temperatu re through an ad iabatic bioclimatic syste m 83 6. R EPORT ON I MPLE MENTED I NTE RVENTIONS IN CE IP MOZART. 92 SP -DS02-IN01. - Umbralejo Field Trip - Exp eriential environm ental educat ion 94 SP -DS02-IN02- Lin king the s chool gard en with sustainab le food sty les 102 SP -DS02-IN03. - CO2 and water market. Exchange T -shirts. "Cha nge things by ch anging th ings" 110 SP -DS02-IN04. - Visit the municipal compo sting plant an d p romote sustainab le work in th e school garden. 119 SP -DS02-IN07. - Planting tre es in th e school 128 SP -DS02-IN09. - Expand the sch ool garden: "The gard en as P ride of the school " 137 SP -DS02-IN10- E CF4 Learnin g Space Retro fitting Toolkit 145 7. R EPORT ON I MPLEMENTED INT ERVENTIONS I N UAB. 154 SP -DS03-IN01- I mproving ther mal insulation 156 SP -DS03-IN06- I mprov e the waste sy stem manage ment at t he Faculty lev el 163 SP -DS03-IN07. - Facilitate tran sversal l earning spac es 170 SP -DS03-IN09. - Make vi sible d ata on en vironmental impact s 179 SP -DS03-IN11. - Designin g a more sustain able food system a t the u niversity 187 8. R EPORT ON I MPLE MENTED I NTE RVENTIONS IN EB BOBADELA. 194 PT -DS01-IN02 - Taking care o f a river section 196 PT -DS01-IN03 - Implement so lar p anels at the school 203 PT -DS01-IN05 - Implement do ub le-glazed windows and th ermal blind s 210 PT -DS01-IN06 - Energy rou te: ADENE 216 PT -DS01-IN07 - Inte grate the assessment of energy con sumption into th e disciplines 222 PT -DS01-IN08 - I mplement m ore recycling b ins in side the s chool accord ing to the n eeds 228 Page 6 of 510 Table of C ontents PT -DS01-IN09 - Pro moting p roper waste sorting a nd encou raging eco -friendly b ehaviour s thro ugh inter-class competition s. Cla ss waste produ ction. 235 9. R EPORT ON I MPLE MENTED I NTE RVENTIONS IN EB CAMARATE. 243 PT -DS02-IN2- L earning how to drive a bicycle 245 PT -DS02-IN3 - R eactivate the school's b iological garden 251 PT -DS02-IN07 - Energy rou te: ADENE 260 PT -DS02-IN08 - Inte grate the assessment of energy con sumption into th e disciplines 266 PT -DS02-IN9 - A wareness acti ons on the correct selecti ve separation of waste and th e impact o n the environment 271 PT -DS02-IN10. - Promoting pr oper wast e sorting and en couraging eco -friendly b ehaviours th rough inter-class competition s. Scho ol waste pro duction. 279 10. R EPORT ON IMPLE MENTED INTER VENTIONS IN IST. 286 PT -DS03-IN01 - Climate Crisi s an d Fair Transition 288 PT -DS03-IN02 - Ma ster's and do ctoral theses in th e field of sustainab ility 294 PT -DS03-IN04 - In stallation of air q uality sensors in cla ssrooms 300 PT -DS03-IN05 - Solar pan els 306 PT -DS03-IN06 - "Technical + Green" Proje ct 312 PT -DS03-IN07 - Create a spac e for re flection and in formation sha ring abou t sustainability 319 PT -DS03-IN08 - I ST's activitie s and strategic plan 328 PT -DS03-IN09 - "Bio Técnico " Pro ject 333 PT -DS03-IN10 - "Técnico mak es the difference " Project 339 11. R EPORT ON I MPLE MENTED INT ERVENTIONS IN NICOLAE BALCESCU SCHOOL. 347 RM -DS01-IN01.- (Solar p anels in u rb an area) In stallation of solar p anels for green electricit y 349 RM -DS01-IN07- Supp orting the activities o f groups app roaching sustainab ility - "How we understand solar? Education al activity by drawings" 358 12. R EPORT ON I MPLE MENTED I NTERVENTION S IN SERCAIA SCHOO L. 365 RM -DS02-IN01.- (Solar p anels in r ural a rea) Installation o f solar pan els for green electricity p roduction 367 RM -DS02-IN05- Supp orting the activities o f groups app roaching sustainab ility - "How we understand solar energy in the su stainability context" 376 13. R EPORT ON I MPLE MENTED I NTERVENTION S IN IULIA ZAMFIRESCU HIG H SCHOOL. 383 RM -DS03-IN01.- (Water S ensors) Infra structure impro vemen t - water sensor s at the sanit ary facilitie s 385 14. R EPORT ON I MPLE MENTED INT ERVENTIONS IN TH E UNIVERSITY OF PITESTI. 395 RM -DS04-IN02- D evelopm ent o f educational materials for su stainability 397 15. R EPORT ON I MPLE MENTED I NTERVENTION S IN JUHA NNU SKYLÄ SCH OOL. 405 FN -DS01-IN03. - Attitude: En gagin g students and t he whole schoo l through awareness raising a nd positive behaviour ca mpaigns 413 FN -DS01-IN04 - Food: V egetarian cooking recipes and q uality o f food served at school 420 FN -DS01-IN06. - Strategy for wh ole school sustainab ility educat ion 427 16. R EPORT ON I MPLE MENTED I NTERVENTION S IN SAMKE UPP ER SECON DARY SCHOOL. 434 Page 7 of 510 Table of C ontents FN -DS02-IN01 - Recycling 435 FN -DS02-IN02 - Impro ving the q uality o f (vegetarian) food 441 DS02 -IN03 Strategy. - Sustain ab ility Stra tegy 448 FN -DS02-IN04 - Pedagogy 454 FN -DS02-IN05 - Transport/ Biki ng: Promoting b iking, bu ying bicycle racks 460 FN -DS02-IN06 - Engage ment of stud ents: establi shing a student sustainability a ction group 468 17. R EPORT ON I MPLE MENTED I NTERVENTION S IN THE UNIVERSITY OF JYVÄSK YLÄ. 476 FN -DS03-IN01 - Discussions an d coaching o n sustainab ility and cu rricula development with t eachers and stud ents 478 FN -DS03-IN02 - Intervention with " SUSTAINABILI TY TRAN SITIONS" module 487 FN -DS03-IN03 - From sustaina bility competences in cu rricula to practice an d pedagogy : Prepa ring concrete teach ing and stu dy materials for each step of the Roadmap 493 18 -M OTIVATION IN UNCO MPLETED AND / O R NOT DOCU MENTED INTE RVENTIONS 499 19 C ONCLUSIONS FRO M THE ECF4CLIM INTERVENTION S EXECUTION AND MONITORIN G . 506 A NNEXE 1: I MPLE MENTATION TEM PLA TE 508 Page 8 of 510 Table of C ontents 1. E XECUTIVE S UMMARY This deliverable repor ts on the Execution and Monitoring of Interv entions , providing a comprehensi ve account of the imple mentation phase of the E CF4CLIM interventions ac ross th e demonstration sites. It d ocuments the planning, exe cution, troubles, and conc lusions of the interventions finally implement ed among thos e describ ed in Deliverable 5.1, which were identified through the hybr id participatory methodolo gy develop ed within the pr oject. These 61 interventions aim to foster sustainability competence s in the three do mains of the ECF4CLI M analytical framew ork: individual, collective an d technical and material competences in the diverse educati onal contex ts of the proje ct. In the framew ork of the ECF4CLI M projec t, a total of 61 interv entions across 13 educationa l institutions in four countries were successfully implem ented. The in terventi ons, aimed to address the strategic steps of the ECF4CLI M Roadmap – engagement, connecti ons, change and action -, were co -design ed by the participatory o rganiz ational s tructures created in the demonstrations sites, the Sustainability Compete nce Teams (SCTs) and Sustainabilit y Competence Committe es (SCCs) (SCT/SCC sessi ons 2) . The implementati on proces s was grounded in a co -impleme ntation appr oach, with active participati on from students, teacher s, researchers, and external experts. The implement ation of selected interve ntions w as co - monitored du ring SCT/SCC sessions 3 and 4, while the y were evalua ted in SCT/SC C session 5. A standardised monitoring fra mework, supported by digital tools (Micros oft Excel and Azure), has been applied to ensur e co nsistent and systematic reporting during implemen tation. These tools enable partners to track progress and shar e results efficiently f or inter nal monit oring purposes. Moreover, they have played a key role in facilitating a smooth im plementation process by all owing timely detecti on of delays and is su es In this document, each intervention is described in terms of its o bjecti ves, targeted sustainabilit y competences, critical preconditions and main risks and uncertainties, links with the ECF4CLIM roadmap, imple mentation tasks and m ileston es , comonitoring mechanisms, achieved outputs , and a final sec tion on concl usions and les sons learnt . The analysis of the interven tions show ed that they span m ultiple sustainabilit y domains. So m e interventions (37 out of 61) mainly targeted specific en vironmental areas incl uding energy , waste, water, green infras tructure, sustainable transp ort, and indoor environmental qualit y ; while others (34 out 61) adopt a more cross-cutting approach targeting th e development of educational m aterials and resources including teaching m aterials, new courses o r subjects, educational pr ojects, visit s and talks. In terms of the ty pe of sus tainability competenc e that was initially intended to be addressed, interventions spanned trough the three domains of the ECF4CLIM anal ytical fr amework with some countries initially focused o n the development of collectiv e competenc es such as Finland and Portugal, while Spain primarily focused o n individu al co mpetenc es. Romania, on the other hand, designed interv entions m ainly to improv e technical and material competences. Interestingly , during the imp lementation and evaluati on phases of the inter ventions, it became evident tha t interven tions facilitated the devel opment of compet ences extending beyond th e initially establish ed area o f the analytical framewor k, illustrating the interconn ected nature of the areas of c ompetenc e in our anal ytical framew ork . Page 9 of 510 Table of C ontents Challenges enc ountered includ ed scheduling constrai nts, resource li mitations, and variability in stakeholder engage ment. However, these challenges w ere mitigated through adaptive plannin g, strong institutional support, and the integration o f activities into both the formal and inf ormal curricula. Deliverable 5.2 serves as a key milestone in the ECF4CLIM project, demonstrating the potential of participatory, competence-based interv entions to drive meaningful change in educational settings. The lessons learned and tools developed will support the replication and scaling of successful practi ces across Europe, contrib uting to t he overarching goal of fostering a low - carbon and sust ainable fut ure through edu cation. Page 16 of 5 10 Table of C ontents Interventions related to food, and water are less repr esented, and none have been specifically designed to address air quality o r transport . Por tugal (PT - Dark Green): In general, demonstration sites in Portugal devel oped interve ntions covering all sustainab ility area s, highlig hting Waste (33%), Energy (27%) and Green Spa ces (13%) like Spain. It also has a presence in Food, Transpor ts, Air Qu ality, and Water , showing a greater diversifi cation in it s actions. Romania (RM - Yellow): This country shows a clear specialization. Most in terventions were focused on Energy (67%), in dicating a v ery high priori ty on implem ent and educate on renewable energy sourc es. It also has a notable presen ce in Wat er (33%). Finland (FN - Dark B lue): Finland demo nstrates a distin ctive approach, with a str ong inclinatio n towards Food (50%) and Transports (25%). It also particip ates in Waste (25%). This co uld suggest particular attention to sustainab ility in co nsumpti on and m obility within its educational centers. It is no table how Finland did not identify a need to develop water -focused in terventions, and Spain and P ortugal also implemented few interv entions of this type. This doe s not necessaril y imply a lack of i mportance placed on this en vironmental sector; rather, in some cases, could point to significant pre-existing awareness efforts or specific regulations, that could drive to select for imple mentation interv entions in sustainabil ity areas feels as more urgen t. This co uld be the case of water in Spain or Portugal, where awareness campaigns to reduce water consumption ar e frequentl y in the medi a, due to freq uent draugh t period. The same applies to o ther sustainability areas. Another exampl e would be t he creation and improvemen t o f Green Sp aces, a sustainab ility area that saw a significant number of interventions from Spain and Po rtug al but was entirely absent in Romania and Finland. This difference is probably not o nly due to the urban character of the Spanish an d P ortugues e demonstration sit es, but al so to the conte xt in countri es like Finland , where the low p opulation density and extensive natural landscapes — including forests and gr een areas — reduce the need for interven tions specifically targeting access to green spaces. In such co ntexts, environmental benefits of green areas are already more re adily a vailable, which may p artially explain the l ower prioritisation of this type of interventi on.  Analysis of interventions n ot focus ed in a spe cific envi ronmental ar ea. A significant portion of the interventi ons are not dire ctly targeting a particular environmenta l issue but are instead desig ned to support educational processes including mainly the creatio n of educational m aterials (e.g . SP-DS03-IN07; PT-DS01-IN 07; RM-DS04-IN0 2) and short trainin g courses (e.g. SP-D S01-IN0 4; PT-DS01-IN06; RM-DS01-IN 07). Once implemented, these types o f interventions are easy to replicate in fu ture school years and simpler to integrate into regula r educational practices on an ongoing basis. Also, for the same reasons, educational talks an d projects inter ventions (FN-DS01-IN 03; FN-DS03-IN 01; PT -DS0 3-IN06) were successfully completed. Even though imple menting these interventions may demand great er effort, four new subjects and co urses were success fully integrated at various demonstration sites. This achievemen t directly enhanced studen ts' curricula, fostering the de velopment of more specifical sustainability knowledge. Given that these interventi ons we re mainly established in universities, the content depth and student specializati on involved were notably higher (PT-DS03-IN01; PT- DS03-IN02; FN- DS03-IN02). Page 17 of 5 10 Table of C ontents Figure 3.3.- Classification of transversals interventions per type. The distrib ution of the se interventions across the different countries is illustrated in the following figu re. Figure3.4.- Classification of transversals interventions per type and co untry . In relati on to this type of interventi on s, all countries a ttempted to develop, in one wa y or another, educati onal interv entions that could evolve a nd endure o ver time, either by repeatin g the intervention or by introducing lasting structural changes, such as new courses, teaching materials, or regulations. Page 18 of 5 10 Table of C ontents The inte rventions and the ECF4C LIM Analytical Framewor k While the overall distribution of interventions rela ted quit e homogenously to the di fferent areas of the ECF4CLIM analyti cal framework, demonstrati on sites in each country designed interventions to address the sustainable competence needs identified by their respectiv e educational communities during the SCT1 to SCC2 meetings in different manners . As it can be see n in the graph below , Portuguese and Finnish demonstration sites emphasized the development o f co llecti ve competencies. In Spain, more inter ventions were dev eloped to promote individu al competencies, whereas in Romania, the f ocus was on desig ning interventio ns to im prov e technical and material co mpetences.  Figure 3.5.- Classification of interventions versus declared main AF sphere and country . The following diagra m sh ows the sphere of the analyti cal framework that interve ntions intended to develop and th e environ mental area the y intended to i mprove. Page 19 of 5 10 Table of C ontents Figure 3.6- Classification of interventions versus declared main AF sphere and environmental area . In mo st of the environmental areas targeted by the interventions, the primary focus within the analytical framework was o n developin g technical and material competence s. However, the interventions were also e xpected to have an im pact on both individual and collective competences. In the water and waste areas, the individual and c ollectiv e c ompetences together are higher than the technical and material ones. In th e area o f air quality, the inter ventions we r e in itially designed solely to enhance technical and material compet ences. Interestingly , interventions r elated to f ood were originally aimed exclusiv ely at strengthe ning collective competences. However, during the implementati on and evaluation phases of the interv entions, it became evident that this design ap proach facilitated the devel opment of unanticipat ed competenc es . Most o f the interv entions in the energy area were designed to a chieve reducti ons in energy consumption or install renewable energy sources ( RM -DS0 1-IN01 ; PT - DS03-IN 05 ) focus ed mainly o n the devel opment o f technical-materia l com petences. However, it was observed that during the implementati on of these interven tions, individual and co llective skills were developed through the dissemination of results to raise awareness among the educational community and the inclu sion of energy related contents in the school subjects. Other interventions initially design ed to develop collectiv e competenc es ( PT -D S02- IN 08 ; SP -DS0 1- IN10), achie ved to devel op technical-material comp etences. The same thing happened with the water related interventions, initially design ed to devel op individual competencies such SP -DS02-IN03 that eventually managed to develop competence s in all the other areas of the analytical fram ework. Even in the case o f waste related interventions originally de signed to focus on the th ree sph eres of the analytical frame work, the implementation showed that o ther unanticipated competences developed ( SP -D S01-IN 08 ; PT -DS02-IN 10 ; FN -DS02-IN 01). Page 20 of 5 10 Table of C ontents Regarding edu cational int erventi ons (educati onal talks, edu cational visits, educat ional pr ojects, etc), the o riginal purpose i n all o f them was to devel op individual or collectiv e competencies, but in various cases (e.g. SP -DS03-IN07 or PT -DS01-IN0 7), te chnical-materia l c ompetenc es wer e also improved.  Relevant difficulti es Various challenges emerged during the co -design and co -implem entation o f the interventions , offering valuable insights for improving and replic ating future actions. One of the main difficulties was sustainin g m otivation and commit me nt among stud ents, teacher s and the wider educational community over time, especiall y when re sults were not im medi ately visible. While some inter ventions initiall y relied o n incentives to bo ost student engage ment, it proved more difficult to sustain motivati on through environ mental awareness alone. Engagement tended to be stronger am ong groups who were already aware a nd extending that co mmitment to larger or more div erse communiti es proved challenging. Logistical and c oordination issues also play ed a significan t role. Overl oaded scho ol schedules, resistance t o change and difficulty fitting additional ac tivities int o ti ght timetable s — especially when they r equired ti me outside of regu lar scho ol hours — created tensions for families and organisers. Co mmunication with external sta keholders , parents, an d between d epartmen ts (in the case of unive rsities) wa s often limited due to time constraints and heavy wor kloads, which affected the s mooth plannin g and execution of activities. A lack of resourc es further hindered progress. The limi ted availab ility of staff, s tudents and teachers delay ed the impl ementation of interventi ons. Inadequ ate spaces and fa cilities were also a comm on issue. How ever, this limita tion some times present ed an oppor tunity, as some interventions focused on creating or adapting new spa ces dedica ted to sustainab ility. Ensurin g the long-ter m continuity of these efforts was another concern, particularly due to staff turnover and th e constant arrival of new studen ts. Curricular in tegration pres ented an additi onal challeng e. Significant eff ort and coordination were required t o adapt or create curri cula that meaningfully incorporated sustai nability topics. Furthermore, a lack of te chnical exper tise for certain interv entions, particularl y those in volving infrastructure or facilities, necessitate sup port from u niversities or external part ners. Finally, managing expectati ons emerged as a critical fa ctor. Raising awareness of the importance of s mall-scale a ctions and incre mental pro gress was essential to susta ining momentum and engage ment.  Main outcom es Despite all th ese challeng es, the evalua tion of the int erventions ca rried out in WP6 rev ealed the potential to promote a transformati onal change in the thr ee sphe res of our an alytical framework. As for the envir onmental s phere, finding s from D6.3 show that th e environ mental key performance Indicators (KP Is) used captured qu antifiab le improvements in areas such as energy consu mption, was te producti on, and water u se. In addition, D 6.3 through a qualitative analysis of l ong-term i mpacts, reflected the potential of the interventi ons to crea te enduring changes in en vironmental awareness, beha vior, comp etencies, and insti tutional p ractices. Page 21 of 5 10 Table of C ontents Finding from D6.1 on the evaluation of collecti ve competence s, it shows that ECF 4CLIM interventions ha ve catal yzed meaningfu l changes in th e social dyna mics of partici pating institutions. The in terventi ons have enabl ed cross-rol e collaborati on among stud ents, teachers, and staff , and in s ome cases, ha ve been int egrated int o existing struc tures such as Eco -Schools committee s. In terms of individual co mpetences, fin dings fr om D6.2 shows that the int erventio ns strengthened r elationship s and fostered a culture of c ollaboration within our edu cational communities, encouraging the active and equitable involvement of all participan ts. The interventions also prom oted dynamic, motivating and real-world- co nnected l earnin g. The process foster ed a m ore integrated an d holistic und erstandin g of sustainability, embeddin g it as a frequen t and visible t opic in school life. Activities increased parti cipants' aw areness, encouraging the develop ment of long-term sustain able hab its and mindsets. Page 22 of 5 10 Table of C ontents 4. D ESCRIPTION OF THE C O - M ONITORING ME CHANIS MS . Planificati on and e xecutio n monitoring app ears as a critical fact or to achiev e a suc cessful implementa tion of the int erventi ons selected in pre vious st eps of the ECF 4CLIM project. For this purpose, a mechanism was designed for the standardised control and mo nitoring of intervention ex ecution. It was a key tool for compiling in formation on the interv ention, providing a templat e that guides and standardises the activities and information compil ation by the intervention work teams. The te mplate is open and flexible, allowing it to be adap ted and/or expanded as n eeded . This template is designed to standardise data collec tion and presentation but also serves as a key tool for both continuous and ex post evaluati on (WP 6) . This allows the creation o f an integrated catalogue of th e ECF4C LIM measures , their execution and i mpact, and also fa cilitates the transfer of lessons to other sit es with si milar need s. Figure 4.1.- View of the first part of the intervention template with guides on how to fill it. This template includes, among other things, information on the tasks planned to carry out the intervention a s well as the expected milestones and outputs and the results o f the evaluation activities (short surveys and deliberative workshops). Before execu ting the interven tion, the work te am must complete the first part of the intervention template, which is dedicated to plannin g the intervention. The infor mation included in the plann ing enables the establishmen t of an index of progress durin g the executi on o f th e in tervention. To this end, the partners responsible for the dem onstartion sites had been regularly asked to evaluate, with the school team, the status of compliance with the tasks, miles tones, and outputs of the interventions. These data were collected by the University of Sevill e team and incorporated in to a project database. Page 23 of 5 10 Table of C ontents Figure 4.2.- View of the execution progress data that partners had been reg ularly invite to update . Based o n this monthly information, the pr oject's progress data is updat ed in a couple of tool s developed in Microsoft Azu re and Mi crosoft Exc el. Figure 4.3.- Some screenshots from the ECF4CLIM platform developed in Microsoft AZURE . Figure 4.4.- Sc reenshot from the ECF4CLIM platform developed in Micro soft Excell . Page 24 of 5 10 Table of C ontents The projec t progress analys is is available to partners invol ved in Work Packag e 5. A su mmary of the project imple mentatio n status is presented at each of t he Work Packag e leaders' meetings, held every tw o months, as well as at the project's gen eral assemblies. Some of the graphs shown in the m eetings are included below, such as the interv ention status global overvie w and the ov erall achievement KPI. Figure 4.5.- Execution progress diagrams develop to disseminate between partners. Page 25 of 5 10 Table of C ontents 5. R EPORT ON I MPLEMENTED I NTERV ENTIONS IN IE S ITACA. Sch o ol b rie f de sc rip tio n IES Itaca is a public high school situated in Tomares County, Spain. The school has over 600 students and 50 teachers who are committed to developing sustainability-related courses and study pr ogram me s. Tomar es is located to the west of Seville and is the fourth most popu l ous town in the Aljarafe region , the largest urban agglomeration in so uthern Spain. The town has recently experienced significant population growth, tripling its population in the last thirty years. Thanks t o its geograph ical location and regional development, Tomares has a go od socioeconomic status . IES Itaca has been acti vely engag ed in sustainability initiatives for a consider able time. The school has participa ted in projects funded by the European Commission, such as ClimAct, and has prom oted critical thinki ng throu gh academic pathways via the Young Researc hers prog ram. The school's efforts demonstrate its strong commitmen t to promoting sustainabil ity education in Seville and the surroundin g areas. Figure 5.1.- IES Itaca photographs. Im ple me n ted In terv en ti on s Su m ma ry The interventi ons imple mented in the IES ITACA pilot cent re are lis ted in the f ollowing tabl e. Measure Id Title SP -DS01-IN01 Revegetation. Measuring th e impact of shadin g proje cted by trees SP -DS01-IN03 Photovoltaics SP -DS01-IN04 Environment al programs. S ustainability a wareness. Dy namic awarene ss SP -DS01-IN05 Sustainabil ity research FAB- IDI program SP -DS01-IN06 Pergolas with vegetation SP -DS01-IN07 Garden box SP -DS01-IN08 Proper use of sorting gar bage containers SP -DS01-IN09 Waste recyclin g SP -DS01-IN10 Improving c omfort temper ature throug h an adiabatic bioclimatic s ystem Table 5.1. - Interve ntio ns in IES ITACA. Page 32 of 5 10 Table of C ontents participatory inp ut fro m students, researchers , and te achers help pri oritise locati ons that maximise shad e and comf ort for an eff ective planting strateg y. Responsible : USE and the school commun ity External expe rt assistan ce : Tree nursery suppli ers ECF4CLIM exp ert assistan ce : Rosa Ana Ji ménez Expósi to, Architec t, collaborator Resources ne eded : Res earchers fr om ECF4Clim, teach ers and experts; rem ote-sensing software and inf ormati on sheets on each spe cies of tr ee and shrub. Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between all students, the school communit y and res earchers fr om USE Task 3.- Reve getation act ion in the scho olyard Description : The re vegetation acti on in the sch oolyard aims to increase shad e an d mitigate the impact of gl obal warming, while also enhancing environm ental education. B y plantin g trees and native plant s, the initia tive pro vides cooling relief du ring hot weather and mitigates the urban heat island effect. S tudents engag e in selectin g species and m onitoring gro wth, fosterin g a sense of resp onsibility f or their envir onment. Responsible : USE and the school commun ity External expe rt assistan ce : Tree nursery suppli ers and scho ol maintenanc e staff ECF4CLIM exp ert assista nce : Rosa Ana Ji ménez Expósi to, Architect, c ollaborator Resources ne eded : Stud ents thems elves play a cru cial role in the entire proc ess, f rom the initial plantin g to regular u pkeep, includin g watering , prun ing, and monitoring tree health. Cost : 2500 Euros Task co-imp lementation p articipatory ap proach : J oint collaborati on between all students, the school communit y and res earchers fr om USE Task 4.- Monito ring and tracking the benefits of sh ade in the s choolyard Description : Aiming to follow a clear understandin g of its positiv e impact on the environ ment and student well -being. Tre e shade reduces pla ygroun d temperature s, creating a safer, more comfortable spa ce, especia lly in warm er months, and l owers UV exposure, which helps prot ect students’ heal th. Additiona lly, shaded areas c an reduc e stress and improve focus, sup porting both academic perfor mance and e motional well-being . This monitoring fosters en vironmental awareness a mong students , highligh ting the importan ce of natural surr oundings i n their daily lives. Responsible : USE and the school commun ity External expe rt assistan ce : school maintenanc e staff Page 33 of 5 10 Table of C ontents ECF4CLIM exp ert assista nce : No Resources ne eded : Wat ering , fertilising and tree c are tasks carri ed out b y maintenan ce staff and the student s themselv es. Cost : 0 Euros Task co-imp lementation p articipatory approach : J oint collaborati on between all students involved in th e revegetati on plan and researchers fr om USE  Milestones Milestone 1 : Diagnosis of the schools. Location of pot ential areas of tre e plantin g in the schoolyard Milestone 2 : Ex hibition of t he diagnosis. Cri teria for the inter vention. Mul ti-criteria assessment with technical and social fact ors for decisi on-making and tree selecti on Milestone 3 : Designing and executing the tree plantin g intervention. Tree sel ection and identificati on of the plan tation area Milestone 4 : Disseminati on activities  Outpu ts: Output 1: Report on the di agnosis and e valuation of criteria in a scho olyard for t he identification of planting ar eas Output 2: Experim ental tre e planting acti vity in areas selected by both r esearche rs and participating students from the educational communit y Output 3: Co mmunication in the Students' Congres s  Cost (Equ ipment / consumab les/ others) Total cost: 2 500 Euros  Interventio n implementati on and comonitoring stra tegy Implementa tion of the c omonitoring appr oach: The imple mentation m onitoring method invol ves using r emote sensin g technol ogy to measur e and analyse the shad e coverage as th e planted sp ecies grow. This ap proach enables the c ollection of d ata on changes in surface area sha ded over tim e, helping t o assess the effecti veness of the revegetati on efforts. By int egrating satellite imager y or dr ones, we can accuratel y track the growth of trees and th eir impact on reducing hea t in the schooly ard. This m ethod enables ongoing evaluati on and adju stments to manag ement practi ces, ther eby ensuring the pro ject's long- term success. Page 34 of 5 10 Table of C ontents Responsible: ECF 4clim Res earchers - USE and s tudent s  Photo graphs of the inte rvention implementation Page 35 of 5 10 Table of C ontents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. Although initially design fo r measuring the impact o f shading projected by trees , the intervention progress to a more general reveg etation topic. The intervention surpassed initial expectations b y sig nificantl y d eepening students’ und erstanding of the role of ur ban vegetation and simultane ously promoting their active engage ment in the design , implementation, an d maintenanc e of green spaces. This process not only strengthened environ mental awareness across the sch ool commu nity but also culti vated a heightened sense o f ownershi p and responsibilit y among students, while enhancing thermal comfort and contribut ing to a more sustainable and welcomin g educational environmen t. Notably, the i mplemen tation se ssions were held at both the Archi tecture Sch ool in S eville an d on the sch oo l sit e itself, a dual-loca tion approach that proved particularly effective. This strategy enriched the educational experience, fostered stronger collabor ation, and stimulated grea ter enthusiasm among both students and teachers, succes sfully over coming early l ogistical challeng es related to scheduli ng and resource coordination. Page 36 of 5 10 Table of C ontents SP -D S01- IN 03. - P ho tov olt aics General data Description : The intervention aims to u tilise the photovoltaic installati on to enab le students and the school community to acquire both ind ividual and collectiv e knowledg e and skills related to solar energy and energy consumpti on within the school. At th e same time, it aims to pr omote awaren ess of sola r energy and its c ontribu tion to sustainability within the ed ucational co mmunity.  Participan ts and profile: 2 students, 1 teach er, sch ool p rincipal, 1 ECF4CLIM r esearcher  SCT and S CC representat ives: 1 student at SCT, teacher and director at SCC  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The nature of t he intervent ion primarily requires individ ual actions, although it necessitates the acquisiti on o f n ew equipment to acces s the internal data of the PV installation. o Short descrip tion of the objectives: - Improving stud ents' knowledge of solar energ y technologies, and specifically Photovoltaic. - To provide tools to envision the sustainabilit y impact of the PV system o n the carbon footprin t and reduc tion of energy c ost for the school. - Raise students' a warenes s of sustainab le energy pro duction - Train staff and students in the monitoring of the solar PV insta llation at the institute. - Disseminate the sustain ability impa ct of the PV solar system a mong the educational co mmunity. o Time scope of the interven tion: Mid and long term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material compe tences: Individual co mpetences: - Students (and teach ers) acquire knowledg e about photov oltaic technol ogy systems Page 37 of 5 10 Table of C ontents - Teachers acquire skills to use ECF4CLI M tools as pedagogical materials and to envision a sustain able futu re. - Teacher s and other staff a cquire skills to m onitor th e production of PV panel s. Environment al/technical c ompetences: - Students and teachers should be able to mo nitor the internal data o f the PV plant through ne w hardwa re that needs to be selecte d and purch ased. o Main risks and uncertain ties: The main risk s of global fai lure - Student and t eacher enga gement - Negative attitudes of students, teachers and the school communit y towards sustainability Main risks leadin g to partia l failure - Lack of ti me for the w orking group. - Technical difficulties in accessing the operating and production parameters of the PV syste m. - Lack of install ation docum entation - Unavailabilit y of the ECF4 CLIM IoT platfor m - Unavailabilit y of the ECF4 CLIM sustainabil ity interve ntion tool ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? In the medium and long term, we aim to enh ance the i ndividual compet encies of students and teachers. Ho wever, at th e same ti me , we want to chan ge the conditi on (envir onmental performance) by giving stu dents and te achers access t o data on the pr oductio n o f the PV system and the energy c onsumption in the build ing, in order to es tablish sustaina ble habits that reduce energ y consu mption.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the int erven tion among your educational co mmunity or organisati on? A new ph otovoltaic syste m was install ed in the sch ool last y ear, but little documentation was provided. Stud ents, teachers and support staff ne ed "more inf ormation" about the equip ment that appear s on the scho ol roof. At the sa me ti me, if teachers and support s taff have acces s to energy generati on data fro m the syste m, along with a breakdown of energy cons umption, the y could realise th e impact of the system on the build ing's energy cost . Page 38 of 5 10 Table of C ontents Have you enc ountered chal lenges in engagin g people? What are they ? In this initial ph ase, we se e a high level of commit ment fro m teachers and other school staff. In the case of the students, it is difficult to a ssess their commitment until the interventi on starts. How have y ou or could y ou overco me them? For students, trainin g tasks are designed to incre ase student engage ment within working groups. At the same time, dissemina tion activi ties are designed to reach the entire scho ol community.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The regional go vernmen t is the financier of the f acility. The regional auth ority was responsible f or the constru ction of the facili ty. An external company provides maintenance ser vices on an annual basis, but th ese services should be financed from the sch ool's budget. How ha s the cooperation worked with other stakeholders and actors outs ide your o rganisati on? None of the ex ternal act ors is expected t o be involved in the implementati on of the intervention. What has enab led or could promote c ooperation? Perhaps the diss emination materials pr oduced during the interventi on could be r eused by the regional agenc y in charge of the construc tion.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? The recently install ed equi pment i s, in itself, an impr ovement in environ mental performance. However, t o increase its i mpact in te rms of ind ividual skills, it i s reco mmended that students and teachers be g iven ac cess to produc tion data. In paral lel, interventi on provides an opportunity t o promote ST EM learning. How do you pr esume the c hange could hap pen? Page 39 of 5 10 Table of C ontents The motivation of teachers and staff to reduce ener gy consumption in the school should be increased b y tracking real energy and cost savings f or th e schoo l. What has helped you or co uld help you wi th en visi onin g the expected i mpact an d the preferred future? Tools to assess progress in school sustainability, carbon footprint and energy cost reducti on should be essential in this r egard.  Action: How to proceed? What has help ed you to ac hieve your goals ? The commi tment of teache rs and school prin cipals should be crucial to achi eving t he goals. What kind of chall enges ha ve you faced in your organi sation? We believe that teachers' a nd students' lack of time should be a significant barr ier to achie ving the aims of the interventi on. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? We hope to cap italise on t he new teaching sub ject of sustai nability resear ch, whi ch was introduced las t academic y ear as part of the FA B-IDI interv ention. Intervention co-planning and co-implementation  Implemen tation tasks Task 1 . Photovoltai c syste m documenta tion anal ysis Description : Literature and documenta tion search ab out the photovoltaic system recently installed in the school. Responsible: Th e training f or monitoring solar PV installations ai ms to e mpower the educational co mmunity t o understand and maximise the pot ential of solar energy. By establishing an effective monitoring syste m, it is expe cted that the school will be able to assess the perfor mance of the ins tallation and take proacti ve measures to o ptimis e its energy efficiency. This will not only reduce electrici ty costs b ut also reduce reliance on non -renewable energy sourc es and reduce the school's carb on footpri nt. External expe rt assistan ce: no Page 40 of 5 10 Table of C ontents ECF4CLIM exp ert assista nce: yes Resources ne eded: Cost: Euros Task co-imp lementation p articipato ry approa ch: The Principal is resp onsible f or finding the system's official document ation. The researcher is responsib le for findin g additional inf ormation about the syst em and analysing all the document ation. Task 2.- Tra ining on pho tovoltai c system s Description : A lecture on photovoltaic systems sh ould be prepared and taught t o students in the interventi on working group. Tools to evaluat e the carb on footprint and reduction i n energy consu mption from th e net should be assessed. Responsible : ECF4CLI M researcher External expe rt assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : Cost : Euros Task co-imp lementation p articipato ry approa ch : The co-imple mentation strateg y involves enrolling the environ mental delegate from each class i n this trainin g, who will b e responsible for disseminating the cont ent to their class mates. Task 3.- Design , testing an d commission ing of a s ystem to acces s PV system op eration data Description : A system to access operati onal data of th e PV facilit y should be desi gned, tested, and commission ed to all ow teachers and studen ts to monitor energ y producti on from th e PV system. Responsible : ECF4CLI M researcher an d scho ol principal External expe rt assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : A USB d ongle to connect t o the in verter should be acquired A PV system te chnician may be ne cessary Cost : 88,1 Euros Task co-imp lementation p articipato ry approa ch : The member s of the w orking group will be involved in s electing the ap propriate hard ware and wil l support r esearchers in de signing and testing the sy stem. Page 41 of 5 10 Table of C ontents Task 4.- Dissem ination Description : Design and ex ecute a disse mination ca mpaign to spread the b enefits of the ne w facility within the sch ool community. Responsible : Teacher External expe rt assistan ce : no ECF4CLIM exp ert assista nce : no Resources ne eded : Cost : Euros Task co -implementa tion p articipatory ap proach : Mat erial for use in the dissemi nation campaign will be prepared by students in the working groups with the assistanc e of researchers  Milestones Milestone 1 : Documentatio n available to res earchers Milestone 2 : Hardware re ceived Milestone 3 : System to m onitor PV en ergy producti on running Milestone 4 : Disseminati on materials prepared, and campaign lau nched  Outpu ts: Output 1: Summary she et Output 2: Syste m to monit or PV energ y production Output 3: Disse mination m aterials  Cost (Equ ipment / consumab les / others) Total cost: 8 8,1 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring appr oach: Comonitoring will be assessed t hrough period ic meetings with the school principal Responsible: Sch ool princip al Page 48 of 5 10 Table of C ontents Choosing students fr om the sa me class would exclude students fro m the same class from participating in the activity, so it was decided to select students of differ ent ages. Finding a space for the trai ning . It w as challeng ing to find feasible dat es for th e school. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? It was initially plan ned to imple ment this aft er the first evalu ation exams. In this way, it is easier to count on the avail ability and mo tivation of the stud ents, as these are dates on which they do n ot have to focus on their work. Intervention co-planning and co-implementation  Implemen tation tasks Task 1.- Local isation of the formation team Description : Identification of the team of environ mental trainers and agreem ent related to the subject mat ter of the traini ng. Contacts and preparati on of materials. Responsible: 2Yj1% in co ordination with ECF4CLIM as sistance External expe rt assistan ce: No ECF4CLIM exp ert assista nce: Yes Resources ne eded: S chool staff and ECF 4CLIM resea rchers Cost: 1787, 5 Euros Task co-imp lementation p articipato ry approa ch: Search and recruit ment of en vironm ental trainers. Task 2.- Sear ch for a farm school for training. Description : The Locati on of a place in natu re that is able to carry out the traini ng. Responsible : 2Yj1% in c oordin ation with ECF4C LIM assistance External expe rt assistan ce : No ECF4CLIM exp ert assista nce : Researcher s Resources ne eded : M oney to clos e the reserva tion of the site, and t o contract the displacement. Cost : 990 Euros Page 49 of 5 10 Table of C ontents Task co-imp lementation p articipato ry approa ch : Subcontrac ting Task 3 . Determining the sub ject matter Description : Session with students inv olved in th e project determines the most s uitable topic to be covered in th e trainin g. Responsible : 2Yj1%, 2Yp2% in coordinati on with ECF 4CLIM research team External expe rt assistan ce : No ECF4CLIM exp ert assista nce : 2 resear chers Resources ne eded : A classr oom to discuss th e training top ic . Graphical media. Cost : 750 Euros Task co-imp lementation p articipato ry approa ch : All parties inv olved Task 4.- Imp lementation o f the train ing Description : A 2-day train ing session wher e students will develop the n ecessary knowledge to analyse the p ossibility of i mplementing new int erventions and th e creation of awareness campaigns. Responsible : School r epresentatives 2Yj1% and 2Yp 2% External expe rt assistan ce : Yes, Argos trainin g staff ECF4CLIM exp ert assista nce : No Resources ne eded : 1 bus, accom mo dation, training s taff Cost : 1400 Euros Task co-imp lementation p articipato ry approa ch : All involved parti es, with more active training staff particip ation  Milestones Milestone 1 : Localisation o f training staff and pla ce Milestone 2 : Students' sele ction Milestone 3 : Determinati on of the main training t opic issue Milestone 4 : Achievement of training  Outpu ts: Output 1: Summary she et Page 50 of 5 10 Table of C ontents Output 2: Disse mination materials Output 3: De velopment of sustainable skills (individua l competences )  Cost (Equ ipment /con sumables /other s) Total cost: 4 927,5 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: At the end of the interventi on, t he Argos train ers will c onduct a short surv ey and delib erative w orkshops with the participants in the interven tion, supervised by an ECF4CLIM r esearcher. Responsible: USE research team  Photo graphs of the inte rvention implementation Page 51 of 5 10 Table of C ontents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. During the c ourse of the intervention, new objectives emerged, includin g the dev elopment and proposal of additional measures aimed a t enhanci ng sustainability within the sch ool. These objectiv es were ro oted in promoting a sus tainable culture an d wer e implemented through participat ory learn ing activiti es involving a diverse gr oup of students fro m various age groups. This expanded f ocus led to the identification of new cr itical success fa ctors. A key challenge identified was the difficulty in maintaining s tu dents’ at tention and eng agement a cross a heterogene ous group, whe re varying le vels of maturi ty and inter ests made it diffi cult t o ensure that the con tent was equall y relevant and accessible to all particip ants. To address this, the inter vention was strategical ly sch eduled to take place after the c ompletion of the second t erm’s exa minations. This p eriod, charac terised b y a reduced ac ademic workload, was selected to increase the availab ility and willingness of older stud ents to participate meaningfu lly in the activiti es. Originally plan ned for Nove mber, the int ervention was ultimately conduc ted in M arch due to the high de mand for simila r training experi ences at l ocal educational venues, wh ich limited earlier availab ility. Page 52 of 5 10 Table of C ontents Additionally, a new and final task was incorp orated durin g the interventi on: the desig n of further sustainabil ity meas ures and the prep aration of related disseminati on ma terials. Following an asse ssment of the school’s perf ormance in various sustainabilit y areas, three ne w interventions were collabo ratively design ed by three working groups c omprising students, teachers, ECF 4CLIM resear chers, and trainin g staff. O n the second da y of the tra ining, students developed diss emination materials to shar e their acq uired knowledg e and prop osed actions with the broade r school co mmunity up on their return , thereby reinf orcing peer l earning and multiplying th e interventi on’s impac t. Page 53 of 5 10 Table of C ontents SP -D S01- IN 06. - Pe rgo l as w it h vege tatio n General data Description : Introducing pergolas with vegeta tion is a multifaceted measur e that encompasses shading syste ms, bi oclimatic s tudy, an d s upport for vari ous activiti es. The careful integrati on of shading systems within the pergolas can provide a shaded space in the co urtyard and can contribute t o r educing indoor tempera tures, depending on th e pergolas’ l ocation. Simult aneously, the biocli matic study associated with these structures examines the r elationship betwe en their location an d energy effi ciency . Beyond their climatic advantages, these pergolas can provide versatile spaces for various acti vities, thereby e nhancin g the overall fun ctionality of the school gr ounds.  Participan ts and profile: Students from different sc hools under a participat ory and learning prog ram  SCT and S CC representat ives: 2 SCT students, 2 SCT teachers  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Involving individual action + Requiring collective action for diagnosis, decision- making and de veloping the revegetation in the s chool yard o Short descrip tion of the obj ectives: • Improve the co mfort by providing shade in the school playground and reducing te mperatures in t he areas near th e pergolas. • Promote energy efficien cy and sustainability in the design o f educational spaces through the biocli matic stud y o f th e l o cation and configuration of the pergol as. • To offer versatile spaces that allow for a variety of acti vities, promoting the active partici pation of students and staf f in outdo or activities. • Integrate nature into the school en vironment thro ugh the vegeta tion on the p ergolas, which contributes to the biodiv ersity and aesthetics of the campus. • Facilitate the use of pergolas as spaces for o utdoor educational activities, pr omoting an ou tdoor learning app roach. • Create a regular repor ting syst em for sustainab le shade managemen t on campus. o Time scope of the interven tion: Medium ter m  Success factor s: the criti cal precondition s for a su ccessful inte rvention Page 54 of 5 10 Table of C ontents o Individu al, collective and t echnical/ material compe tences: Collectively, it is essential to foster a culture o f collab oration am ong students, teachers, and e xperts, ens uring an in tervention that c onsiders all persp ectives. Individuall y, students develop skills in analysing and diagnosing outdoor spac es, identifying tre es, and desig ning landscapes. Technically, this interve ntion requires access to measurement tools, photography, drawings, and scientific informati on about the plant species that best adapt to climatic cond itions for perg ola s. o Main risks and uncertain ties: Lack of student participation or little co mmitment. In the project, a po or decision was m ade regarding the location of the pergola or the selecti on of design an d plant species. ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? The main questi on that the interventi on helps to addr ess is: How can a plant p ergola en hance comfort and prom ote sustainabilit y in the desig n of educational spa ces?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted people’s engagement and interes t in the intervention among your educational co mmunity or organisati on? The school's environ mental coordinators fel t motiva ted to visit the Univer sity to carr y out the activity within the fra mework of the pr oject. They per cei ved this a ctivity as a r eward for their commitment and work. Have you enc ountered chal lenges in engagin g people? What are they ? At first, the students were not very interes ted , as it was an unfamiliar activity, concepts, and unknown resourc es. How have y ou or c ould you o vercome the m? Page 55 of 5 10 Table of C ontents We have addressed these challenges by emphasising the benefits that a plant pergola would bring to th e outdoor spac es of schools. The use of plant species gu ides and m obile applicati ons has also helped students participate in and understan d the project 's impact.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The implement ation of the pergola in scho ols is beyond our control due to regula tory, security, and maintenanc e issues. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Cooperati on with agents outside our organisati on has worked c orrectly. What has enab led or could promote c ooperation? Environment al activities ar e relatively co mmon in sch ools in our reg ion. Disseminati on of the res earch proje ct to all agen ts involv ed in environ mental trai ning could be very useful.  Vision: Wh at are the po ssible futures in our contex t? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? The expected impa ct of th e interventi on is to pro mote learning . Additionally, it aims to create a more sustainab le school environment. How do you pr esume the c hange could hap pen? Involving students in monitorin g and m aintaining the school and the trees. Incorporating project activities int o the subjects. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferr ed future? The students' ex citement a nd enthusiasm. The c ommi tment of sch ool teachers a nd organisers. Page 56 of 5 10 Table of C ontents  Action: How to proceed ? What has help ed you to ac hieve your goals ? The involve ment and m otivation of the student s. The dedication of the teach ers and res earchers of the projec t. Being able to apply the project to students and see the results firsthand is a v aluabl e experience. What kind of chall enges ha ve you faced in your organi sation? Explain the activi ty to the students and review th e work tasks of the sessions. Provide information so that they can develop th e activit y, planimetr y and bibliograph y. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? It i s essential to schedule w ork sessi ons when student s are n ot required to study f or their exams or prepar e assign ments for their classes. Intervention co-planning and co-implementation  Implemen tation tasks Task 1.- Tra ining in the de sign of vegeta l pergolas and choosing the mo st suitab le species Description : Three trainin g sessions have be en held o n international policy anal ysis, sunlig ht, energy efficienc y, shading devices such as pergolas, temper ature reducti on, perg ola design, and the mos t suitable plant species, a mong other t opics. Responsible: USE External expe rt assistan ce: No ECF4CLIM exp ert assista nce: Researchers Resources ne eded: gu ides, regulations, exa mples, c omputer pr ograms for dra wing , and applications f or identifying plant species. Cos t: 0 Euros Task co-imp lementation p articipato ry approa ch: All tasks were implemented b y USE researchers and the school communit y Page 57 of 5 10 Table of C ontents Task 2.- Diagno sis of th e outdoo r space and vegetat ion an d determination of the locatio n of the pergola. Proposal of p la nt speci es. Description : A diagnosi s of the sch ool's outdoor space h as been conducted, c onsidering existing trees, orientati on, sunlig ht, shadows cast by b uildin gs and trees, prevaili ng winds, temperature, use, and acti vities, to det ermine th e most suitable s ite for the scho ol ’s pergola. A proposal has be en made for the mos t suitable speci es , taking into account cli mate, irrigati on needs, and other factors. Responsible : USE and the school commun ity External expe rt assistan ce : NO ECF4CLIM exp ert assista nce : Ro sa Ana Ji ménez Expósi to, Architec t, collaborator Resources ne eded : The s oftware used w as available in schools and US E, as well as a bibliograph y, an app for tre e identifica tion, cadastr e web pages, and G oogle Map s. Schoolyard diagnostic data sheets and scientific knowledge fr om ECF4cli m research ers were also utilis ed . Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between all students, the school communit y and res earchers fr om USE Task 3: Des ign of the perg ola based on the previous ta sks. Description : Pergola desig n co nsidering spe cies and material, di m ensions, e xecution and maintenanc e. Responsible : USE and the school commun ity External expe rt assistan ce : NO ECF4CLIM exp ert assista nce : Rosa Ana Ji ménez Expósi to, Architect, c ollaborator Resources ne eded : Ma terials gu ides, manufacturers catalogues, tree guid es, drawing programs. Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between all students, the school communit y and res earchers fr om USE Task 4.- Constru ction o f the prototype. Description : Constructi on and install ation at the lo cation of tas k 2. Constructi on of the perg o la with material s selected ba sed on the desig n. The l ocation in the out side space of the sch ool will be of spe cial importanc e to guaran tee a shad ed space. Responsible : USE and the school commun ity External expe rt assistan ce : Yes. Pergola asse mbly com pany. Page 64 of 5 10 Table of C ontents It is necessar y to find a tim e when students do not have exa ms nearby s o that they can focus on the session' s developm ent. This could be either at the beginn ing of the cours e or after the term of their exams. Intervention co-planning and co-implementation  Implemen tation tasks Task 1 - Envi ronmental ed ucation act ivity abo ut the Garden Box. Coo rdination with teachers to design th e research pro posa l and organisat ion of t he session schedule. Description : Activity tha t fosters the involvement of school students in res earch projects. The preparatory ta sk described here was ca rried out durin g the 2023/202 4 academic year. Th e garden execution was du e in mid-June 202 5 Responsible: USE External expe rt assistan ce: None. ECF4CLIM exp ert assista nce: Researchers Resources ne eded: The res earchers of ECF4C LIM were the staff. The sof tware use d was available in s chools and US E, and the apps were a vailab le for free access . Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: All tasks were implemented b y USE staff. Task 2.- Tra ining session Description : Training in re vegetati on and renatura lization t o restore the biodi versity of the school yard. Responsible : USE External expe rt assistan ce : Ro sa Ana Ji ménez Expósit o, Architec t, collaborat or ECF4CLIM exp ert assista nce : Angela Barri os Padura Re source s needed : Res earchers, t eachers, and e xperts; office software, ap p develop ment; personal compu ters and el ectronic table ts . Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between US E and the School. Task 3.- Diagno sis of the s chool courtya rd Page 65 of 51 0 Table of Contents Description : Students an alysed the sch ool courtyard, g eometry, solar pa th, and type of soil. Responsible : USE External expe rt assistan ce : Ro sa Ana Ji ménez Expósit o, Architec t, collaborat or ECF4CLIM exp ert assista nce : Angela Barri os Padura Resources ne eded : Solar Path App Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between US E and the School. Task 4.- Sele ction of pla nts regard ing the seaso ns Description : Research about the type of plan ts, suita bility according t o seasons and maintenanc e works. Responsible : USE External expe rt assistan ce : Ro sa Ana Ji ménez Expósit o, Architec t, collaborat or ECF4CLIM exp ert assista nce : Angela Barri os Padura Resources ne eded : P ersonal computer , literatur e. Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between US E and the School. Task 5.- Design of the Gard en Box a nd planting Description : Develop ment of graph ic material (s ketches and picture s) and texts (Report) that define the Gard en Box. Con struction and planting. Responsible : USE External exp ert assistan ce : Rosa Ana Jiménez E xpósito , Architect, collab orator ECF4CLIM exp ert assista nce : Angela Barri os Padura Resources ne eded : P ersonal Computer, Plants, Gard en Tools Co st : 968 Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between US E and the School.  Milestones Milestone 1 : Reception of the report of the diag nosis Page 66 of 5 10 Table of C ontents Milestone 2 : Reception of the report of the D esign Milestone 3 : Construction and planting the Garden B ox  Outpu ts: Output 1: Report on the Diagnosis Output 2: Report on the desig n of the Garden Box Output 3: Pos ter and Slides to show the results  Cost (Equ ipment /con sumab les / others) Total cost: 9 68 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: Review of the material produc ed at the beginnin g of the sessions Responsible: Ang ela Barrio s Padura  Photo graphs of the inte rvention implementation Page 67 of 5 10 Table of C ontents  Troubles dur ing implemen tation, conclusion and lessons learnt. During the i mplementa tion phase, the sel ection of appropriate crops focused on summer vegetables, ensuring alig nment with the s easonal c onditions and the education al objectives of the activit y. The intervention was supported by the gardeni ng company C aura Jard ín, under Page 68 of 5 10 Table of C ontents the guidance of expert Jos é Joaquín González Márquez , who pro vided the nec essary plants, garden tools, and irrigation materials. While teachers from the hi gh school pla yed a super visory and organisati onal role, the s tudents were the central actors thr oughout the pr ocess, takin g primary resp onsibility for the practical implementa tion. This stude nt-led approach n ot only rein forced individual compet encies in ecological gardeni ng but al so fostered a sense of own ership and engagement. The total cos t of establishi ng the gard en am ounted to €968, co vering all requ ired material s and services. Th e experien ce highlig hted the imp ortance of struc tured coordina tion, external expert collab oration, and h ands- on learnin g to ensur e the succ ess and sustainab ility of such interventions. Page 69 of 5 10 Table of C ontents SP -D S01- IN 08. - A ctio n pla n fo r the p ro per use o f wa st e b in s in th e sch ool . General data Description : Raising awareness o f selective waste collection, especially in the school playground and classroom, encouraging the pr oper us e of litter b ins and th e sepa ration of waste.  Participan ts and profile: 2 persons per classr oom in IES ITACA : 2Yj1 %, 2Yp2%, 2Yj 3#, 2Yi4#, 2Yi5%, 2Yi6%, 2Yi7%, 2Yi8#, 2Yi9%, 2Yi10%, 2Yi11%, 2Yi12#, 2Yi13#, 2Yi14#, 2Yi15%, 2Yi16%, 2Yi17%, 2Yi1 8%, 2Yj1 9%, 2Ya20%, 2Ya 21%, 2Yi 22#, 2Yi23 %, 2Yi24%, 2 Yi25#, 2Yi2 6%,  SCT and SCC r epre sentatives: S tudents and teacher s : 2Yj1%, 2Yp2%, 2Yj3#, 2Yi11%, 2Yi12#, 2Yi1 3#  Focus (natu re, objecti ves, p re-c onditions, time scop e) o Nature of the in ter vention: Requiring collective action o Short descrip tion of the objectives: · Raise students' a wareness of the impor tance of selec tive waste colle ction. · Promote the proper use of litter bin s in the school pl ayground. · Reduce the a mount of non-recyclable waste s ent to landfil ls . · To educate students abo ut the correct separation of different types of waste and its impact on the en vironment. o Time scope of the interven tion: Short/mid te mp  Success factor s: the criti cal preconditions for a succes sful intervent ion o Individu al, collective and t echnical/ material compe tences: · Students' awareness of sustainability and recyclin g of waste generated at school and in classrooms . Sustainability coordin ators are trained among students to raise awarenes s among their peers. The coordinator at the school will monit or the measur es that have been de veloped. · Raisin g students' awarene ss of sus tainabil ity and recyclin g of waste gen erated at the school and in the classro om. o Main risks and uncertaintie s: Page 70 of 5 10 Table of C ontents · Students' engage ment. This intervention must invol ve students o f all ages to be effective. · L ack of motivation amon g environmental coordinators. The duration of this intervention spans the entire academic year, so classroom coordinat ors may become tired a t certain s tages of the year, neglec ting their resp onsibilitie s. · The neglect of the funct ions by the head o f the S ustainable Dev elopment Departmen t. ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? · Organising visits like SP- DS01-IN09 inter vention at th e beginning of the academic year t o engage student s. · Considering an app ropriat e award to the b est class in waste manage ment throughout the year. Have you enc ountered chal lenges in engagin g people? What are they ? · In some classro oms of the lowest educational levels (11 -12 years), there see ms to be a big disparity between engaged students and students who do not want to particip ate in this waste management interventi on. · In higher lev els, students may argue th ey lack the time to w orry about these is sues. How have y ou or could y ou overcome the m? · The best incentiv e found to engage students was to propose an excursion to the best class throughout the whole acad emic year. · Also, to engage the classrooms ’ coordinators, the proposal is to make them participate in all environmen tal interven tions, excursions or local acti ons. Apart fro m that, to  Conne ctions: How to fra me th e problem? Page 71 of 5 10 Table of C ontents What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The compan y in charge of collecting the garbage usu ally uses containe rs different from thos e proposed. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? The cleaning c ompany ha s been notified of this discre pancy. However, for the moment, they continue to use diff erent ty pes of containers fr om those prop osed. What has enab led or could promote c ooperation? A greater pred isposition on the part of the cleaning co mpany  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? An impact on the system is expected. The implementa tion of this flag system aim s to promote a shift in attitude throughou t the school year. On the other hand, in the dev elopment of the course, the aim is to wor k on individual in itiative skills . However, the de velopme nt of collecti ve skills stands out, both in th e implementati on of regula tions and in the ne ed to make a joint effort to maintain an accep table level of waste s eparation thr oughout the c ourse. How do you pr esume the c hange could hap pen? It is intended that the motivati on for the proposed priz e will enc ourage the group to promote a separation of waste and the correct cleaning o f the classroom . Over time, it is intended to develop a habit in students where the prize ceases to matter, and the correct separation of waste genera ted in class b ecomes rel evant. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future?  Action: How to proceed ? What has help ed you to ac hieve your goals ? Page 72 of 5 10 Table of C ontents Use a system o f scores b y co loured flags that shows the progress throughout the year by the different groups, while at th e same time publishing a general weekly ranking to motivate and generate compe tition a mong the students. What kind of chall enges ha ve you faced in y our organisation? The need to bu y these rec ycling bins, as well as the a ttitude of some groups, is relu ctant to this type of action. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? This interventi on does not requ ire occupying ti me in a ny of the sub jects, nor does it ne ed to reserve a pla ce for a talk or training. Each g roup is info rmed at the begin ning of t he course of the operati on of the regula tions, as w ell as the final pr ize. Intervention co-planning and co-implementation  Implemen tation tasks Task 1. - Appo int environ mental coord inators at the beginning of the acade mic year. T he tutor will ap point t wo enviro nmental coord inators in each cla ss. Description : In each class a t the begin ning of the acad emic year, the tut or will ap point two environmen tal coordinator s. Responsible: Management school tea m External expe rt assistan ce: no ECF4CLIM exp ert assista nce: no Resources ne eded: Me etings between th e head o f studies and tuto rs Cost: Euros Task co-imp lementation p articipato ry approa ch: At the tutors' meeting, the h ead of stud ies informs the tut ors of the el ection of the environmenta l coordinators f or each clas s. Once appointed, th e list is sen t to the en vironmental coordin ator. In the first term, a meeting of the coordinators is held with the management team, the s ecretary, and the head teacher of the Sustainable D evelopment Department. This dep artment head must have a coor dinating timetable in the teaching st aff's timetable. Task 2.- Head of S ustainab le Develo pment Departme nt Description : A Head of Department f or Sustainable Developm ent is appointed a t the sch ool, whose functi ons are: Page 73 of 5 10 Table of C ontents · Promote acti ons in the c entre ai med at saving supplies and energy. · To organise awar eness-rais ing activiti es for the educa tional community on environmen tal protecti on and sustaina bility. · To coordinate a plan of cur ricular acti vities at all educational l evels that include en vironmental protecti on as a cr oss -cutting them e. · Promote a sust ainable wa ste manag ement plan for the centr e with the participation of student s. · To coordinate the ALDEA p rogram. · To draw up the departmen t's minutes. · To prepare t ermly and ann ual reports, as well as a pr esentati on of activities carr ied out each t erm. · To coordin ate the envir onmental coordinators of the class groups. Responsible : Managem ent school t eam External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : Eur os Task co-imp lementation p articipato ry approa ch : The Head of the depart ment reviews the classes once a week, ch ecking for cl eanliness and recyclin g in the bins. Aft er the aud it , the environmen tal coordinator provides hi m with a checkl ist of tasks t o review. After reviewing the audits, plac e a yellow, orange, or red fla g . Task 3.- Teacher training Description : At the beginn ing of the academic ye ar, teachers sig n up for an actio n plan of sustainable de velopment a ctivities to b e carried out d uring the academic year . Responsible : Head of Susta inable Devel opment Depar tment External expe rt assistan ce : no ECF4CLIM exp ert assista nce : no Resources ne eded : Trainin g and materials for working on the sustain ability curri culum. Cost : Euros Task co-imp lementation p articipato ry approa ch : The invol vement of the teaching staff is crucial for the success of th e measures. The head o f the Sustainable Devel opment Depar tment informs the par ticipating t eachers ab out the audits of the class groups and the measures taken. Task co-imp lementation p articipatory approach : R egular meetings be tween head of the school and inv olve teacher s. Page 80 of 5 10 Table of C ontents Description : Carrying out environ mental educati on activity: training in rec ycling an d waste separation. Responsible : All institu tions invol ved External expe rt assistance : CICONIA, en vironmental c onsultants responsib le for carryin g out the visit. ECF4CLIM exp ert assista nce : 2 resear chers Resources ne eded : CICON IA assistants, 1 bus, teach ers, USE Cost : Euros Task co-imp lementation p articipato ry approa ch : Joint collaborati on between all institutions  Milestones Milestone 1 : Location of the envir onmental centre Milestone 2 : Student s’ sele ction Milestone 3 : Locating instr uctors for train ing Milestone 4 : Hiring of a trai ning and transport compan y  Outpu ts: Output 1: Summary she et  Cost (Equ ipment /con sumab les / others) Total cost: 1 197,9 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: USE ’s rese arch ers and teach ers will conduct a shor t survey and deliberative wor kshops wi th the participan ts after the intervention Responsible: USE Research team  Photo graphs of the inte rvention implementation Page 81 of 5 10 Table of C ontents  Troubles dur ing implemen tation, conclusion and lessons learnt. Page 82 of 5 10 Table of C ontents The initial roadmap stipulated a "Change " s tep involving a s chool visit at th e start of the academic year, targetin g groups with previousl y low waste separati on scor es. This interventi on aimed to visuall y demonstr ate its impa ct on subseque nt flag scores (SP-DS0 1-IN08). Regarding the implem entation of the comonit oring method, it was planned that USE researcher s and teachers would admi nister a short survey and conduct a deliberative worksh op with participant s after the interventi on. Howe ver, the delib erative w orkshop d id n ot material ise du e to participant fatigue during their return jo urney. Consequ ently, impressions of the visit we r e instead discuss ed informall y on the bus after the visit. This ex perience undersc ored the importanc e o f adap tability in project impleme ntation. While structured methods are valuable, unforeseen circumst ances necessita te flexible approaches t o data co llecti on and feedback. Moving forward, it is crucial to incorporate contin gency p lans for engagement acti vities, ens uring that particip ant well-being is prioritised without compromisin g the integrity of the evaluati on process. Page 83 of 5 10 Table of C ontents SP -D S01- IN 10. - I mp ro vin g co mfo rt te mp era tu re t hro ugh an ad iab ati c bio cli ma tic sy stem General data Description : The intervent ion aims to capitalis e on the installati on of a new climate control system to enable students and the school community to acquire individu al and collective knowledg e and skills related to sustainable climat e contr ol, thermal co mfort, and indoor air quality in th e school. Several approaches to indoor and outdoor climatisa tion would be explored, such as evaporati on systems or f oggers.  Participan ts and profile: 2 stud ents, 1 teacher, Head of the school, 3 ECF4CLI M researcher s.  SCT and S CC representat ives: 1 student at SCT, teacher and director at SCC  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The natur e of the in tervent ion mainly require s individ ual and c ollectiv e acti ons. o Short descrip tion of the obj ectives: - Improving studen ts' kn owledge of ther mal comf ort - Raising students' knowled ge about ind oor air qualit y - Raise students' awaren ess of climatisation alternatives and their carbon footprint, especial ly about the kind re cently install ed in the school. - To provide a guide for the use o f the biocli matic s ystem that will maximise th e sustainability impact of the system without compromising the well -being and comfort o f the sch oo l's students, teachers and staff. This guide should evolve into an internal rule. - Raise students' awareness of sustainable solutions to climate change and adaptation to rising tempe ratures. o Time scope of the interven tion: Mid and long term  Success factor s: the criti cal precondition s for a su ccessful inte rvention o Individu al, collective and t echnical /material compe tences: Collective c ompetence: - Internal nor mative on the use of the facili ty Page 84 of 5 10 Table of C ontents - Positive attitudes of students, teachers and the school community toward s sustainability - Behavioural adap tability t o manage the s ystem in a s ustainable wa y Individual co mpetence: - Students (and teachers) acquire knowledge abo ut the sustainable climatisatio n system, its complexity - Students (and teachers) acqu ire knowledge about indoor air quali ty - Students (and teachers) a cquire knowledge about th ermal comf ort - Teachers acquire skills to use ECF4CLI M tools as pedagogical materials and to envision a sust ainable futu re. - Teacher s and other staff acquire skills for more su stainable cont rol of the climatisation system. o Main risks and uncertain ties: The main risk s that lead to global failure : - Student and t eacher enga gement - Negative att itudes of students, teacher s and the school commun ity towards sustainability Main risks leadin g to partial fail ure - The workin g group 's availab ility - School management is close to changing habits and est ablishing new interna l rules - Regulatory and/o r normati ve that make it impossible to change the management habits of the institution. - Lack of documenta tion of the install ation - Unavailabilit y of ECF 4CLIM IoT platf orm - Unavailabilit y of the ECF4 CLIM sustainabil ity interve ntion tool ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? In the medium term, we aim to change student s and teachers (individual c ompetences), but in the long ter m, we aim to chang e the system (c ollective c ompetences), tryin g to e stablish sustainable habits in controllin g the school's cli matisation s ystem.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? Page 85 of 5 10 Table of C ontents A new biocli matic syste m was install ed in the scho ol last year, but li ttle documentation was provided. Stud ents, teachers and support staff ne ed "more inf ormation" about the equip ment that appears in their classr oom. Teache rs and support staff require trainin g to m anage the system sustainab ly and eff ectively . Have you enc ountered chal lenges in engagin g people? What are they ? In this initial ph ase, we se e a high level of commit ment fro m teachers and other school staff. In the case of the students, it is difficult to a ssess their commitment until the interventi on starts. How have y ou or could y ou overcome the m? For students, trainin g tasks are designed to incre ase student engage ment within working groups. At the same time, disseminati on activities are design ed to reach all students in the school.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The regional go vernmen t is the financier of the f acility. The regional auth ority was responsible f or implem entin g the facility. An external company provides maintenance ser vices on an annual basis, but th ese services should be financed from the sch ool's budget. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? None of the ex ternal act ors is expected t o be involved in the implementati on of the intervention. What has enab led or could promote c ooperation? Perhaps the diss emination materials pr oduced during the interventi on could be r eused by the regional agenc y in charge of the construc tion.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? Page 86 of 5 10 Table of C ontents The recently install ed equi pment is, in its elf, an impr ovement in environ mental performance , but it requires tools to pro duce a real chang e in the school system, and this is w hat the intervention ai ms to do. In paral lel, interventi on provides an opp ortunity t o promote S TEM learning. How do you pr esume the c hange could hap pen? The motivation of teacher s and staff to use the new system efficientl y should be reflected in internal standard s and user guides. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the p referred future? Tools to assess progress in school sustainability, carbon footprint and energy cost reducti on should be essential in this r egard.  Action: How to proceed ? What has help ed you to ac hieve your goals ? The commi tment of teache rs and principals should be cru cial to achieving the goa ls. What kind of chall enges ha ve you faced in your organi sation? We believe that teachers' a nd students' lack of time sh ould be a signifi cant barrier to achieving the aims of the interventi on. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? We hope to take advantag e of the new subject of sus tainabil ity research, which was introduced las t academic y ear as part of the FA B-IDI interv ention. Intervention co -planning and co-implementation  Implemen tation tasks Task 1.- Bio climatic s ystem documenta tion analy sis Description : Literature and documenta tion search ab out the biocli matic syste m recentl y installed in the school. Responsible: ECF 4CLIM r esearcher Page 87 of 5 10 Table of C ontents External expe rt assistan ce: no ECF4CLIM exp ert assista nce: yes Resources ne eded: Cost: Euros Task co-imp lementation p articipato ry approa ch: The Principal is resp onsible f or finding the system's official document ation. The researcher is responsib le for finding additional inf ormation about the syste m and analysing all the document ation. Task 2.- Tra ining on climat isation systems, I AQ and th ermal c omfort Description : A short cours e on cli matisation systems, in door air quality and thermal c omfort should be prepar ed and tau ght to students in the inte rvention working group. T ools to evaluate the carbon footpri nt and consu mption of alte rnative climatisati on systems sh ould be assessed. Responsible : ECF4CLI M researcher External expe rt assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : Cost : Euros Task co-imp lementation p articipato ry approa ch : The co-imple mentation strateg y involves enrolling the environ mental delegate from each class i n this trainin g, who will b e responsible for disseminating the cont ent to their class mates. Task 3.- Guide o n the sust ainab le operation o f the bioclimati c system Description : A guideline f or the sus tainable operation of the bio climatic s ystem will be developed by the memb ers of the wor king group and r ecommended as an int erna l rule. Responsible : ECF4CLI M researcher an d the scho ol ’s principal External expe rt assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : Cost : Euros Task co-imp lementation p articipato ry approa ch : The member s of the w orking group will collaborate to produce the first draft of the gu ide, whi ch will be revi sed and upda ted in conjunction with the teach ers and the sch ool board. Page 88 of 5 10 Table of C ontents Task 4.- Dissem ination Description : Design and ex ecute a disse mination ca mpaign to spread the b enefits of the new facility within the sch ool community. Responsible : Teacher External expe rt assistan ce : no ECF4CLIM exp ert assista nce : no Resources ne eded : Cost : Euros Task co-imp lementation p articipato ry approa ch : Material for use in the dissemi nation campaign will be prepared by students in the working groups with the assistanc e of researchers  Milestones Milestone 1 : System d ocumentation Milestone 2 : Training on cli matisation, IA Q and the rmal comf ort Milestone 3 : Guide on usin g the system f or teachers a nd staff Milestone 4 : Disseminati on campaign  Outpu ts: Output 1: Summary she et Output 2: To ol to evaluate the energy consu mption of different climatisati on systems alternatives f or the scho ol Output 3: Guide on using th e system for teachers and staff, and diss emination m aterial  Cost (Equ ipment /con sumab les / others) Total cost: 0 Eur os  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: Bimonthly m eetings to con trol the advances and barriers Responsible: ECF 4CLIM res earch team and school prin cipal Page 89 of 5 10 Table of C ontents  Photo graphs of the inte rvention implementation Page 96 of 5 10 Table of C ontents  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? As the intervention invo lv ed the participati on of se veral institutions, the internal decision - making processes of these institutions (Ministry of Ecologica l Transition, CENEAM and Junta de Castilla La Mancha ) regardi ng the authoriza tion of our interventi on were bey ond our c ontrol. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? A great deal of planning and coordination w ork was ca rried out in the sec ond edition based on the experienc e of 2023, a s there ar e many instituti onal logics and ways of doing thin gs that need to be br ought toge ther . What has enab led or could promote c ooperation? It was imp ortant to highli ght the shared benefi ts of the exp erience for all the inst itutions, Thanks to this interventi on, Ciemat r esearchers c onducted an add itional e valuation of the activities and fa cilities at U mbralejo. The evaluation r eport of the 2023 experien ce was v ery well recei ved by both CENE AM and the Ju nta de Castill a la Mancha. Some of the ECF4CLI M evaluation t ools, such as sh ort surveys and delib erative worksh ops, were particu larly well- received and c ould potenti ally be used t o evaluate fut ure Umbral ejo initiatives  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? The children who experien ced U mbralejo 2023 felt i t was a unique experi ence that shap ed them. They describ ed the a ctivity as very excitin g and mo tivating, with a focus on hands-on learning. The interventi on aimed to develop individual s kills (a wareness and beha vior) an d, in turn, contributed to the promoti on of the school's sus taina bility culture. How do you pr esume the c hange could hap pen? Children who have experie nced Umbralej o form a strong bond with nature and pass this o n to their classma tes and famili es. Another way to cons olidate the interven tion would b e to in corporate the visi t t o U mbralejo in to the school's an nual PGA pr ogramme. Leadersh ip at CEIP M ozart was ke en on that possibility. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? To hav e a lasting i mpact in the future, it is n ecessary to involv e all institutions with the p otential to provide res ources. A proper and systema tic evaluation of these experie nces would also be necessary to gather evidence of their impact and to understand how this e xperience of environmenta l education in a natural en vironment pro motes a culture of sustaina bility. Page 97 of 5 10 Table of C ontents  Action: How to proceed ? What has help ed you to ac hieve your goals ? Institutional cooperation, adequate planning, logistic s and proper budget allocation were the necessary co nditions for a successful interv ention. The commitm ent of the school leadershi p and teachers, as well as th e enthusias m of the studen ts, were also crucial. What kind of chall enges ha ve you faced in y our organisation? Main challenges were r elated to teacher’s availabilit y and co mmitment. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? To ensure suffici ent tim e and space f or the interventi on, the activity sh ould be integ rated into the curriculu m. It is also es sential to secure adequate funding throug h potential c o -financing with other ins titutions. Add itionally, offerin g incentiv es will help enc ourage teac hers to participate in the experien ce. Intervention co-planning and co-implementation  Implemen tation tasks Task 1.- Sta y preparation. Description : Discussions wi th the institutions involved to agree on th e date and lo gistics. Preparing all the material s for the e valuation of the intervention, including pri nting questionnaires , purchasing cards, markers, and pens. Responsible: CIE MAT External expe rt assistan ce: CENEAM, Jun ta de Castilla La Mancha, en vironmental monitors and teachers ECF4CLIM exp ert assista nce: 3 researchers Resources ne eded: Involve ment of Umbral ejo staff, e nvironmental monitors, te achers, researchers, f ood, and bu ses. Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Task 2.- Hiring of bu ses Description : Search and sel ect the bus c ompany. Responsible : CIEMAT External expe rt assistan ce : Bus compan y ECF4CLIM exp ert assista nce : 3 CIEMAT res earchers Resources ne eded : 3 buses Cost : 1790 Eur os Task co-imp lementation p articipato ry approa ch : Task 3.- Hiring of 2 envi ronmental monito rs Page 98 of 5 10 Table of C ontents Description : Search and hir ing of a suitable c ompany Responsible : CIEMAT External expe rt assistan ce : Leisure & Environmental Time Company ECF4CLIM exp ert assista nce : Researcher s Resources ne eded : 2 envir onmental m onitors Cost : 580, 8 Euros Task co-imp lementation p articipato ry approa ch : Task 4.- Food logistics Description : Buying food in a sup ermarket in C ogollud o (the nearest town to Um bralejo). Responsible : CIEMAT External expe rt assistan ce : Manager of the supermar ket. Collaboration with the staff of the U mbralejo cante en. ECF4CLIM exp ert assista nce : CIEMAT research ers Resources ne eded : Manag ement of the bu dget and in voices Cost : 1483.8 3 € Euros Task co-imp lementation p articipato ry approa ch : Task 5.- Sta y in Umbrale jo Descriptio n : Implementati on of environ mental educa tion activities: workshops on traditional workshops on tr aditional cr afts such as basket wea ving, gardenin g, livestock far ming, beekeeping , etc., educatio nal itinerary, "Ge t to kno w Umbralej o", visit to th e museum, etc. Evaluation of the interventi on using shor t surveys and deliberative w orkshops. Responsible : All institution s involved External exp ert assistan ce : Staff of Junta de Castill a La Mancha, CENEAM , teacher s, leisure monitors ECF4CLIM exp ert assista nce : CIEMAT Resources ne eded : Umbral ejo staff (Junta de Castill a La Mancha), tea chers, leisur e monit ors, CIEMAT resea rchers Cost : The costs of the sta y in Umbralej o have not been taken in to account, as there is an agreement b etween CIEM AT and CENEA M - Junta de Castilla La Mancha , whereb y they co ver all the costs of the stay, e xcept f or food, which was paid for by CIEMAT. Task co -implementa tion p articipatory ap proach :  Milestones Page 99 of 5 10 Table of C ontents Milestone 1 : Management of all the necessar y organization and logistics Milestone 2 : Stay in Umbra lejo Milestone 3 : Evaluation of the interventi on  Outpu ts: Output 1: Summary she et Output 2: I mplementation of the Environ mental Educ ation Progra m "Umbralej o for Sustainabil ity" thanks to th e collaboration be tween th e ECF4CLIM - CIEMAT pr oject, the National Cen tre for Envir onmental Educati on (CENEAM - Ministry for the Ec ological Transiti on and the De mographic Chall enge) and the Regi onal Go vernment of C astilla-La Mancha Output 3: Inter vention rep ort including the results of the shor t surve y and deliberative workshop.  Cost (Equ ipment /con sumab les / others) Total cost: 3 854.83 Eur os  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: CIEMAT r esearchers and teachers conducted a shor t surve y and deliberativ e workshops with the participan ts in the intervention Responsible: CIE MAT res earch tea m  Photo graphs of the inte rvention implementation Page 100 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. Future Prospec ts and Instit utionalisati on The enthusias m generated by the inter vention sugg ests a strong desir e to repeat the Umbralejo experience, wit h children alr eady looking f orward to next year's progr am. To ensur e continuity bey ond the ECF 4CLIM project, institu tional ising the acti vity is crucial. This could involve co-financin g mod els involving the sch ool, parents, and the Community of Madrid (CAM). Effecti ve communic ation am ong all participati ng institutions i s the fundamental first step in this proc ess. Success Factors and Suppo rt Needs The sustained succe ss of su ch interventi on hinges on s everal key elements: a d edicated budget and time allo cation, contin ued coopera tion from sch ools (especiall y teachers ), the hiring of qualified m onitors, and the consistent technical and lo gistical support fro m the Umbralej o coordinator and staff (e.g., canteen, maint enance). Furtherm ore, given that the nearest medical centr e is 30 minut es away and the hospital a n hour away, the pres ence of a doctor or ATS (healthcar e technician) is highly re commended. Emergent C ompetences Beyond the initi al plannin g, several impor tant compet ences emerged during execution:  Familiarit y with the pr ocess of rec overing aban doned villages.  Understand ing the conseq uences of p oor natural en vironment management (e.g., overgrowth of non-native vegetati on like pin e trees, le ading to fire risk and soil acidification).  Appreciation f or the recov ery capacity of autochthon ous vegetation (e.g., oak, holm oak). Engagemen t and Impact Umbralejo has become a signifi cant theme in the b ooks written b y sixth-grade stud ents, reflecting on their sch ool experience s and undersc oring its impa ct on their engagemen t. The anticipated en thusiasm of students and th eir desir e to repeat the experience proved t o be a powerful dri ving force, tho ugh it required add itional s upport from Cie mat and CE NEAM. This years’ experien ce felt more successful, pri marily attrib uted t o the effecti ve recrui tment of monitors. Page 101 of 510 Table of Contents The interventi on's pedag ogical comp onent needs to b e formally plann ed within t he school's General Annual Program ( PGA) at the begin ning of the academic year. It s approva l by staff (includin g parents and teac hers) and the School Counc il (comprising l ocal adminis tration an d services) is ess ential; other wise, secondm ents ma y become necess ary for trav el. Students from the 2023 U mbralejo experien ce des cribed it as a "unique" and " shap ing" activity — " very exciting and motivating with learnin g in the field." Their enthusiasm pr oved contagious a mong peers. The interventi on's goal t o foster individual skill s (awaren ess and behaviour) and contribute to a school culture of sustai nability appears to have yie lded better- than-expected resul ts, evid enced by zero student abse nteeism. This succes s is fur ther bolstered by Umbral ejo 's st rong pedagogical planning , which facilitates immersiv e learning in nature and rural en vironm ents. However, te acher availabil ity and c ommitment r emain a challeng e, as so me are reluctant t o travel with chi ldren, and others face fa mily com mitments. Financial Consid erations The final cost of the interv ention wa s slightly hig her than anticip ated due t o an extra c ost associated with Task 4. Page 102 of 510 Table of Contents SP -D S02- IN 02- Li nki ng the s cho ol gard e n w it h su st ain abl e foo d st yl es General data Description : The intervention was structured in two parts: Part A focused on workshop s about sustainable and healthy eatin g, whil e Part B was dedicated to the improvemen t of the sch ool garden. Part A: Attend ing the Wor kshops on Sustainable and H ealthy Eating During these workshops, two stories were shared: “Two Chic kens and a Drea m” and “Eat Healthy t o Cool the Pl anet.” The objective of the first story was to help students distinguish between two types of egg produ ction: Intensi ve farming , which disregards animal welfare an d c onsume s excessive natural resources (such as water, o il, and fert ile land), and Free-range farming, which takes place in a natural environ ment, respects ecosystems, and is more sustainable. The second story introduced the co ncept of v irtual water — the water used throug hout the entire food pr oduction chain — and highli ghted the i mportance of sustainable food choices. It em phasized the benefits of healthy eat ing, bo th for personal well -being and for the health of the plane t. Part B: Expand ing and Impr oving the Sch ool Garden This part o f the inter vention focused on expanding and enhancing the scho ol garden, connecting it to a more sus tainable and healthy eating style both at school and at home. The goal was to raise awareness of our ability t o chan ge eating habits by promotin g the responsible consumpti on of more sustai nable foods — such as those grown in the school garden — which are produc ed organicall y, without the use of pesticides or synthetic fertilizers.  Participan ts and profile: 7 4 participan ts: 3 teachers a nd 71 children fro m the 5 th grade of primary scho ol  SCT and S CC representat ives: . 6 SCT/SCCs m embers i n the interven tion  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: This inter vention ai ms to develop students’ indi vidual competenc es by increasing their knowledge , raisin g awar eness, and promoting a ttitude change s toward sustainable eating and food production. At the same time, it seeks to strengthen the school’s collectiv e competences in this area, fostering a shared commitment to more susta inable practices. o Short descrip tion of the objectives: General Objecti ves of the I ntervention Individual Co mpetences:  Devel op the ability to ide ntify which foods are better for both the environmen t and personal health.  Foster awareness of one’s role as a consumer and the power to make informed food ch oices. Page 103 of 510 Table of Contents  Promote understanding — among both students and te achers — of the environmen tal impact of di fferent types of food. Collective C ompetences:  Strengthen the school's existing strategy o f purchasing local and o rganic food.  Improve the school’s overall environmen tal performance through more sustainable f ood choices o Time scope of the interven tion: It is a short-term inter vention in the sense that the exp erience is a one -off, but it is hoped that it will have a long-term impact beyond the school itself, invol ving families and help ing to pro mote sustainable and healt hy eating.  Success factor s: the criti cal precondition s for a su ccessful inte rvention o Individu al, collective and t echnical/ material competen ces: Identifying an appropriate compan y or cooperative to deliver the sustainability workshops. Ensuring the availability and commitment of school staff to participate in the workshops along side the s tudents. Securing the logistical support and time commit ment f rom s chool managem ent and teachers to plan an d c arry out all tas ks rela ted t o the school g arden, and to effectively connect these activitie s with issues o f sustainable and healthy eating. o Main risks and uncertain ties: Availability of the necessary materials t o carry out the planting in the gar den. Availability of the company/cooperati ve to carry out the workshops on the available dates a t the sch ool. ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? Promote sustainab le eating habits. Link the school gar den to sustainable f ood pr oduction and the health of the s chool co mmunity.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the inter vention a mong your educational co mmunity or organisati on? Commitment of the sch ool staff and ti me availabl e to carry out both the w orkshop s and all the tasks necessa ry to set up t he garden ea ch year. Have you enc ountered chal lenges in engagin g people? What ar e they ? Availability of time and space for wo rkshops and materials needed for the garden activity. The need to invol ve the local authority in providing the materials and lab or requ ired to start the activity. Page 104 of 510 Table of Contents How have y ou or could y ou overcome the m? Allow sufficient time f or both the workshops and the g arden activities and inclu de the m in the school's Annu al General Pl an (PGA) and inv olve the lo cal community in p reparing the garden site, fosterin g a sense of shared resp onsibility and coll aboration.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Collaboration with the l ocal council is nece ssary when initiating the interv ention, p articularly for aspects that may requir e support or coordinati on with communit y servic es. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Collaboration with the l ocal council is of ten challeng ing, as their availabilit y does not al ways align with the school's nee ds. Frequent dela ys in resp onse and supp ort can hin der the timely implementa tion of the sch ool garden proj ect. What has enab led or could promote c ooperation? Establishing regular mee tings or c ommunication chan nels with the l ocal council could help foster a m ore fluid and effective rela tionship. While this may n ot be easy giv en past challenges, cr eating structu red opp ortunities for dia logue and pla nning could im prove coordination and support for the school garden proj ect.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? Learning about and raising awareness of sustainab le a nd healthy food involves u nderstanding the responsibil ity we all sh are as consu mers and maki ng choices that mini mise the impa ct on the environ ment, human h ealth, and ecos ystems. This interv ention contrib utes to increa sing knowledge, f ostering more environmentall y responsib le behaviours within the school and among famili es, and positi vely influencin g the bro ader food sy stem. How do you pr esume the c hange could hap pen? By adopting a global visi on and usin g the school gard en as a cornerstone, w e aim to f oster a food culture that relies on f ewer external in puts, is more environ mentally friendl y, and promotes heal thier eating habits. What has helped yo u or could help you with visi onin g the expected impact and preferable future? The collabora tion between the scho ol, the town coun cil, the coopera tive, and th e ECF4CLI M team has be en key in plann ing and developing this int ervention. This joint effort has support ed a shared vision of its poten tial impact and th e pref erable future it aims to achieve.  Action: How to proceed ? What has help ed you to ac hieve your goals ? Page 105 of 510 Table of Contents At the planning stage, securin g the commit ment o f the school, the local community, and the company or cooperati ve responsible for deli vering the workshops has bee n essential to achieving our goals. What kind of chall enges ha ve you faced in your organi sation? The main challeng es inclu de: limited availab ility of sch ool staff time, mobilising communit y action at key moments, an d securing sufficient res ources to fund the worksh ops. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? We have b een working to identify th e optimal ti me for the workshops, so they ali gn with the school curriculu m. As for p hysical space, th e library was used to host the a ctivitie s. Intervention co-planning and co-implementation Implementa tion tasks Part A: work shops abo ut sustain able and he althy eat in g Task 1.- Find ing a suitable coo perative/compan y to d eliver the workshops Description : To find a com pany able to deliver this ki nd of workshop in the scho ol Responsible: CIE MAT External expe rt assistan ce: Garua Coop erative ECF4CLIM exp ert assista nce: Cooperative s election. C ontact, definiti on of objecti ves and selection of the workshop. Recruit ment Resources ne eded: Bud get for contracting. L ogistics a t school, teach ers' time, an d selec tion of the space t o run the works hops Cost: - Euros Task co-imp lementation p articipato ry approa ch: Task 2.- Run ning the work shops at the school Description : Worksh op on sustainab le and health y food condu cted at the sch ool by the Garua staff. Responsible : CIEMAT, CEIP Mozart and Garua External expe rt assistan ce : Garua ECF4CLIM exp ert assista nce : 2 researchers Resources ne eded : 1 Garua exper t, 3 teachers, 2 staff CEIP Mozart. Time to run the workshop and the subsequent evalua tion Cost : 315 Eur os Task co-imp lementation p articipato ry approa ch : Page 112 of 510 Table of Contents  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? None. The int ervention is fully manag ed by the re searchers and the school staff, with no involvement of external ac tors or ac tivi ties beyond the organisati on’s control. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? What has enab led or could promote c ooperation? Cooperati on has been ena bled — and could be fu rther promoted — through cl ear and effective co mmunicati on, improved diss emination of the initiative within the sch ool community, and the activ e involve ment of children, t eachers, an d parents.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected im pact of the intervention? Is it to pro mote l earning , change the system or improv e environm ental perfor mance? Our v ision o f the intervention’s impact is highly positive. We believ e that the activity can promote individual and collective comp etences and have measurable en vironmental benefits. If the flea market is institutionalised and links are cr eated between i ts content an d that in the classroom, the interv ention could represent a significan t advance in the school's sustainability culture. How do you pr esume the c hange could happ en? We believe that the activity can promote individu al competences a mong children, teachers, and parents — including increased env ironm ental awareness, the develop ment o f caring attitudes, and enhanced kn owledge. At the collective level, the intervention has the p otential to contribute to broader change by being integrated into regular scho ol activi ties, such as the General Action Plan, the school curriculum, and even textbooks. It also fosters gr eater a wareness among s chool leader s, teachers, and staff about t he importanc e of collectiv e acti on. In terms of environmental performance, the ini tiative offers measurable results — for instance, thr ough the use of a calculator that tracks reductions in water consump tion and CO₂ emissions — demonstratin g its tangible contributi on to sustainabilit y goals. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? Students, teachers and staf f felt that the market rais ed awarene ss of the impa ct of our actions on shaping a bet ter future. It also provided pr actical knowledge on h ow to reduc e our environmen tal impact. Apa rt from the pr ogress in ter ms of knowl edge, attitudes and behavior, the school leaders see the flea marke t as an acti vity that should be repeated ever y year, gi ven the amount of water saved and the am ount of CO₂ no t emitted. Par ticipants wer e surprised to Page 113 of 510 Table of Contents discover h ow much of an i mpact their colle ctive action could have on wa ter savin gs and emissions redu ctions.  Action: How to proceed ? What has help ed you to ac hieve your goals ? Leaders and staff played an active role in pr eparing for and managing the flea market, wo rkin g closely with the research team. Given the success o f this initiative, they are proposing that the market be included in the Centre's General Action Plan as an activity to be repeate d in the future. During the SCT teachers start thinking about the logistics, generating fruitful conversation s regarding ho w best to hold the next market. They even think about reusing the “ lost but not found” clothes that are never rec laimed (even thou gh those cl othes are s ometim es very expensive). Most t eachers are particul arly enthusiastic about the new market and the possibilit y to improve the previous edition. P arents and teache rs collaborate to develop proposals that connect the content of the flea market with te xtbo oks. The footprint c alculator is useful for assessing the impa ct of you r actions and ch oosing b etween different options. What kind of chall enges ha ve you faced in your organi sation? The primary challenge f or leaders, teach ers and staff l ies in logistics, such as time , coordinating communication with parents an d managin g tasks like moving furniture or r elocatin g a digital board outdo ors. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisation? It is crucial to work well in advance to ensure that all prepa rations are co mpleted on time, allowing us to participate e ffectively in the market an d carry out the interv ention within the school’s schedu le. Intervention co-planning and co-implementation  Implemen tation tasks Task 1.- Prepa ration Description : Get the calcul ator ready, pri nt out the v ouchers and the agreemen t, and prepare the informati ve posters for the event. Responsible: CIE MAT External expe rt assistan ce: NO ECF4CLIM exp ert assistan ce: YES Resources ne eded: Laptop, paper, printer Cost: 100 Euro s Task co-imp lementation p articipato ry approa ch: Task 2.- Prepa ration at the school Description : Intendancy, l ogistics and pub lic address s ystem Responsible : CEIP MOZART External expe rt assistance : NO Page 114 of 510 Table of Contents ECF4CLIM exp ert assista nce : NO Resources ne eded : Tables, ballot b ox, weighing scale , compu ter, pens Cost : 0 Euros (in case th e above res ources are availabl e in the school) Task co-imp lementation p articipato ry approa ch : In some of th e SCTs and SC Cs meetings, this in terventi on was monitored. During th e SCT teachers star t thinking ab out the l ogistics, genera ting fru itful conversations regar ding how bes t to hold the next market. Task 3.- Dissem ination Description : Send the pos ter to the sch oo l, disse mina te the interventi on on the AMPA website, infor m parents through the s chool's infor mati on system, and dis seminat e it on social networks. Responsible : CEIP M ozart/ Ciemat tea m External expe rt assistan ce : NO ECF4CLIM exp ert assista nce : YES Resources ne eded : e-mail, internet connec tion Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Task 4.- Imp lementation Description : First explanat ory talk. Plac ement of cloth es on tables. S election of g arments to be exchanged. W eighing the cl othes on the scales. Cal cula tion of CO2 emissions and water consumption. Sign ing of th e commit ment. Distribu tion of vouchers. Putting the vouchers in th e ballot box. Total calculati on of the reducti on in CO2 emissions and wa ter consu mption. Evaluation of the activit y (short surve ys and deliberati ve workshop) Responsible : CEIP M ozart/ Ciemat tea m External expe rt assistan ce : NO ECF4CLIM exp ert assista nce : YES Resources ne eded : laptop, large scre en for visuali zation, cardboards, print ed shor t surveys, pens Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Task 5.- Conclu sions Description : Calculation of water savings and reducti on of CO2 emi ssions throug h the exchange of T- shirts Responsible : CEIP M ozart/ Ciemat tea m External exp ert assistan ce : NO Page 115 of 510 Table of Contents ECF4CLIM exp ert assista nce : YES Resources ne eded : laptop, large scre en for visuali zation Cost : 0 Euros Task co-imp lementation p articipato ry approa ch :  Milestones Milestone 1 : Preparation of the calcul ator, produc tion of dissemina tion ma terials, design and pri nting of the vouchers and the commit ment agre ement for th e use of second- hand clothes. Milestone 2 : Initiating th e disseminati on of the event in the sch ool envir onmen t Milestone 3 : Preparing the logistical a rrangem ents for the e vent at the sch ool Milestone 4 : Carry out and evaluate the event  Outpu ts: Output 1: Summary she et Output 2: Water and CO2 e mission saving s Output 3: Work shop evalu ation report incl uding the results of the short sur vey and deliberative w orkshop  Cost (Equ ipment /con sumab les / others) Total cost: 1 00 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of a co -mo nitoring approach : A short survey and a delib erati ve workshop was c onducted, l ed by the res earchers, th e director, the secretar y, and the teachers at the very end of the interventi on. Responsible: CIE MAT res earch tea m  Photo graphs of the inte rvention implementation Page 116 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. Intervention F ocus and Suc cess Factors The primar y f ocus of this measure wa s the devel opment of individu al c ompetences in students, specifically raising awareness, promoting values and motivating students (i.e. developing their individual com petenc es), as well as i mproving environmental performance through reduced emissions and water use . During the plannin g phase, three key success factors were identified: the active in volvement of the leading tea m and the students, dedicated time from teachers, and the support pro vided by th e ECF4CLI M project. The initiati ve has been succ essfully int egrated in to the curriculu m, particularl y within the 5th - grade "Values" subject. Th e school’s Dir ectorat e is act ively working t o raise awar eness am ong all teachers wh o deliver this subject. Preparation for the in tervention ta kes place both during school hours — wi thin the "Val ues" subject or other cl asses — and voluntarily ou tside of school hours. This interventi on has now b ecome an integral par t of the school’s identit y and e ducational mission. Risks and Challeng es Encou ntered Page 117 of 510 Table of Contents In addition to the initially identified risks — such as limited human resources, time constraints, and a lack of stakehold er c omm itm ent — s everal new challenges emerge d during the implementa tion phase:  Poor o rganisati on and plannin g: The timing o f the activity proved to be critical. Schedulin g the market on an unsuitable date could result in p oor outcomes. To ad dress this, the third edition o f the market was held during class hours, which enabled full participation b y the studen ts but limited the involve ment of parents.  Lack of interest: A la ck of eng agement was o bserved at times a mong both studen ts and the Parents' Associa tion (AMPA). So me students questioned the market's real impact, expressing doubts about whether it co uld influen ce co nsu mer behaviour (e.g. reduce the urge to buy new T-shirts). Ot hers felt that a o nce-a-year event may not be enough to drive m eaningful change. Practical issues were also raised, such as not liki ng the available cl othes or not fin ding appropriate sizes.  Logistical difficultie s: Managin g logistics pr oved to be o ne of the most deman ding aspects for staff and organ isers. This included time constraints, difficu lties in coordinating com munication with families, and managin g ph ysical tasks like moving furniture or rel ocating equi pment (e.g. a di gital board) outdoors.  Inadequ ate co mmunication: Reaching paren ts effecti vely remains a challenge. Al though the s chool us es a dedicat ed mobile app lication to share inf ormation, teacher s n ote tha t many par ents are too busy o r not fully engaged, which limits the imp act of communication efforts.  Shortage of resources : A lack o f key materials — including calculators, scales, loudspeakers, and o ther equipment — was noted. This issue be comes esp ecially pressing when the event attracts a large number o f participant s, requiring more resources to ensure sm ooth operation.  Limited availability of suitable premises: Finding approp riate spaces for the event is another ongoing c oncern. Outdoor areas are n ot viabl e du ring poor wea ther c onditions and also present challenge s for evaluation a ctivities. Despite these difficulties, the initiativ e h as b ee n a great success and is n ow exp ected to becom e a regular fea ture in the sch ool’s calendar for the co ming years. Engagemen t and Outreach The second edition o f the flea market significan tly mobilised the educational community. The school's increas ed invol vement in other environm ental initiatives, includ ing colla borations wi th eco-schools, also contribu ted to raising the awaren ess of children and famili es. There is a growing global awareness of the effects of climate ch ange. However, incompatibl e family schedules posed a challenge, as participation in out - of -school activities was not a priority for many parents. The im mediate impact of climate chang e has not yet been felt in daily life for everyon e, and some teac hers and mothers still ques tion the reality of climate chan ge. To improve engage ment, mo re planning and dedicated time were required. The street market theme was integra ted into the curriculum, and some teachers conducted prepar atory work in class, with children directly involved in designing informative posters. This could be a relevant topic for discussion in parent meetings. An alternati ve for greater participation would be to organise the m arket in multiple sessions (m orning and afternoon) to accommoda te a larger portion of the s chool co mmunity. Page 118 of 510 Table of Contents Vision and Br oader Impact The anti cipated i mpact of t he inter vention is to raise a wareness and make individ uals conscious of their actions' environme ntal footpri nt, pro moting responsib le consumpti on. This concept can be extrapola ted to other areas of daily lif e, such as reuse, en ergy cons ervation, and water conservation, al ong with all associated environmental i mpacts. Both students and staff felt that the market raised awareness of the impact of our actions o n shaping a better future. It als o provided practical knowledge on how to reduce our en vironmen tal im pact. Apa rt from the progress in te rms o f knowledge, attitudes and behavio ur, the school leaders see the flea market as an activity that should be repeated every year, given the amount o f wat er saved and the amount of CO₂ not emitted. Partici pants we re surprised to discover h ow m uch of an impact their collecti ve a ction co uld h ave on water savings an d emissions. The street market succes sfully involved the entire educational commun ity, requirin g the cooperation of everyone. It serv ed as a transversal intervention, connecting with and giving meaning to other initiati ves, such as rec ycling and the school garden. Securing support from the local council could significa ntly boost the initia tive, for instance, by publicisin g it within the commun ity and invol ving other local schools, thereby extending its reach beyond the s chool itself. Actions and P olicy Integrati on The success of this initiati ve fundamentally relies on the joint com mitment of parents and teachers. Leaders and staff played an active role in preparing for and managing the market , working closel y with the research te am. P arents association contributed commun icating these activities thr ough their net works. Given the success of this initiative, the school is proposing that the market be included in the Centre's General Action Plan as an activity to be repeated in the futur e . While the curriculu m should ideally host such in itiatives, it often does so unilaterally or not at all. Although the LOMLOE (education law) ex tensivel y promotes sustainability, it lacks specific guidelines for implementing tangible activities. It is crucial to make sustainability tangible and v isualise it in every subject. Page 119 of 510 Table of Contents SP -D S02- IN 04. - Vi si t the m un ici pal co mp os tin g pl an t a nd pro mo te s ust ain abl e wo rk i n the sch o ol g ard en . General data Description : The selected i ntervention comprises t wo stages: Part A) Visit to ‘La C ampiña’ recycling and composting plant: the main o bjectiv e is t o understand and rais e awareness o f the impor tance of proper waste separation at source and how to treat waste to minimize its impact on the environ ment. The plant, inaugu rated in 2 021, is highly innovative and is equipped with state - of - the-art technology( ( https://www. mancomunidades te.com/c omplejo -medi oambiental- la - campina/ ). The two main messages are ‘the best waste is the waste that is not prod uced’ and 'turnin g waste into ra w materials'. Part B) Sus tainable work in the garden : Ch ildren will ac tively engage in sowing, planting , watering, harvesting, and maintenance (including fertilizing, pest control, etc.). Fertilization will be organic, using biodegradable materials such as frui t and veg etable waste, mea t and fish waste, egg shells, shellfi sh and nu t shells, other food wast e, coffe e and tea gr ounds, cork stop pers, and mor e. A particularly valuable as pect of the int ervention i s the potential t o use compos t produced at the recycling and composting plant — derived from the organic fraction of waste — in the school garden, thereby closing the organic matter cycle and reinforcing circular econo my principles .  Participants an d prof ile: 150 participants: 96 children , 9 teachers  SCT and SCC representat ives: 7 SCT/SCCs represen tatives including teacher s and students.  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The interv ention addresse s individual competences -awarenes s and behavio r change in relation to waste m anage ment and circu lar ec onomy-, c ollective competences prom oting a recycling culture within the school, and technical and material c ompetences b y improving the scho ol’s recy cling rate . o Short descrip tion of the objectives: Individual co mpetences: The intervention aims to develop students’ ability to properly sort waste, acqui re basic skills related to the circular economy, and foster positive a ttitudes to ward sustainabil ity. A key o bjective is to help students unders tand that waste can be a valuable re source, capable o f being transformed int o raw mat erials for n ew processes. Collective c ompetences: At the collective le vel, the i nitiative seeks to pro mote a recycling culture within the sch ool. A str ong link is est ablished betw een organic waste collection an d it s transformati on int o compost, which is then used in the school garden — Page 120 of 510 Table of Contents reinforcing shared r esponsibility and creating a participat ory learning experience. Technical and material c ompetences The interven tion is exp ected to i mprove th e school’ s recycling ra te through th e introducti on of new o rgan ic waste bins. Additionally, the us e of co mpost produced at the “La Campiña” recyclin g plant in the school garden will help close the organic m atter loop, contributing directly to en vironmental sus tainability. o Time scope of the interven tion: Some of the objectives are short-term, particularly those related to raising awareness and initiating behavioural chang e am ong students. In the medium to long term, the interventio n aims to foster a sustained culture o f recyclin g and to impr ove envir onmental waste manage ment pra ctices withi n the sch ool community.  Success factor s: the criti cal precondition s for a su ccessful inte rvention o Individu al, collective and t echnical/ material compe tences: A number of fa ctors are essential to ensure th e succe ss of the interv ention: Student engagemen t: The motivation and willingness of students to learn fro m the visit and apply their knowledge in practice — particularly in waste sorting and sustainable gar dening — are fundamenta l. Commitment from school management, te achers and staff providing lead ership and institutional support fo r the initiative. Logistical and material sup port: Pr oper waste management within the sch ool depends on the a vailability of adequat e resources and infrastructure, includin g the installation of new org anic waste c ontainers by the local c ouncil. External collab oration: Sec uring comp ost from the r ecycling pla nt to use in the school garden is another k ey factor. This n ot only supports the circular economy appr oach but als o avoids the use of mineral fertilizers, which are more har mful to the en vironment and contribu te to climate change. o Main risks and uncertain ties: Once the v isit to the recycli ng plant is scheduled and tr ansportation is arrang ed, this part of th e interventio n presents no signifi cant ris ks. However, the gard en-related component m ay face challenges due to potential lack o f resources and insuf ficient support fro m the recycling plant or the local council. In particular, difficulties in obtaining comp ost or securing lo gis tical support could hind er the imple mentation and long-term sustainabil ity of the school garden initiati ve. Page 121 of 510 Table of Contents ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? The intervention addresse s the k ey competenc e of understanding the was te cycle and how waste can be transfor med into raw m aterials for other processes o r activities. It also promotes a recycling culture within the school and contributes to environmental improvement through better res ource manag ement.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? The commitmen t o f the sc hool managemen t h as play ed a key role in promoting engagement, providing leadership and institutional support for the initiative. Teachers have also helped integrating th e interv ention int o their teachin g practices. Additionall y, the involve ment of researchers fro m the ECF4CLIM project has broug ht valuable expertis e, resourc es, and motivation to the school c ommunity. This c ollaboration between edu cational sta f f and external experts has be en crucial in building interest and ensurin g the success of th e interv ention. Have you enc ountered chal lenges in engagin g people? What are they ? Some challenges have bee n identified in engaging both students and teachers, particularly in relation to the ongoing maintenance o f the school garden. Time constraints and varying levels of commitment may hinder consistent participation. Sustaining interest over tim e can also be difficult. Moreover, the in volvem ent of ext ernal act ors — specifically the recycling and com posting plan t and the local city council — is essential for the success of the intervention. If their support is limited or inconsistent (e.g. in prov iding compost or installi ng nece ssary infrastr ucture), it m ay compromise the achieve ment of the initiative’s objec tives. How have y ou or could y ou overcome the m? To overcom e these chall enges, one possible solution is to allocate more time within the schoo l schedule f or teachers to tend to the garden and to organise visits to the recycling and composting plant. This would help integrate the intervention more effectively into regular school activiti es and reduc e the burden on individu al staff members. Additionally, maintainin g regular communica tion and collaboration with the local council and the recycling c entre is es sential.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Page 128 of 510 Table of Contents SP -D S02- IN 07. - Pl an tin g tree s in t he sc hool General data Description : This intervention consisted of a planting session in the school yard, where the children learnt about the benefits o f plants and how to plant and care fo r a tree. Wor king in groups of five or six with an adult superviso r, the children carried o ut tasks such as diggin g the planting hole, rem oving the plant from its pot, placing the plant in the hole and fillin g it with soil, and watering. This interventi on took plac e over two sessi ons. o Part A) Planting tr ees in the school (N ovember 2024). The first sessi on involved tree planting and included a workshop on plantin g procedures and th e environmen tal benefits of native vegetati on delivered by CIE MAT resear chers . o Part B) Visit to Arba Gree nhouse located i n Tres Cantos (March 2025). The second session involved a visit to the ARBA 1 greenhou se, including workshops on greenhouse and plant n ursery work, identif ying plant spe cies (including medicinal plants and their healing properties), and composting organic m atter from vegeta tion for use as fertilizer. Participants an d prof ile: This interv ention inv olved 75 pupils of 4 th grade and th ree teachers from CEIP Mozart Primary Scho ol. SCT and SCC representat ives: 3 students of 4 th grade + Se veral teach ers of school  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The intervention addresses individual competences by building knowledge and skills related to planting vegetation, fostering p ositive attitudes, and raising awareness of its environ mental imp ortance. It also streng thens collective competences thro ugh effective logistics, l ong-term c ollaboration with ARBA , and strong organisational support and clear guidance from school managem ent, includin g the inspirational involvement of the headmaster, all of which boos t student motivati on and par ticipation. Finally, it develo ps te chnical an d materia l competences by enabling the measure ment of co ncrete environmenta l impacts —such as an est imat ed 95 kg CO₂ sequestered per year — whil e improv ing the school’s microclimate, bi odiversity, and soil quali ty, with p ositive effects extendin g to the su rroundin g urban envir onment. o Short descrip tion of the objectives: Objectives: 1 ARBA. ASSOCIA TION FOR THE RECOVERY OF NA TIVE FORE STS . The main o bjectiv e of the ARBA is to plant n ative species of trees, protect n ative forests, an d restore or impro ve degraded are as. They organise month ly meetings at the association' s classroo m a nd nursery. h ttps://www.arba - trescantos.org/no sotros/ Page 129 of 510 Table of Contents  Individual competences: Learning to plant and care for various trees and bushes, fostering positive attitud es to ward plant maintenanc e, and understandin g vegetati on's environmental sig nificanc e.  Collective competences : Promoting cultural awaren ess of plants' role s in carbon sequ estration, climate change mitiga tion, ox ygen production, biodiversity enhancement, soil conser vation, and er osion pr evention through participat ory learn ing.  Environment al performa nce: Plantations aimed at impro ving microcli mate regulati on and sustainability within schools and urban areas. o Time scope of the interven tion: Some o f the objectives are sh ort -term, e specially tho se rela ted to raising awareness. In the medium to long term, there are iss ues related to regulating the microclima te and impr oving scho ol sustainabilit y.  Success factor s: the criti cal preconditions for a succes sful intervent ion o Individu al, collective and t echnical/ material compe tences: Students demonstra ted strong motivation and a willi ngness to apply the knowledge acquired duri ng the planting activity, reflecting an increas ed awareness of the v alue and benefits of vege tation and care for nature. Collective efforts we re key, including the coordinated logistics to manage the planting process, such as the free provision of seedling s by the Arba Association, their transportati on from ARBA Tres Cantos to the school, and the preparati on of the planting area by th e school lead ing t eam. These combined resourc es and actions enabled an effectiv e and well-supported interventi on. o Main risks and uncertain ties: A critical aspect is the lack of sup port fr om the city co uncil in preparin g the land and digg ing the h oles. A cri tical issu e is th e lack of supp ort from the city council regarding the preparation of the land and dig ging of the holes. Another critica l aspect was the careful coordination between the coll ection of the plants from ARBA and the planting at schoo l, which had to be synchronis ed to prevent seedling lo ss. In co ntrast, the visit to the ARBA greenhouse posed no such risk, as it could be plann ed in advance once the dates were agr eed and trans port secured. ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? The int ervention f osters individual competences — knowledge , s kills, and positive attitude s toward vegeta tion — while strengthening collective ca pacities through collaborati on with ARBA , effective logistics, and str ong school leadership tha t enhances student engagement. It also builds technical and material competences by measu ring environmental impac ts (e.g., 95 kg CO₂/year seques tered) and impr oving the sch ool’s mic roclimate , biodiversity, and soil qualit y.  Engagement: Why an d how to pro mote susta inabilit y? Page 130 of 510 Table of Contents What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? The strong engag ement an d interest within the edu cational c ommunity ha ve been driven by the active c ommitmen t of key act ors. The sch ool managemen t played a cruci al role b y supporting and promoting the tree planting activity fr om the outset, ensuring ali gnment wit h educational g oals and stud ent involve ment. Teacher s and research ers fro m the ECF4CLI M project als o contributed sig nificantly, b oth through th eir active par ticipation in t he planting and by providin g scientifi c and pedag ogical context that enriched the ex perience. Additionall y, the collabora tion with ARB A — including a visit to its facili ties and the invol vement of dedicated volunteers — f ostered a sen se of shared purp ose and e nvironmental responsibil ity. This mul ti - actor collab oration creat ed a motivating environment that enc ouraged a ctive particip ation and reinforced the educational value of th e intervention. Have you enc ountered chal lenges in engagin g people? What are they ? On the scho ol side, the acti vity was integrat ed int o the curriculum — specificall y alig ned with one of the units of the 4th- grade primar y class curricul um ( Unit 4 Plants ) — and ca rried out during regular school hours , which facilitated the invol vement of both teachers a nd students. Collaboration with ARBA w as also very p ositive, with the president and v olunteer s offering flexible parti cipation opti ons and acc ommodating the school’s schedu le. This sha red interest and adaptabi lity helped prevent engagement barriers. H owever, a ke y challenge was the limited supp ort from th e City Council, which posed so me risks to the i mplemen tation, particularly in r elation t o preparing the planting sit e and ensur ing the necessar y infrastru cture. How have y ou or could y ou overcome the m? To overco me the lack of support from the City Council , we would need to rely on early plannin g and proactive c ommunication to anticipat e needs and reduc e depende ncy on last - minute respons es. Streng thening alliances with other committ ed stakehold ers, such as ARBA and CIEMAT, help ed maint ain momentum and ensure continu ity.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Several key aspects o f the intervention depend on external actors and circumst ances beyond our direct control. The availab ility o f seedling s and the timing o f their collection rely on ARBA and its volunteer staff, who manage their o wn schedules and resources. Similarly, the supp ort of the City Council is essential for preparing the land before planting, and their capacity to act depends o n municipal priorities and planning. Weather conditions also play a critical role, as they can affect the surviva l of seedlings and the sche duling o f o utdoor activi ties. Additionall y, transport logis tics — such as the use of a vehicle to move seedli ngs from ARBA to the school — depend on th e availability and co ordination with thir d parties. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Cooperati on has been smo oth and productive. ARBA provided seedlin gs and h osted the scho ol visit, and CIEMA T research ers supported l ogistics an d transport. Most act ors showed str ong commitment and effectiv e coordination, which grea tly contributed t o the succ ess of the Page 131 of 510 Table of Contents intervention. H owever, the limited sup port from the C ity Council cr eated some c hallenges, particularly r egarding the preparation of the planting s ite, highlig hting the need f or stronger institutional in volvement i n future acti ons. What has enab led or could promote c ooperation? Cooperati on has been ena bled by the shared environ mental value s and educa tional goal s among the par tners. Maint aining the connection es tablished between the sch ool and ARBA is key to prom oting ongoing collaboration through activit ies such as tre e planting, nursery visits, workshops, and landscape rest oration. Thes e joint efforts h elp foster a culture of native plant conservation and strength en long-term par tnerships. To further enhanc e cooper ation, stronger inv olvement and c ommitment fr om the City Council would be b eneficial, especiall y in supporting the l ogistical an d technical asp ects of future inter ventions.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? The interventi on aims to promote meaningful learnin g by c onnecting classr oom content with hands-on envir onmental a ction, fost ering environ mental awar eness and resp onsib ility among students. In the long term, it also seeks to contribute t o systemic chang e by streng thening collaboration between sch ools, local organizations, and environ mental actors. A dditionally, the activity has a direct positiv e impact on en vironmental performanc e by increasin g vege tat ion cover, enhan cing biodiversi ty, and sequ estering carbo n. How do you pr esume the c hange could hap pen? Change is expected to happen thro ugh experiential learning and sustained collaborati on. By engaging students in hands-on activi ties like planting and caring fo r vegetation, they develop knowledge, skills, and values that promote long-term environmental stewardship . At the same time, continued cooperati on between schools, local o rganisati ons, and public in stitutions can help integrate these practices int o the educational culture, gradually influ encing broader attitudes and b ehaviours within the c ommunity. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? The strong c ommitment of all stakeholders to prom ote the renaturalisa tio n of the sch ool environmen t has been es sential in shap ing a shared vision of the in terventi on’s long -term impact. Invol ving parents and gran dparents in the pla nting process c ould further reinforce this vision by streng thening int ergenerational le arning and community b onds. Expand ing family participation b eyond the sc hool — such as in l ocal reforestati on initiatives — could further support the rec overy of nat ive forests and help build a more sus tainable and en vironmentall y engaged future.  Action: Ho w to proceed ? What has help ed you to ac hieve your goals ? Achieving our goals has been possible thanks to the strong collaborati on betw een the scho ol, ARBA, and CIEMAT r esearchers. Clear c oordination shared environmental values, and the integration of the activity into the school curriculum have ensur ed effecti ve i mplementation . Page 132 of 510 Table of Contents The active involve ment of all stakeholders and the enthusiasm of students have been key dri vers of success. What kind of chall enges ha ve you faced in your organi sation? The main challeng e has be en coordinating sch edules between the sch ool and AR BA volunteer s, who manage the greenhou se and have li mited availab ility. Plan ning visits and planting activities r equires careful a ttention to ti ming and fle xibility fr om all parties inv olved. Additionally, the involve ment of the Ci ty Council is essential for prepar ing the pla nting area, making their ti mely supp ort a critical fac tor for the success of future inter ventions. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your organisati on? Time and space for the inte rvention hav e been secur ed through careful plan ning and coordination a mong the sc hool, ARBA, and CIE MAT. Ag reeing on suitabl e dates in advance has be en essential to organizing the activiti es effecti vely. For vi sits to the AR BA Greenhouse, ti mely administrati ve procedures — such as arrangin g bus rentals — are required. Ad ditionally, tim e is allocated wi thin the scho ol schedule t o reflect on and evaluat e the activities, ensu ring their educational valu e. Intervention co-planning and co-implementation  Implemen tation tasks Part A: Plantin g trees in the school Task 1.- Sele ction an d collection of plants provided by Arba Description : Contact ARBA and select the native plants available in their facilities and suitable for planting at the school. Collection and transfer of t he plants fr om ARBA's facili ties to the school. Responsible: CIE MAT External expe rt assistan ce: President and volunteers from the Arba Association ECF4CLIM exp ert assista nce: Contacts, management a nd logistics Resources ne eded: CIEMA T researchers and ARBA volunteers Cost: The se edlings were p rovided at n o cost by AR BA Task co-imp lementation p articipato ry approa ch: Task 2.- Plantin g at the school Description : Planting at th e school, by the studen ts of the 3 classes of 4th grad e of pri mary school and their teachers, together with the indispens able support of the Direc tor and the Secretary of the school. A t the end of this activit y, the intervention was evaluated using short surveys and delib erative w orkshops Responsible : CIEMAT, CEIP Mozart External expe rt assistan ce : ECF4CLIM exp ert assista nce : 2 researchers Page 133 of 510 Table of Contents Resources ne eded : Direct or and secr etary of the scho ol, 2 teachers, 2 Ciemat researchers, seedlings, ti me Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : The school was directly inv olved in the pre-plan ning of the plan ting, in definin g the objecti ves, and continued t o be invol ved jointly with the tea chers and students in the work o f planting the different species in t he sch ool. The interventi on was m onitored through SCT /SCC3 m eetings with ac tive particip ation fro m students, teacher s, the lea ding team, paren ts, and ot her members of the educa tional community. NGOs were also inv olved, includin g a representati ve from A RBA, ensurin g diverse perspectives and shared r esponsibility in evaluating the progre ss and outc omes of the initiative. Task 3.- Part A: Planting mainten ance Description : Maintenance of the plantin g of trees and shrubs throughou t the ent ire life cycle of the vegeta tion Responsible : CEIP Mozart , City Council External expe rt assistan ce : School and T own Hall. ECF4CLIM exp ert assista nce : Researcher s Resources ne eded : Genera l plant care (wa tering, repl acement of dead or sick plants, fertilizing , pruning, etc.). Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Part B: Vis it to ARBA G reenhou se Task 4.- Plann ing of the v isit to the Arba facilit ies Description : Contact ARBA volunteers and the scho ol to schedule the dates for the visit t o the Arba greenhous e, nurser y and recover y native forest Responsible : CIEMAT External expe rt assistan ce : Arba v olunteers ECF4CLIM exp ert assista nce : Contacts, man agement an d logistics Re source s needed : ARBA volunteer s, Ciemat res earchers, and staff from the school Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : The planning of this activit y was discussed at one of t he SCC mee tings where an ARBA volunteer par ticipated. Task 5.- Plann ing transpo rt to the s ite Page 134 of 510 Table of Contents Description : Hiring of buses to transp ort children, teachers and re searchers t o the ARBA greenhouse Responsible : CIEMAT External exp ert assistan ce : Bus company ECF4CLIM exp ert assista nce : 1 Ciemat r esearcher Resources nee ded : Three b uses to move 3 classe s of 4 grades of Primar y Educa tion Cost : 990 Euros Task co-imp lementation p articipato ry approa ch : Task 6.- Vis it to the AR BA greenh ouse Description : Visit to the A RBA greenhous e, where there were workshops on gr eenhouse and plant nursery work, iden tifying pla nt species (includin g m edicinal plan ts and thei r healing properties), and c ompostin g organic matter fro m vegetation f or use as fertiliz er. At the end of these activities, the in tervention wa s evaluated using short surve ys and delib erative workshops Responsible : CIEMAT External exp ert assistan ce : Bus company ECF4CLIM exp ert assista nce : 1 Ciemat r esearcher Resources ne eded : printed short surv eys, cardboards and pens Cost : 0 Euros Task co-imp lementation p articipato ry approa ch :  Milestones Milestone 1 : Production of educational ma terials on h ow to carr y out planting at school by child ren Milestone 2 : Production of educational ma terial explai ning the environ mental be nefits of vegetation. Milestone 3 : Planting nativ e Mediterran ean vegetatio n species at s chool Milestone 4 : Visit and W orkshop in th e ARBA greenho use and plant nurser y  Outpu ts: Output 1: Sum mary sheet Output 2: Evalu ation rep ort  Cost (Equ ipment /con sumab les / others) Total cost: 8 00 Euros  Interventio n implementati on co -monitoring strateg y Page 135 of 510 Table of Contents Implementa tion of the c o -moni toring approach: A short sur vey and deliber ative workshops led by the resea rchers were conducted f or both Part A an d P art B. The interventi on was m onitored through SCT /SCC3 m eetings with ac tive particip ation from students, t eachers, th e leading t eam, parents, an d other m embers of th e educational co mmunity. N GOs were also involved, inc luding a representative fr om ARBA, ensuring diverse p erspectives and shar ed resp onsibility in e valuating the progress and outcomes of the initiativ e. Responsible: CIE MAT res earch tea m  Photo graphs of the inte rvention implementation Page 136 of 510 Table of Contents  Troubles dur ing imp lementa tion, c on clusion and lessons learnt. Logistics and Unreli able Ex ternal Sup port The transportati on of seedl ings fro m ARBA Tres Cant os to the school was handle d by CIE MAT researchers, utili sing a car. A critical pr e-activity step was the preparati on of th e land fo r planting . This task, howe ver, fell to the sch ool's direct or and secretary due to the lack of assistance fro m the city council's gard eners. Their direct in volvement in prepari ng the ground and digg ing holes was abso lutely crucial; without it, th e planting activit y simply could not have proceeded, and th e plants might have died. This highlig hts a recurring c hallenge: the un reliability o f city council sup port. Whil e the direct or and secretary stepped in th is time, futur e planting ini tiatives will criticall y depend on logistical support from the city c ouncil. The typical main hurdle remains coordinatin g sche dules and securing the time availab ility of Arba volunteers. Expanded Acti vities and Ta ngible Outcom es The second part of this int ervention (th e collaboration with the ARBA association and the visit to its greenh ouse) was inte grated during the executio n of the interventi on. This addition allowed for the i mplemen tation of various educati onal activi ties relat ed to native Mediterranean vegetati on and their multiplication tha t were n ot initially plan ned. This expanded sc ope of this int ervention led t o a significa nt increase in the school's g reen areas. This included the plan ting of 30 lavender and 2 rosem ary shrubs, al ong with 11 tr ee seedlings (2 walnut, 2 app le, 2 alm ond, 3 strawberr y, 1 juniper, 1 maple and 1 ash tree), to talling 44 new plants. The esti mated envir onmental ben efit from this new planta tion is an annu al CO2 capture of 95 kg. Page 137 of 510 Table of Contents SP -D S02- IN 09. - Ex pa n d t he sc hool ga rd en : " The ga rd en as Pri de o f t he sch ool " General data Description : This intervention involved planting see dlin gs in the school gard en, which had been previously germin ated by students in class with the guidance of their teachers. To carry out the activity, seeds, farming tools, an insect house, and other nece ssary materials we re purchased in advance. Prior to the planting, a presentation was prepared to explain the o bjectives of the school garden and the different phases of the pla nting process. In addition, a p oster was created to illustrate the interc onnections betw een several interventions implemente d at CEIP Mozart (SP -DS02-IN02, SP-DS02-IN04, SP-DS0 2- IN07, SP-DS02-IN0 9, and SP-DS02-IN01), all related to the organic m atter cycle. The poster highlighted how o rgan ic waste generated at the school can be composted to produce fertiliser for gardens, green areas, and forests — thus exemplifying a closed-loop system that r einforces the concept of circu larity in nat ure.  Participan ts and prof ile: Students of 4 th , 5 th and 6 th grade of primar y school SCT and SCC representat ives: 3 students per gra de (4 th , 5 th and 6 th ) and 2 teachers  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The interventi on promotes individual co mpetences by developing student s’ knowledge and skills related to growing vegetables — from seed to harvest — while deepening their understandin g of the o rgani c matter cycle. It fosters positive attitudes t owards sustainable and healthy eating habits an d raises awareness about the envir onmental and health benefits of co nsuming organic food free from pesticid es and synthetic fer tilisers. A t the collecti ve level, the intervention is supported by strong organisational structures and clear guidance from school leadership . The inspirati onal inv ol vement of the leadi ng team pla ys a key role in boosting student motivation and participation. In additi on, the intervention strengthens technical and material competences through the creation and maintenance o f a dedicated green space for v egetable cultivation within the scho ol grounds. o Short descrip tion of the objectives: The main obj ectives are :  Learn to plant vegetables, greens, and fruit trees in th e garden  Understand ho w the organ ic matter cy cle is comple ted  Understand the organic matter cycle in the garden and natural ecosyste ms  Understand the relationshi p between the school's organic garden and sustainable and health y ea ting. Page 144 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. Engagemen t Challenges an d Adap tations While the activity was initiall y designed for all three 4 th -grade classes, tight schedules for students, teachers , and CIEMAT researchers ultimately lim ited the intervention to o nly the 4th B class. This highlights the ongoing challenge o f coordinating the availabil ity of multiple stakeholders within a scho ol setting. Converging Visions and P ositive Outc omes Despite initial engagement limitati ons, several fac tors converged to th e in stallation of the organic matter composters at the school, aligning with the objectives of the ECF4CLI M project. The scho ol itself had alread y requested specific contain ers. The City Council began installin g these containers in Alc alá d e H enares. This c ollecti ve push resulted in the suc cessful installatio n of composting containers, leading to a tangib le improvement in the sch ool's environmen tal performance. Educational Mat erials and Lessons from Impl ementati on A range o f educational materials was developed for the intervention: a PowerPoin t presentation explaining vegetabl e planting steps, a School Gard en Calendar and Plann ing presentation, and a poster and puzzle illustrating the o rganic m atter cycle. However, the o rganic m att er cycle puzzle was ultimately not used d uring the interventi on. It proved too complex for 4th graders and required an e xcessive a mount o f time to assemble ; a valuable lesson learn ed fo r future mate rial development. Page 145 of 510 Table of Contents SP -D S02- IN 10- E CF4 Le arn ing S pa ce R et rofi ttin g Tool ki t General data Description : This in tervention in volved making use of the ECF 4CLIM dig ital platfor m, parti cularly the Retrofitting Toolkit ( https://ecf4clim.s martwatt.net/si mulators-space/ ). The Retrofitting Toolkit is one of the user -friendly tools developed in the ECF4CLI M project to pr ovide demonstration sites, educational communit ies and citizens with a set of tools to evaluate the envir onmental performanc e of educational buildin gs and individuals, and to simulat e the effect of interventions on key en vironmental pa rameters. In particular, the Retrofitti ng Toolkit provid es a set o f functionalities to assess buil ding performance : - Surface maps o f climatic and energy characteristi cs to facilitat e the efficien t and sustainable design of buildin gs - Buildin g energy perfor mance t ool to evaluate the energy saving s achie ved b y implementing various retr ofitting measures. - Visualisation tools to assist in design ing energy-saving retrofitting measures in buildin gs. The interv ention consisted of an explanati on o f the basic concepts affecting comfo rt and energy effici ency in buildin gs and a p resentation of the tool to students a t CEIP Mozart. Several practical experi ments measuring environmental parame ters such as temperature and heat tran smission ser ved to illustrat e the introduc ed concepts. Participants an d prof ile: 25 students in the 6th grad e of primar y school  SCT and S CC representat ives: 3 stud ents of the 6 th grade and 1 teach er  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: The intervention promote s individual competences by enhancing students’ knowledge and skills relate d to energy efficiency in building s. It deepens their understandin g of the thermal performance of bu ildings by expl oring key factors such as lo cal clima te, buildin g type, g eometry, and con struction chara cteristics . The interven tion also enco urages positive attitud es an d awareness regardin g en ergy-savin g measures and the r eduction o f energy demand through simple everyday actions — such as setting indoor temperature s to sustainab le levels or wearing warmer clothes to minimize heating needs or more structural measures such as changin g the windows at home b y more efficient ones or impr oving the buildin g envelops to reduc e heat losses or gains. At the co llecti ve level, the i ntervention fosters the adoption of energy efficiency practices within the classroom environment. Students and teachers are encouraged to take shared responsibilit y for sustainab le behaviors, including opening windows for ventilation, adjus ting blinds, o r switching off lights when not needed — c ontributing t o a common visi on of a m ore sustainable school. Page 146 of 510 Table of Contents Additionally, the interven tion supports the develo pment of technical and material competences through the impr ovement of thermal comfor t in the classroom setting and reducing energy demand and the associated environmen tal impacts. o Short descrip tion of the objectives: The main obj ectives are :  to introduce the concept of energy effici ency,  to raise awareness abou t the environmental (r educing energy consumption, resources, an d pollution) and soci oeconomic implications (improving c omfort and sa ving money) of energy effic iency measures.  to inform about the series o f bioclimatic strategies that help to reduc e energy consu mption and t o achieve ind oor comfort i n houses. o Time scope of the interven tion: The obj ectives of the toolki t add ress both short-term and long-term impa cts. I n the short term, the toolkit raises awareness about the role o f energy efficienc y in the environ mental perf ormance o f school bu ildings (and buildin gs in general ) and introduces pa ssive strategies for he ating and c ooling that pro mote therma l comfort without excessive energ y consumpti on. In the long term, the inter vention aims to foster sustain ed behavi oral changes at both individual and collective levels. These change s can exte nd beyond the school context, p otentially influencin g students’ fa milies and co mm unities by encouraging more energy- conscious habits and decision-ma king.  Success factor s: the criti cal precondition s for a su ccessful inte rvention o Individu al, collective and t echnical/ material compe tences: The effectiveness of the interven tion reli es on several key pre conditions related to in dividual, collective, and technical /material c ompetences. Fro m an individual perspective, students m ust be given oppo rtunities to develop both their knowledge and practical skills related to energy efficiency. The hig hl y participatory format of the presentati on p roved to be very effective in eng aging students and enabling them to apply the concepts le arned in a hands -on way. To maximize i mpact, these activiti es should be conduc ted in the classroom and ideally integrat ed into the school curriculu m . In terms of collec tive competences, the commitment and support from the school leadership and teachers are crucial for putting the acquired knowledg e and skills into practice. Their guidance helps embed the energy-efficient behaviors learned in the activity into the school cult ure and daily r outines. Regarding technical and material competences, the intervention depends on the availability and transpo rt of specific res ources and equipment — such as the bioclimatic house, anemomete r, and alc ohol thermometer — which were Page 147 of 510 Table of Contents successfully pr ovided by the ECF 4CLIM res earch tea m. Ensur ing access to thes e tools is vital for the practic al compon ent of the inter vention to b e effective. o Main risks and uncertain ties: A key risk is the limited integration of the interventi on into the scho ol curriculum, which may reduce its long-term effecti veness. With out regular reinforcement, students may not retain or apply what they learn . Another risk is the lack o f sustained supp ort from teachers and schoo l leadership, which is essential to pro mote c ollective acti on and maintain en ergy-efficient prac tices. Logistical challenges, such as limited access to the necessary m aterials and equipment, may also hinde r the practical asp ects of th e interventi on. ECF4CLIM Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? The interventi on promotes individual co mpetences by enhancing students’ kno wledge and skills related to efficiency principles in the built env ironment and by raising awareness regarding energy-saving measures and the reduction of energy demand . At the co llecti ve level, the intervention fosters shared responsibilit y for sustainable pra ctices within the classroom and school environment. T he interv ention also supports the d evel opment of technical and material competences through the improvem ent of thermal comfor t in the classroom s etting and redu cing energy d emand and th e associated en vironmenta l impacts.  Engagement: Why an d how to pro mote sustaina bility? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? The commitment and collab oration o f school management, te achers, and resear chers involved in the ECF4CLIM project have b een key to prom oting engagement. Their active participati on, support, and enthusiasm help ed create a positive and mo tivating env ironm ent th at encourag ed students to take part in the interventi on. Have you enc ountered chal lenges in engagin g people? What are they ? No significant challeng es were encount ered. The activity was carried out during school ho urs with the participati on o f 6th-grade primar y school students and the teac her, once th e intervention had b een sch eduled . The intervention ru n smoothly and was well-coordinat ed. How have y ou or could y ou overcome the m? Good coordinati on with sc hool staff is ess ential to suc cessfully i mplement the interven tion. Schedulin g the activity duri ng regular school h ours ensures s mooth integrati on into the sch ool routine and fa cilitates th e participation of both teach ers and studen ts.  Conne ctions: How to fra me th e problem? Page 148 of 510 Table of Contents What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Several external factors can influence the interv entio n but are beyond the direct control of o ur project . The building m aintenan ce policies are managed by the city council, and this can affect the potential for implem enting structural energ y efficiency measures proposed during this intervention. In addition, the availability of funding or external support may be necessary to scale up o r replicate the intervention in other year s or to imple ment structu ral m easures proposed. Time constraint s may li mit the integra tion of the content of this intervention into regular school subjects. The family habits at home can influence the applicati on o f the energy- saving practic es promoted during the interventi on. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Cooperati on with external stakeholders has been gen erally p ositive, although cu rrently limited. There is significant potential for stronger part nerships — particularly with the city council — wh ose involvem ent could supp ort the practi cal implem entation of the measur es proposed durin g the int ervention, especiall y those rel ated to s tructural impro vements in school buildin gs. What has enab led or could promote c ooperation? Maintai ning the p ositive attitude and c ommitment of the school’ s manage ment and staff is essential for continued c ooperation. In additi on, estab lishing regu lar meetings with city c ouncil representativ es responsibl e for the maintenance of school buildin gs could significantly enhance collab oration an d support the impl ementatio n of structural en ergy effici ency measures discuss ed during the inter vention.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pro mote l earning , chang e the system or improv e environm ental perfor mance? The interventi on envisi ons multiple l evels of impact. Fi rst and fore most, it ai ms to pro mote learning and raise awarene ss within the sch ool comm unity about reducin g energy demand and improving the energy effici ency of scho ol building s. By introducing bio climatic s trategies — such as installing awnin gs, adjus ting blinds, increasin g solar gain, or fin e-tuning heatin g and cooling set points — the interventi on helps students and staff acquire sustain ability c ompetences that can be applied without c ompromising c omfort. The i ntervention aspi res to fost er systemic change in ho w energy is m anaged within th e school. It pro motes a collec tive change in behavior and shared respon sibility for energ y use. Additionall y, it suppor ts the impro vement of technical and material c ompetence s by encourag ing the imple mentati on of conc rete energy efficiency measures and str uctural improve ments in th e building , contributing to l ower energy demand. How do you pr esume the c hange could happ en? Change is expected to occur through a combinati on o f approaches. On one hand, by enco uraging children to bec ome catalys ts for energy-efficient prac tices, the interv ention can have a ripple effect — spreadi ng awaren ess and b ehavioural chan ge to their families. On the other hand, involving the city council is essential to address structural aspects of school building s. Their Page 149 of 510 Table of Contents support can enable improvements such as enhancing the thermal perfor mance of the buildin g envelope, repl acing wind ows with more efficient ones, and i mplementing effective shadin g strategies. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? Parental participa tion can play an important role in raising awareness and r einforcing simple energy-saving behaviours at ho me, which supports the overall impact of the intervention. Additionally, funding from the regional govern ment and the city council wo uld be crucial to implement the necessary energy efficiency im provem ents in the school buildin g — such as replacing windows with mo re efficient ones or enhan cing the thermal performance of the buildin g envelope. These structural changes woul d comple ment behaviour al efforts an d contribute t o achieving a more energy-efficient and su stainable sch ool.  Action: How to proceed ? What has help ed you to ac hieve your goals ? Effective co ordination bet ween the scho ol and the CI EMAT team has been essen tial to the success of the int ervention . The positive and sup porti ve attitude of t he scho ol managemen t and teachers crea ted a c ollaborative envir onment tha t facilitated s mooth impl ementation. Additionally, the students’ enthusiastic and par ticipati ve engagement pla yed a ke y role in making the in tervention b oth succes sful and inspiri ng. What kind of chall enges ha ve you faced in your organi sation? The main challeng es were r elated to sched uling the int ervention in a way that acc ommodated both the availabilit y of CIE MAT researchers — fr om two differ ent units — and the school timetable. C oordinating acr oss teams durin g a parti cularly busy period r equired fl exibility and careful plannin g to ensure the intervention c ould take place effectivel y. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? Adequate and adv ance pla nning, along with g ood coo rdination with the school manage ment team and t eachers, has be en key to finding the neces sary time and space for the interventi on. Early com munication and collaboration all owed f or smooth integrati on into the scho ol schedule. Intervention co-planning and co-implementation  Implemen tation tasks Task 1.- Prepa ration of the education al material s Description : Prepare a pre sentati on explaining in a did actic way what the to ol is about so that the children can understan d the activit y, and practical examples of energy effici ency (bioclimatic scaled house, environmen tal sensors) Responsible: Th e school m ust be directly involved in t he planning and execution of the activit y Page 150 of 510 Table of Contents External expe rt assistan ce: ECF4CLIM exp ert assista nce: Researchers of the Energ y Efficiency in Building s Unit. Departmen t of Energy Resources ne eded: Ciemat researchers Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Task 2.- Sche dule the act ivity Description : Contacts the school to schedule the inter vention Responsible : CIEMAT External expe rt assistan ce : ECF4CLIM exp ert assista nce : Ciemat res earchers Resources ne eded : Staff, t eachers, Cie mat resear chers Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Task 3.- Lo gistics Description : Transportati on of the bioclima tic house model and other materials needed for the intervention Responsible : CIEMAT External expe rt assistan ce : ECF4CLIM exp ert assista nce : 4 researchers Resources ne eded : Transp ort of the bioclima tic hous e scale model Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Task 4.- Edu cational a ctivity - Retrofit ting toolki t at scho ol Description : Delivering the workshop in the class ab out the energy perf ormance of buil dings making use of the ECF4CLI M tool: surfa ce maps of climatic and energ y character istics for sustainable design of buildin gs, bioclimatic cha rts and possible energy saving s using retrofi tting measures Responsible : CIEMAT External expe rt assistan ce : ECF4CLIM exp ert assista nce : Researchers of the Energ y Efficiency in Buildin gs Unit. Departmen t of Energy Resources ne eded : School teachers, Cie mat researche rs, Page 151 of 510 Table of Contents Cost : 0 Euros Task co-imp lementation p articipato ry approa ch :  Milestones Milestone 1 : Educational m aterials and the presentation t o carry out the activity of energy efficienc y prepar ed Milestone 2 : Materials tran sported Milestone 4 : Workshop del ivered  Outpu ts: Output 1: Summary she et Output 2: Pres entation of e ducational mat erials on the Retrofitting To olkit Output 3: Inter vention eval uation report (shor t survey s and deliberati ve worksh op)  Cost (Equ ipment /con sumab les / others) Total cost: 0 Euros  Interventio n implementati on co -monitoring strateg y Implementa tion of the c omonitoring appr oach: A short surve y and delibera tive worksh ops was conduc ted by the r esearchers Responsible: CIE MAT res earch tea m  Photo graphs of the inte rvention implementation Page 152 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. While the interventi on was successfully implement ed, some minor challenges emerged during the plan ning phase — mainly related to schedu ling and alig ning the availabi lity of CIEMAT researchers from differen t units with the school’s calendar during a busy period. Thes e difficulties were overcome thanks to early planning, strong coordinati on with the school staff, and flexibility f rom all parti es involv ed. One key lesson learn ed is the imp ortance of maintaining a collab orative and ope n communication channel between r esearchers, teachers, and school ma nagemen t. The enthusiasm and engagement o f the students also highli ghted the value of hands -on, participatory app roaches when addressing complex t opics such as energ y effici ency. In co nclusi on, the interven tion proved to be highly effecti ve in raising awareness, promoting sustainability competences, an d encouragin g both behavioural and systemic chang e. It also demonstrated that meaning ful educational experienc es around energy efficienc y are possible when technical content is t ranslated into pr actical and engagin g activities. Page 153 of 510 Table of Contents Moreover, str engthening collaboration with the city council c ould be ke y to enabling th e implementa tion of more structural measures proposed during the intervention — such as improving the build ing envelope o r replacin g windows with more e fficient alternatives — thu s complementing beha vioural efforts with tangible improvements in the sc hool’s energy performance. Page 256 of 510 Table of Contents Resources ne eded : Still un der study Cost : 10000 Euros Task co-imp lementation p articipato ry approa ch : All school Community  Milestones Milestone 1 : "Quinta do Charco" reactiva tion plan Milestone 2 : Partner in volvement Milestone 3 : Final plan and approval by the City Coun cil Milestone 4 : Opening Ses sion of "Quinta do Charco"  Outpu ts: Output 1: Sum mary sheet Output 2: Sk etches, drawin gs and a vide o Output 3: A ne w space call ed: "Quinta do Charco"  Cost (Equ ipment / consumab les / others) Total cost: 2 10000 Euros  Interventio n implementati on comonito ring strategy Implementa tion of the c omonitoring app roach: 1. Regular As sessments: Conduct regular assessments of garden a ctivities, incl uding gardening practices, anima l care, educati onal workshops, and commun ity event s. This can involve obs ervation, surve ys , and feedback mecha nisms to gauge progress an d identify areas f or impro vement. 2. Data Collec tion: Collect quan titative and qualitati ve data on key performanc e indicators, such as student participation ra tes, garden productivity, community engagement le vels, and lea rning outcomes. Utilis e too ls like surve ys, interviews , and attendance rec ords. 3. Stakeholder Involvemen t: Invol ve relevant s takehol ders, including students, teachers, parents , commun ity members, and local organ isations, in the m onitoring process. Enc ourage activ e participation through feed back sessions, focus groups , and collaborative deci sion-maki ng to ensure th eir perspect ives are consid ered. 4. Regular Repor ting: Co mpile monit oring data int o regular repor ts that high light progress, achie vements, ch allenges, and re commenda tions for i mprovement. Sh are these repor ts with stakeh olders t o keep them informed and engaged in the implementa tion of the int erventi on. Page 257 of 510 Table of Contents 5. Continuous I mprovemen t: Use moni toring findings t o inform decisi on -making a nd guide continuous improve ment efforts. Iden tify areas of success and areas needi ng attention, adjust strategies as needed, and imple ment correcti ve actions to addre ss any issues or barriers enco untered during imple ment ation. Responsible: Sch ool Board  Photo graphs of the inte rvention imple mentation Page 258 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. The i mplementa tion of th e "Quinta do Charc o" reactivation project progress ed smoothly in terms o f community mo bili sation and concep tual plannin g. However, delays began to occur even before Ta sk 5 – "Wor ks and transfor mation of th e space". The planning phase with the IST architecture team was delayed by some mo nths due to two main reasons — one more challengin g and one notably positive. On the more challengin g sid e, bureaucratic procedures relat ed to authorisation an d coordination with the municipal authorities introduce d early dela ys. Since the Municipality of Loures owns the school facilities and is responsible for approving and oversee ing s tructural interventions, the scho ol h ad to ensure that the proposed garden plan aligned with municipal priorities and was formally appro ved. Furthermore , the school is set to undergo major renovation works — inclu ding the constructi on of a new school building on-site. This raised concerns about whether the "Quinta do Charco" garden area would remain untouched and protected. Several rounds of meetings and communications were necess ary to secure confirmati on that the gard en space wo uld remain as is and that the planned investment would not be lost. On the positi ve side, the IST architecture tea m chose to adopt a participatory d esign approach , going beyond traditional project drafting. Instead of simply deliv ering a pre-defined plan, they engaged in a series of s essions with s tudents, staff, teachers, and the parents’ associati on. Thes e sessions explored how the community percei ved the space, what emotions it evoked, wha t aspirations they had for it, and what their concerns and priorities were. The final pla n was thus built collab oratively, refl ecting the visi on and values of the entire s chool co mmunity. However, significant challenges emerged during Task 5 – Works and transformati on of the space. The bureau cratic complexi ty of approving and implementing construc ti on work in a publi c school setting h as proven to be a major o bstacle. Additionally, the estimate d co st of the intervention doubled during the planning process, risi ng to €20,000. Al though thi s increa se was anticipated and funds had been reser ved within th e projec t budg et, it was extre mely d ifficult to find a contractor willing to carry out the work for un der this amount. This refle cts a broad er structural issue in Portugal, where there are limit ed co ntractor s available for small -scale yet labour-intensiv e projects. A further challenge relates to how IST can auth orise a nd process payment f or w orks carried out on property n ot owned by the universit y. Although this intervention is fully eligible within the project scope, the inter nal bureaucracy and regu lations at IST — esp eciall y regarding procurement, financial authorisati on, legal compliance, and external works management — have created substantial barriers. Several departments (legal, finance, procurement, facilities management ) have become involved in navigating these institutional constrai nts, which has further slowed pr ogress. As a result of these financi al and administrative challeng es, the final implement ation phase o f the project was delayed. The school and its partners are now working toward completing the necessary works by the end of Septe mber. Page 259 of 510 Table of Contents Despite these obstacles, t he overall process has been highly valuable. The earlier phases succeeded in mobilising the school commun ity, strengthenin g institutional partnership s — particularly with the IST architecture team —and generating excitemen t around the garden’s potential as a sustainab ility, learning, and community engagement hub. The lessons learn ed reinforce the impor tance of realistic budgeting, early fin ancial validation, and proactive coordination with municip al authorities and institutional structures when deliv ering infrastructure-rela ted edu cational int erventions. Page 260 of 510 Table of Contents PT -DS02- IN07 - Energ y route: ADENE General d ata Description : The "En ergy Route" from ADENE encompasses face- to -face and/or distance informati on and training sessions, imparting knowledge to individuals and sparking their interest in learning more about the world of energy, enabling them t o understand the r ole of citiz ens in buil ding a more sust ainable w orld.  Participan ts and prof ile: 1Yi# / 1Yi% / 1Yj %  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Individual action o Short descrip tion of the objectives: ● Involvin g society , inve sting in education, infor mation, awareness, and training, and contributing to increasin g individual and collectiv e acti on, through changes in behavi our and li festyle. ● Diss eminate the i mportan ce of decarb onisation issues among consu mers and companies. ● Deepen knowledge in ter ms of mitig ating climate chan ge, disseminating good practices, and promoting lo w-carbon behaviour in society. ● Promote trai ning for the energy and water effici ency se ctors. ● Combating energy pover ty. o Time scope of the interven tion: Mid-term / Long-term  Success factor s: the cr itical precond itions for a successful inte rvention o Individu al, collective and t echnical/ material compe tences: Collective c ompetences: • Cultural -cogniti ve: Integration of sustainability princ iples into societal norms and values, fos tering a cult ure of envir onmental respo nsibility. Individual co mpetences: • Kn owledge: Understandi ng of energy effici ency, decarb onization, and climate change mi tigation. Page 261 of 510 Table of Contents • Attitudes & emotions: Positive attitudes towards sustainab ility and willingness to adopt low-carb on behaviours. Technical infras tructure: • Availabilit y of educationa l materials Resources : • Allocati on of personnel d edicated t o planning, i mplementing, and monit oring the interventi on. Responsibiliti es: • Collaborati on with educa tional institutions o Main risks and uncertain ties: • Failure to int egrate sustain ability principles into societal norms and v alues may result in apathy or disi nterest towards environ mental issues. • Insufficient knowledge an d skills among indi viduals may limit their abilit y to implement energ y-saving p ractices effecti vely. • Inadequat e access to educational m aterials may hamper the delivery of effective train ing sessions. • Resource limi tations may restrict the scope and i mpact of the intervention. • Ineffective collaboration and coordination may lead to fragment ed efforts and duplication of res ources, undermining the overa ll effectiveness of the intervention. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer o r address? "How to prom ote and impl ement sustainabl e practice s, energy effici ency, and de carbonization initiatives within com munities and organisa tions?"  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and interes t in the intervention among your educational co mmunity or organisati on? • Promoting sustainabilit y by highli ghting the imp ortance of energ y efficienc y and the r ole of citizens in build ing a sustai nable world. Have you enc ountered chal lenges in eng aging people? What are th ey? • Challenges includ e a lack of awareness abou t energy -related issu es and co mpeting pri orities. How have y ou or could y ou overco me them? Page 262 of 510 Table of Contents • Overco ming challenges through targeted commun ication and engaging content  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? • Relevant is sues includ e energy consumption pa tterns, climate chan ge m itigation, and sustainable develop ment. Furthermore, this proje ct is organised by an institu tion outside the school. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Collaborate with external s takeholders (A DENE) t o access expertis e and additiona l educati onal opportunities. Buil d partnersh ips through j oint projects, worksh ops, or shar ed resources. What has enab led or could promote c ooperation? Promotion of cooperati on through shared objectives and collabora tive initiati ves  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? Our vision is to empower i ndividuals with th e knowl edge and skills to ma ke infor med decisions about energy us e, leading to positiv e changes in b ehav iour and lifestyle. How do you pr esume the c hange could hap pen? Change can occur thr ough in creased awar eness, the adoption of energy-efficient practices, and advocacy for policy change s that pro mote sustainabil ity. What has helped you or co uld help you wi th envisi onin g the expected i mpact an d the preferr ed future? Change can occur thr ough in creased awar eness, the adoption of energy-efficient practices, and advocacy for policy change s that pro mote sustainabil ity.  Action: How to proceed ? What has help ed you to ac hieve your goals ? Clear c ommunication, stakeholder engagement, and resource allocation facilitate goa l achievement. Page 263 of 510 Table of Contents What kind of chall enges ha ve you faced in your organisation? Challenges inclu de resour ce constrain ts, resistance to cha nge, and comp eting pri orities. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? Finding time and space thr ough flexible sch eduling, prioritisin g initiati ves, and seeking external partnerships for support. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Conta ct ADENE Description : Contact ADEN E and schedule sessi ons (through the municipal c ouncil) Responsible: Sch ool Board External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: No Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Science Teacher s Task 2.- Ho ld Energy Rou te sessions Description : Responsible : Science Teac hers and ADEN E External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : No Resources ne eded : Educati onal material s Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Sci ence Teacher s and ADENE Task 3.- Description : Page 264 of 510 Table of Contents Responsible : External expe rt assistan ce : ECF4CLIM exp ert assista nce : Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch :  Milestones Milestone 1 : Contact ADEN E Milestone 2 : Energy R oute Session  Outpu ts: Output 1: Sum mary sheet  Cost (Equip ment /con sumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Data Collec tion: Impl ement a system for collecting data related t o the Energ y Route activities, su ch as attendan ce records and participant f eedback, and energ y consumption metrics. 2. Feedback Sessi ons: C onduct surveys and feedback s essions with par ticipants. Responsible: Sch ool Board  Photo graphs of the inte rvention implementation Page 265 of 510 Table of Contents  Troubles dur ing implemen tation, conclusion and lesson s learnt. The imple mentation of the Energy Ro ute sessi on with ADENE ran smoothly and without any significant difficulties. The activity was we ll coordinat ed between the school and ADENE, and it aligned we ll with curricular goals. The session was positi vely received by both students and teachers, contributing to increased awareness of energy efficienc y and sust ainability. The experience confirmed the value of integrating extern al expertis e int o sch ool -based learning initiatives. Page 272 of 510 Table of Contents  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material competen ces: Collective c ompetences: • Nor mative: Establish ment o f clear guidelines and policies within the school regarding waste manage ment and rec ycling. • Cultural -cognitive: Foste ring a culture of environmental co nsciousnes s and responsibilit y among stude nts, teachers, and staff. Individual co mpetences: • Knowledge and skills: providing educa tion and training sessio ns to enhance understandin g of waste se paration and recy cling prac tices. • Attitudes and emotions: Enco uraging positive attitudes towards waste reduction and r ecycling thr ough awar eness-raising campaig ns. Technical infras tructure: • Adequate waste separ ation and recycling facilities within the school pre mises. • Access to re cycling progra ms and service s offered by local waste m anagem ent authorities. Resources : • Sufficien t budget allocation for organising education al activities, purchasing recycling bins, and imple menting waste management initiatives. • Allocation of personnel responsible for coordinati ng and ov erseeing waste management eff orts within the scho ol. Responsibiliti es: • School administrati on: De velop and enforce waste manage ment p olicies, allocate resourc es, and pr ovide lead ership in prom oting recycling initiativ es. • Students: Actively participate in waste separation and rec ycling eff orts, follo w established guidelines, and promote sustainabilit y practices within the school community. o Main risks and uncertain ties: • Lack o f awar eness: If t he school c ommunity lacks unders tanding of the importance of was te mana gement and recycling, it may not actively participa te in the inter vention. • Inadequate resources: Insufficient budget and personnel allocation may hinder the imple mentation of effecti ve waste man agement strategies and educational pr ograms. • R esistance to change: S ome individuals within the school community may resist adopting new waste separati on practices due to inertia o r scepticis m about the benefit s of recyc ling. • Lack of enforcement: F ailure to enfo rce waste management policies and guidelin es co uld lead to n on -compliance and under mine the effectiveness of the intervention. Page 273 of 510 Table of Contents • Limited engage ment: If stud ents, teachers, and staff are not actively invol ved in plannin g and implementing waste managemen t initiatives, the interventi on may lack bu y-in and support fro m the com munity. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How can the school com munity effecti vely reduce waste generati on and impr ove recyclin g practices to mini mise en vironmental i mpact and pro mote sustainabil ity?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? • Promotion : Highligh ting the envir onmental i mp act of waste and th e benefits of selective waste separa tion. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Challenges : Initial apa thy, lack of underst anding about waste management. How have y ou or could y ou overco me them? • Overco ming: Interacti ve sessions, visual de monstrations, incen tives f or participation.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? • Related Issues: Commun ity involvement, waste management policies, environmental conservation. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperation : Collabora ting with was te manage ment autho rities, NGOs, and local bu sinesses. What has enab led or could promote c ooperation? Page 274 of 510 Table of Contents • Promoting Cooperation : Emphasising shared envir onmental g oals, offering resources and support.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f th e expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? • Expected I mpact: Cultivat ing a culture of responsible waste manage ment, reduc ing waste generation, and improving recycling ra tes. How do you pr esume the c hange could hap pen? • Change: Through education, communit y involve ment, and continuous rei nforcement of sustainable beha viours. What has helped you or co uld help you wi th envisi onin g the expected i mpact an d the preferr ed futur e? • Visioning Sup port: Testi monials and visualisations of a cleaner envir onment  Action: How to proceed ? What has help ed you to ac hieve your goals ? • Achievement Support: Clear communication of objectives, regular progress monitoring, and feedback m echanisms. What kind of chall enges ha ve you faced in your organi sation? • Challenges : Limited res ources, r esistance to chang e, lack of awareness. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? • Time and Spac e: Incorpor ating waste management education int o the curriculu m , utilising existing facili ties, and sche duling sessions during opp ortune times. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Stra tegic plan fo r waste sep arati on Page 275 of 510 Table of Contents Description : Define a stra tegic plan for separating waste at sch ool, which consid ers each necessary re source, which elements of the scho ol to involve, who should be assi gned responsibilitie s and how to verify the succ ess of the measures. Responsible: Sc ien ce teach ers and studen ts External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Science teachers, students and staff Task 2.- Appli cation of the strategic plan Description : Application of the strategic pl an Responsible : Science teach ers and studen ts External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Science teach ers, students and staff Task 3.- Assess ment of the strategi c plan Description : Assessment of the strategic plan and the results of its app lication, to define improvemen ts Responsible : Science teach ers, staff and students External expe rt assistan ce : No ECF4CLIM exp ert assistan ce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Science teach ers, students and staff  Milestones Milestone 1 : Strategic plan for waste separa tion Milestone 2 : Assessment of the strategic plan Page 276 of 510 Table of Contents  Outpu ts: Output 1: Sum mary sheet Output 2: The strategic pla n Output 3: sh ort survey  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: • Surveys and Feedback: Regular surveys to as sess communi ty engage ment, knowl edge reten tion, and b ehaviour change regardin g waste s eparation. • Waste Audits : Conductin g periodic waste audits to measure the effecti veness of waste separa tion practices and iden tify areas for i mprovem ent. • Participati on Tracking: Keeping records of attend ance and participation in a wareness sessions and was te separat ion initiatives. • Observati on and Intervie ws: Observing waste separ ation practices in real -time an d conducting inter views with stakeholders to gather insi ghts into cha llenges and successes. • Key Perf ormance Ind icators (KPIs ): Establishing KPIs such as waste reducti on rates, recycling ra tes, and adhere nce to waste separation gu idelines. • Continuous I mprovemen t: Using fe edback fro m monitoring act ivities t o adapt an d improve awar eness-raising strategies and wa ste mana gement initiati ves over ti me. Responsible: Sci ence teach ers, students and st aff  Photo graphs of the inte rvention implementation Page 277 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lessons learnt. The int ervention began with positive steps, includin g awareness -raising sessions for stud ents and staff on co rrect w aste separation, parti cularly d uring the recy cling comp etition (Intervention n o. 10). Thes e efforts help ed promote environmental responsib ility and infor med daily practic es within the school c ommunity. However, Task 3 — focused o n defining and assessing a strategic plan for recycling in the school — faced limitati ons. Although the school initially committed to creating a c ompre hensive waste management plan, includi ng clear procedures, respo nsibilities, and long-term g oals, this plan was never submitted or implement ed. As a result, no s tructural changes were made to the existing waste managemen t approach. Page 278 of 510 Table of Contents This also affec ted the e valuation phase. The inter vention aimed not onl y to support the development o f the plan b ut also t o assess its eff ectiveness and d efine i mprovements b ased on practical applica tion. With no plan in place, this assessment could not be carried o ut and ha s been postponed, potentiall y to 2026. This situation highlights a common challenge in sustainabil ity interv entions: translating short - term a wareness actions int o l ong-term institutional ch ange. It also r einforc es the importance of clear follo w-up mechanis ms and sustain ed support when aiming for br oader structural transformati on in school se ttings. Page 279 of 510 Table of Contents PT -DS02- IN10. - Promotin g proper w aste sorting and encouraging ec o-friendl y behaviours through i nter - class competitions. Sc hool w aste production. General d ata Description : Creati on of a competiti on or reward programme that will be played between classes or school buildin gs to promot e effici ent waste separation. For a week, all classes of the same academic year compete against each other, with the goal o f being the class that recycles the most. For this, new contain ers will be provided to the school to carry out the chall enge.  Participan ts and prof ile: 1Yi# / 1Yi% / 1Yj % / 1Yt%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Individual an d collective ac tion o Short descrip tion of the objectives: ● Promote the correct sep aration of waste. ● Get more r ecycling equipment at scho ol. ● Teach the c ommunity ab out recycling and its i mportan ce. ● Debunking m yths about recycling . ● Decrease the amount of waste produced at scho ol. o Time scope of the interven tion: Short, Mid and Long Term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material competen ces: Collective C ompetences: • Cultural -cognitive: Fosterin g a culture of env iron mental responsibilit y and waste reducti on among stu dents, teachers, and staff. Individual Co mpetences: • Knowledge: Understand ing of waste separation practices and en vironmenta l impact. • Skills: Ability to effecti vely sort and dispose o f waste in designated containers. Page 280 of 510 Table of Contents • Attitudes: Positive attitudes towards sustainabi lity and willingness to participate in waste reduc tion efforts. Environment al/Technical El ements: • S ufficient waste separati on infrastructur e: Ad equate number o f recyclin g bins and proper labellin g. • Accessible collection p oints: Convenient locations for waste disposal to encourage partici pation. Resources : • Human resources: Ad equate s taffing t o overse e initiatives and coordinate activities. Responsibiliti es: • Clear delin eation of r oles: Identifica tion of individual s or teams r esponsible. o Main risks and uncertain ties: • Lack of awareness and education: With out p roper knowledg e and understandin g of waste separation practices , students may not particip ate effectively. • Insufficien t infras tructure: Inadequate availabil ity of recycling bins and collection points may hind er waste separation eff orts. • Resistanc e to change: Cultural resistance or lack of buy -in from the school community may impede the ad option o f sustainable waste management practices. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How can the school effecti vely prom ote waste reduct ion and prop er waste separ ation practices among students, teachers, and staff to minimise environ mental impact and increase recycling ra tes?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the intervention among your educational co mmunity or organisati on? • Promote sus tainability by emphasising the envir onmental benefi ts of waste separation and recycling. • Encourage c ompetition a mong classes or school bu ildings to fost er engagemen t and i nterest. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? Page 281 of 510 Table of Contents • Challenges may include apathy or a lack of awareness about the imp ortance of waste separation. How have y ou or could y ou overco me them? • Overcome challenges through education campaign s, incentives for participa tion, and clear communication ab out the goals and benefi ts of the comp etition.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? • Waste manag ement polic ies. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperation with waste management companies a nd the municipal council ca n enhance th e effectiven ess of the inter vention. What has enab led or could promote c ooperation? • Promote cooperation through partnerships, collabor ative plannin g, and shared resources.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected im pact of the interventi on? Is it to pr omote l earnin g, change the system or improv e environm ental perfor mance? • The expected i mpact is to increase was te separati on rates, redu ce landfill wast e, and cultivate a culture of envir onmental r esponsibility. How do you pr esume the c hange could hap pen? • Change could happen through increased aware ness, behaviour change, and sustained participation in waste sepa ration prac tices. What has helped you or co uld help you wi th envisi onin g the expected i mpact an d the p referred future? • Visioning the i mpact i nvolves settin g clear goals, measuring progress, and cele bra ting achievements t o inspir e continu ed engagement.  Action: How to proceed ? Page 288 of 510 Table of Contents PT -DS03- IN01 - Clima te Crisis a nd Fair Tra nsition General d ata Description : Creatio n o f a curricular unit on the clim ate crisis and fair transitio n. This curricular un it was propose d by students to the un iversity board and was accepte d and implement ed in the 2 023-2024 acade mic year. It is a curricular unit designed fo r first - year students and open to all undergr aduate studen ts at Instituto Sup erior Técni co.  Participan ts and prof ile: 1Ji# / 1Ji% / 1Jj%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope) o Nature of the in ter vention: Individual an d collective ac tion o Short descrip tion of the objectives: ● Pr ovide a c onsolidated information base that supports a critical vi ew of climate science f or an eng ineer's decisi on-making processes. ● P rovid e a cross- sectional perspective on the impac t of the climate crisis on society, enc ompassing all sectors tha t can play a r ole in change. ● Critically analyse the exch ange and exa mples o f a j ust societal transition at the national and global level. ● Provid e decision-makin g resources to students in the face of individual, professional, and collectiv e action at a social and poli tical le vel. o Time scope of the interven tion: Short/mid and l ong term  Success fa ctors: the critical precond itions for a successful interventio n o Individu al, collective and t echnical/ material compe tences: Collective C ompetences: • Normati ve: Institutional support and recogn ition of the im portance of climat e education in the curri culum. • Cultural -cognitiv e: Integr ation of sustainabil ity principles into the acad emic culture, foste ring a mind set of critical thinking and societal re sponsibility. • Regulator y: Alignment with educati onal standard s and guidelines, ensurin g the inclusion of climate sci ence and fair transition t opics. Individual Co mpetences: • Knowledge: Access to up - to -date clima te science informati on and understandin g of climate-r elated issues. Page 289 of 510 Table of Contents • Skills: Critical thinking skills to analyse complex societal and en vironmental challenges and pr opose s olutions. • At titudes: Motiv ation and willingness to engage with climate -relat ed topics and advocate for climate action. Technical El ements: • Access to educational resourc es: Availability of relevant literature, online resources, and educational mat erials on cli mate scien ce and fair transiti on. Resources : • Personnel: Staff to facilitate curriculum d evelopmen t, te aching, and student support. Responsibiliti es: • Curriculum Development : Academic staff are respo nsible for designin g and integrating the curricular u nit into the ac ademic program. • Teaching and Delivery: Faculty members are tasked with teaching the course and facilitating student lea rning. • Student Participation: Engagement and active involv ement of students in learning activi ties and disc ussions. • M onitoring and Evaluati on: The evaluation team will assess the effecti veness of the interventi on and ma ke necessar y adjustmen ts. o Main risks and uncertain ties: • L ack of Institutional Support: Absence o f support fr om universit y administrati on or resistance from faculty m embers may under mine the implementa tion and sustai nability of the curricular un it. • Insufficient Integrati on: Failure to integrat e climate education across disciplines and academic programs m ay limit its eff ectiveness in providing a cross-secti onal perspecti ve on the climat e crisis. • Resistance to Change: Resistance from students o r faculty memb ers to adopt a curricu lum that pri oritises climate education and societal transfor mation may impede progres s towards achieving the interventi on's objective s. • Resource Co nstrain ts: Limited budg et resources, personnel, or technical infrastructure may restrict the developmen t and delivery of the curricular unit, compromising its quality and impact. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the i ntervention help s to answer or address? The interventi on aims to develop the c ompetence of first-y ear engin eering stud ents in understandin g and address ing the cli mate crisis an d fair transiti on through a comprehensive curricular un it.  Engagement: Why an d how to pro mote sustaina bility? Page 290 of 510 Table of Contents What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? The relevanc e of addressin g climate crisi s issues in en gineering education. Have you enc ountered chal lenges in engag ing people? What are th ey? Initial scepticis m about the relevance of the topic to engineerin g. How have y ou or could y ou overco me them? Highlig hting real-world i mplications, sho wcasing stud ent involve ment in the proposal, and emphasising int erdisciplinary c onnections.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Climate poli cy, social justic e, and sustainable development. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? Collaborating with envir onmental NG Os, polic ymakers, and ind ustry partners. What has enab led or could promote c ooperation? Emphasising shared goals, offering expertis e, and fost ering dialogue.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? Empowering s tudents to become informed ad vocates for sustainable prac tices. How do you pr esume the c hange could hap pen? Through critical analysis, in terdiscipli nary learnin g, and community eng agement. What has helped you or co uld help you wi th envisi onin g the expec ted i mpact an d the preferred future? Success stori es, interdiscip linary discu ssions, and e xpert guid ance. Page 291 of 510 Table of Contents  Action: How to proceed ? What has help ed you to ac hieve your goals ? Clear communica tion of objectives, student involve ment in curriculu m design , and o ngoing assessment. What kind of chall enges ha ve you faced in your organi sation? Balancing wor kload, integr ating new content into th e existing curricul um, and ensuring facul ty support. How ha ve you f ound, or co uld you find ti me and space for the intervention in your organisation ? Prioritising sustain abilit y education, flexib le schedulin g, and leveragin g existing resources. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1. Definit ion of the curricular un it Description : Definition of t he curricular unit ( content, evaluati on meth ods, feasib ility, target audience) Responsible: Tiag o Doming ues (IST Teache r) External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: Cost: 0 Euros Task co-imp lementation p articipatory approach: Tea chers and studen ts Task 2.- Appro val of the C urricular un it Description : Present the proposal to the scientific c ouncil and wait for approval f rom the various me mbers of the hie rarchy Responsible : Tiago Domin gues (IST Teacher) External expe rt assistance : No ECF4CLIM exp ert assista nce : No Page 292 of 510 Table of Contents Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Teachers and studen ts Task 3.- Climate Crisis and Fair Tran sition Description : Start of class es Responsible : Tiago Doming ues (IST Teache r) External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Teachers and studen ts  Milestones Milestone 1 : Definition of the curricular unit Milestone 2 : Approval of the Curricular un it Milestone 3 : Climate Crisis and Fair Transiti on classes  Outpu ts: Output 1: Sum mary sheet Output 2: A brief descripti on of the process and result s  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros  Intervent ion implementa tion comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Regular As sessments: Conduct periodic evaluations of student learn ing outc omes and engagem ent with c ourse material. 2. Feedback Mechanisms: Establish chan nels for students to pr ovide feedb ack on the effectiven ess of the curricu lum and t eaching meth ods. Page 293 of 510 Table of Contents 3. Faculty Engag ement: Ens ure faculty members ar e actively inv olved in m onitoring student progr ess and adap ting teaching str ategies as needed. 4. Continuous I mprovement: Us e the gather ed information t o iterativel y refine t he curriculum and t eaching ap proaches to meet the obj ectives of the interventi on better. Responsible: Tiag o Doming ues (IST Teache r)  Photo graphs of the inte rvention implementation  Troubles dur ing implemen tation, conclusion and lesso ns learnt. No significant troubles aro se during implementation. T his intervention is repeate d annually. Page 294 of 510 Table of Contents PT -DS03- IN02 - Master's an d do ctoral these s in the field of sustainabilit y General d ata Description : Promotion of master's and doctoral theses in the area of sustainabil ity. University professors and researchers are co mmitted to addressing th ese issues with students and encouraging research and the development of theses within their scope, not only within the university but al so in a more holisti c context.  Participan ts and prof ile: 1Ji# / 1Ji% / 1Jj# / 1Jj%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Individual an d collective ac tion o Short descrip tion of the objectives: ● Promoting res earch ab out sustainabil ity applied t o the campus. ● Increa se the number o f theses and publications that address the theme of sustainability. ● Include sus tainability issues in the universi ty's vari ous te aching areas. o Time scope of the interven tion: mid-term /long-term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material compe tences: Collective C ompetences: • Cultural -cognitive : Cultivation of a univ ersity culture that supports climat e education and societal resp onsibility. • Regulatory : Compliance with educational s tandards and guidelin es Individual Co mpetences: • Knowledg e: Access to compr ehensive information for both students a nd faculty. • Skills: Development o f critical thinking and problem -solving abilities to address sustainability chall enges. • Attitudes: Fosterin g motivation and enthusias m among students and faculty to engage wi th climate-rela ted topics. Page 295 of 510 Table of Contents Technical El ements: • Access to Educational Resources: Provision o f adequ ate literature, online materials, and educational tools. Responsibiliti es: • Curriculu m Devel opment: Facult y memb ers are responsible f or design ing and developing the sustainability curri culum, ensuring alignment with educational standards and the un iversit y's mission. o Main risks and uncertain ties: Limited Engagem ent: L ack of par ticipation and enthusiasm from students and faculty ma y impede the e ffectiveness of the int ervention. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How can educati on contrib ute to fosterin g a deep und erstanding of sustai nability issues, promoting cri tical thin king, and empow ering individua ls to take ac tion towards a more sustainable future ?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? • Promotion through univ ersity channel s: Websit e ann ouncements, e mails, and social media posts highlightin g the imp ortance and opportunities in sustainabil ity research. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Challenge s: Lack of awar eness, perceived complexi ty of sustainabil ity issues, and competing priorities am ong students a nd faculty. How have y ou or could y ou overco me them? • Overcoming challenges: Implementing targeted awareness campaigns, o ffe ring incentives such as research grants or recogniti on, and integ rating sustainability topic s into existing coursework.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Page 296 of 510 Table of Contents • Related issues: Climate cha nge, environm ental degrad ation, social justice, and economic sustainability. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperation : Collabora tion with go vernment agencies, NGOs, industry par tners, and international research insti tutions. What has enab led or could promote c ooperation? • Promoting cooperation : Establishing interdisciplinary research net works, hostin g joint conferences or worksh ops, and fosterin g mutual bene fit through kn owledge shar ing.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? • Expected impac t: To adva nce knowledge and innova tion in sustainability, influ ence polic y and practice, and contribu te to global efforts for a more sustainable future. How do you pr esume the c hange could hap pen? • Change: Through research -driven insights, policy r ecomm endations, and practic al solutions to sustainability chall enges. What has helped you or co uld help you wi th envisi onin g the expected i mpact an d the preferr ed future? • Visioning suppor t: Engagement with stakeholders, scenario planning exercises, and regula r feedback m echanisms to re fine and align objecti ves.  Action: How to proceed ? What has help ed you to ac hieve your goals ? • Achieving goals: Providing research mentorship, facilitating access to resour ces and funding opportunities, and fosterin g a supporti ve acade mic environment. What kind of chall enges ha ve you faced in your organi sation? • Challenges : Limited fun ding, time c onstraints, and b alancin g research prioriti es with t eaching and administrati ve resp onsibilities. Page 297 of 510 Table of Contents How ha ve you f ound, or co uld you find ti me and space for the intervention in your organisation ? • Finding time and space: Prioritising sustain ability r esearch wi thin instituti onal agend as, allocating dedic ated resear ch facilities, and promoting interdisciplin ary collaborat ion to leverage re sources effecti vely. Inte rvention co -planning and co-implemen tation  Implemen tation tasks Task 1.- Subm it proposal s Description : Submit propo sals within the th eme of su stainability Responsible: T eachers External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Teachers Task 2.- Accepta nce Description : Meeting with i nterested studen ts and ch oice of theses b y students Responsible : Teachers External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Teachers and studen ts Task 3.- Thesi s on sustain abilit y Description : Developmen t of a master' s or doctoral thesis on the topic in questi on Responsible : Advisor and s tudent External expe rt assistance : ECF4CLIM exp ert assista nce : Page 304 of 510 Table of Contents Cost : The cos ts were paid by an international p roject ( 3SqAir) Task co-imp lementation p articipato ry approa ch : Teachers and master's students Task 3.- Place ment of sens ors Description : Implement s ensors and perf orm mea surements Responsible : Master's Stud ent External expe rt assistance : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Technical staff, teacher s and master students Task 4.- Assess ment and recommenda tions Description : Evaluate the d ata collected and re commen d improvements Responsible : Master Stude nt External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Teachers and master's students  Milestones Milestone 1 : Installation of air quality sensors Milestone 2 : Presentati on of i mprovement measures  Outpu ts: Output 1: Sum mary sheet Output 2: Final rep ort with measures and r ecommend ations  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros Page 305 of 510 Table of Contents  Interventio n implementati on comonitorin g strateg y Implementa tion of the c omonitoring app roach: 1. Regular da ta collection a nd analysis fr om air qualit y sensors install ed in classr ooms. 2. Conducting r eviews and assessments to track pr ogress and iden tify ar eas for improvemen t. 3. Ensuring transpa rency a nd accountabilit y by regula rly sharing find ings and pro gress reports with the wider edu cational com munity. Responsible: Marta Almeid a  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. The inter vention pr ogressed successfully, with the sensors ins talled and gener ating real -time data as planned. So me m in or chall enges were enco untered, particularly durin g the initial stages of internal coordination and lo gistical planning. Ensuring access to classroom s wi thout disrupting academic activit ies and identifying optimal locations for sensor place ment required flexibility and coordinati on with teachin g staff. Technical issues relat ed to sensor calibration and connectivit y were also no ted but res olved thr ough routine troubleshooting . The collected data allowed for a more informed understandin g o f indoor air quality and supported the pr oposal of improvemen t measur es. This hig hlighted the p otential of int egrating environmen tal mo nitoring into everyday campus management. The involveme nt of students also proved valuable f or raising awareness and fo stering academic engagement with sustainability issu es. The experience suggests that institutionalising air quali ty monitoring at a broader scale could significantly contribute to impro ving indoor environmental conditions and should be consid ered as part of l ong-term campu s sustainabil ity plannin g. Page 306 of 510 Table of Contents PT -DS03- IN05 - Solar pa nels General d ata Description : The first renewable energy pr oduction plant at Instituto Superior Técnico was installed, a solar photovoltaic plant o n the roof of the Civil Building on Campu s Alameda. It is composed o f 361 panels, each with a 450 Wp (Watt -peak) capacity, and consists of two P roductio n Units for Self-Co nsu mption (UPAC ), tot alling 162 kW p (kilowatt-peak) o f installed capacity. It is exp ected to be capable of producing up to 0.3 GWh (Gigawatt-h ours) of energy an nually. The work is part o f the School's Action Plan for Energ y Efficiency and includes several investmen ts in the rehabili tation of the Ala meda ca mpus infrastru cture. The project, currently being im plement ed, extends to the entire Ala meda do Técnico campus and involves the installation of photov oltaic panels on all suitable ro ofs o f buildin gs. In June 2023, the campus will have a to tal o f 2 ,250 panels, with a total installed power o f 650 kWp, capable of producing 1,100 MWh (megawat t -hours) per year, which repr esents 9 per cent of the campus's ann ual energy consu mption.  Participan ts and prof ile: Staff (technicia ns) and the U niversity board  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Technical action o Short descrip tion of the objectives: ● Imple mentation of solar panels on all roofs of camp us building s. ● Rehab ilitation of ro ofs with impr oved thermal insul ation. ● P roduction o f clean energy that allows suppression of a considerab le part of the university's energ y needs. o Time scope of the interven tion: Short/mid and l ong term  Success fa ctors: the critical preconditions for a succes sful intervent ion o Individu al, collective and t echnical/ material compe tences: Collective C ompetences: • Normative: University commitment to sustain ability goals, including renewable energ y imple mentation. Page 307 of 510 Table of Contents • Cultural -cognitive: Integration of sustainabilit y principles into campus cultur e and practices. • Regulative: Compliance with regulations and permit s for solar pan el installation. Technical Infrast ructure: • Availabilit y of suitabl e roof spaces for s olar panel install ation. • Integrati on with existing electri cal systems for energy distrib ution. Resources : • Sufficient budg et allocati on for purchasin g and insta lling solar panels. • Adequate personnel f or project plann ing, implem entation, and maintenan ce. Responsibiliti es: • University administra tion: Providing financial and logistical suppor t for the project. • Engineering and mainten ance teams: Inst alling and maintaining s olar panels. o Main risks and uncertain ties: • Regulat ory hurd les: Failure to c omply wi th permi ts and regulations c ould delay or halt the installati on of solar pan els. • Technical limitations: Inadequate infrastructure or ex pertise may hinder th e proper installa tion and mai ntenance of s olar panels. • Insufficient resources: Inadequate budget allocation or personn el m ay prevent the pr oject fro m proceedin g as planned. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How to transiti on to sustai nable energy practices and reduce carb on emissions within the university ca mpus.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? • The installati on of the solar photovoltaic plant has promoted eng agemen t by demonstra ting tangible acti on towards sus tainability within the edu cational co mmunity. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Challeng es in engaging people may include a lack of awareness about the benefits o f renewable energ y. Page 308 of 510 Table of Contents How have y ou or could y ou overco me them? • Overcoming challenges can involve education and awareness campaigns, showcasing the environmen tal and cost-sa ving benefits of renewable energy, and invol ving stakeholders in decision-making processes.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? • Relevant related issues include energy consumptio n, carb on emissions, and climate change mitigation eff orts. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperation with other s takeholders, such as energ y suppliers or government agencies, is essential to ensur e regulat ory compliance and access to resources. What has enab led or could promote c ooperation? • Promoting cooperation can invol ve transparent communicati on, collaboration ag reements, and align ing objectives wit h broader sus tainability go als.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? • The expected i mpact of t he interventi on is to redu ce carb on emissions, pr omote ren ewable energy adopti on, and contr ibute to the university's sus tainability targ ets. How do you pr esume the c hange could hap pen? • Change could happen throug h increas ed adoption of renewable energ y technologie s, polic y support for cle an energy in itiatives, and shif ts in s ocietal norms to wards sustaina bility. What has helped you or co uld help you wi th envisi onin g the expected i mpact an d the preferr ed future? • Visioning the expecte d impact requires data analysis, stakeholder engag ement, and continuous monit oring t o assess progress towards sus tainability g oals.  Action: How to proceed ? Page 309 of 510 Table of Contents What has help ed you to ac hieve your goals ? • Strategies for ach ieving goals may in clude setting clear objectives, conduc ting feasibility studies, and i mplementing energy-efficient measures. What kind of chall enges ha ve you faced in your organi sation? • Challenges may include fi nancial constr aints, technic al issues, and r egulatory hu rdles How ha ve you f ound, or co uld you find ti me and space for the intervention in your organisation ? • Finding time and space fo r the intervention may invo lve prioritising sustainabil ity initiatives, allocating resour ces effec tively, and le veraging partn ersh ips for support. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Solar panel ins tallation pla n Description : Bring together experts and companies t o define a plan t o implement solar panels and see all the technical a spects ne cessary for the process t o move forward and obtain the various necessary authorisations. Responsible: IST Managem ent Council External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: Fu nding Cost: The c osts are borne b y the universi ty; the data h ave not b een published. Task co-imp lementation p articipatory approach: Staf f Task 2.- Subm it the plan a nd get app rovals Description : Responsible : IST Manage ment Council External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Page 310 of 510 Table of Contents Cost : 0 Euros Task co-imp lementation p articipato ry approach : Staf f Task 3.- Solar panel ins tallation Description : Responsible : Technical re sponsible f or the energ y side of the un iversity External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipatory approach : Staf f  Milestones Milestone 1 : Submitting the plan for approval Milestone 2 : Installation of solar panels  Outpu ts: Output 1: Sum mary sheet Output 2: Sol ar Panels Output 3: Shor t report on the envir onmental impac t.  Cost (Equ ipment /con sumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Project Man agement Te am: Responsib le for overse eing the imple mentation p rocess, setting targ ets, and coordi nating data collecti on efforts. 2. Facilities M anagement Department: Provides access to energ y consumption da ta, maintains the s olar ph otovoltaic plant, and ensures its optimal perfor mance. 3. Universit y Leadership: Provides support and resourc es for monitoring ac tivities and communicates the importa nce of sustainab ility to th e broader univ ersity c ommunity. Page 311 of 510 Table of Contents Responsible: IST Managem ent Council  Photo graphs of the inte rvention implementation  Troubles dur ing imp lementa tion, conclusio n and lessons learnt. The inter vention was managed entirely by the relevant depar tments of Instituto Superior Técnico, without direct in volvement from the ECF4CLI M pro ject team. All plannin g and execution were handled internally by the institution, and no major issues we re reported. The implementa tion followed the expected timeline and was carried o ut smoothl y, reflecting the strong institutional commit ment to energ y transition and infrastructure m odernisation. Page 312 of 510 Table of Contents PT -DS03- IN06 - "Technical + Gr een" Project General d ata Description : The “Técnico + Verde” project (in English: "Technical + Green" Project) is an integrated plan of initiat ives for the outdoor space of Campus Alameda to make the campus a sustainab le and biodivers e space. This project f ocuses on sev eral initiatives, including: a) Promote a Biodiversity a nd Permaculture Garden ( Hortus IST). b) Promote gre en mead ow zones. c) Constructi on of a green wall. d) Installation of green ro ofs. e) Promote the APIST Peda gogical Garden. f) Build comf ortable and c ommunicative gard ens on ca mpus. g) Increase furn iture in gre en spaces to prom ote cont act with nature  Participan ts and prof ile: 1Ji# / 1Ji% / 1Jj# / 1Jj% / 1Jt# / 1Jt%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Technical, individu al and c ollective acti on o Short descrip tion of the objectives: ● Increase campu s biodiv ersity. ● Make the campus a susta inable space. ● Build green space s for us e by the acad emic co mmunity. ● Make the commun ity aware o f sustainability and the importance o f green spaces. ● Promoting c ontact wi th nature. o Time scope of the interven tion: Short/mid and l ong term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and te chnical/ material compe tences: Collective c ompetences: • Normative: Clear sustain ability policies and g uidelines established by the university t o support and g uide the i mplementation of sustainable ini tiatives. Page 313 of 510 Table of Contents • Cultural -cognitive: A shared understanding and commit ment to sustainabilit y among the university community, fostering a cultu re of environ mental responsibilit y and stewards hip. • Regulative : Complian ce with local regulati ons an d standards rela ted to environmen tal conservati on and sustainable de velop ment. Individual co mpetences: • Knowledge and skills: Tra ining and education programs for staff and student s to enhance th eir understan ding of sustainabil ity princi ples and practic es. • Attitudes and emotions : Positive attitud es toward s sust ainabilit y, fosterin g motivation and engage ment in sustainab le initiativ es. Technical infras tructure: • Availabil ity o f app ropriate infrastructure and equ ipment f or impl ementin g green initiatives, such as irrigation s ystems for gre en spaces, construction materials f or green walls , and resourc es for garden maintenance. Resources : • Suffi cient bud get allocation for the planning, implementation, and maintenanc e of sustainabl e initiatives. • Adequat e personnel with the nec essary experti se t o oversee and manage the various comp onents of the project. Responsibiliti es: • Universit y adminis tration: Providing leadership an d support f or the development and imple mentation of th e "Técnico + V erde" pr oject. • Faculty and staff: Actively participating in and co ntribu ting to the plan ning and execution of gre en initiati ves. • Students: Engaging in hands -on learning ex perience s and co ntributing to the maintenanc e and upkeep of green spac es on campus. • External stakeholders : C ollaboratin g with l ocal authoritie s, environmen tal organisati ons, and com munity groups to leverage res ources and expertise for the project's success. o Main risks and uncertain ties: • Lack of institutional support and commit ment to sustainab ility may hinder the implementa tion of the pr oject and under mine its long-term success. • Resistance o r apathy from the univ ersity communi ty towards sustain ability initiatives c ould impede en gagement and participati on. • Insufficient funding and resources may limit the scope and effectiveness o f the interventi ons, leading t o incomplete or unsustaina ble outco mes. • Regulatory barriers o r legal constraints could pose challeng es to the executi on of certain asp ects of the pr oject, delaying progress an d increasing c osts. ECF4CLI M Roadmap link  Wha t is the main questio n or competen ce that the intervention helps to an swer or address? Page 320 of 510 Table of Contents Short/Mid, and l ong term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material compe tences: Collective C ompetences: • No rmative: Clear sust ainability policies and guid elines endorsed by IST's administrati on. • Cultural -cognitive: Cultiva ting a sustainab ility-focuse d mindset among facult y, staff, and stud ents through edu cational initiati ves. • Regulat ory: Compliance with relevan t r egulatio ns and standards regard ing sustainability c ommunicati on and initiati ves. Individual Co mpetences: • Knowledg e: Understand ing o f sustain ability co ncepts and effective communication techniques . • Skills: Abilit y to organis e events, design spaces, and engage w ith divers e stakeholders. • Attitudes: Positive attitudes towards sustainabi lity and willingness to participate in communicati on efforts. Technical El ements: • Access to Communication Tools: Availability o f platforms such as the university w ebsite, social media channels, and physic al spaces for exhib itions. • Design Expertis e: Involve ment of architectur e students for creatin g the spac e for reflecti on and informa tion sharing . • Financial Resources: Sufficient budget allocation for organising events, contests, exhibiti ons, and constructin g the c ommunication spac e. Resources : • Personnel : Adequate number of staff and volunteers to coordinat e and execute co mmunication activities eff ectively. • Budget: Sufficient financial resourc es to cover ex penses related to e vent organisati on, construction, and ongoing c ommunicatio n efforts. Responsibiliti es: • “Técnico Sustentá vel Group” should m onitor the effecti veness o f communication activities, gather feedback from particip ants, and ev aluate the impact of the int ervention on raising awaren ess and e ngagement o Main risks and uncertain ties: • L ack of Institutional Support: Absence o f support fr om universit y administrati on or in sufficient res ources allo cated for sustainability communication ini tiatives. • Low Engagement : Challen ges in engaging the IST community due to competing priorities or a lack of inter est in sustainab ility topics. Page 321 of 510 Table of Contents • Inadequate Collaboration : Failure to collaborate effectively with architec ture students, faculty, and relevant stakeholders in d esignin g and implem enting communication ini tiatives. • Limited Awarenes s: Insufficient awaren ess o r understandin g of sustainability issues among faculty and students, hinderin g active participation in dissemination ac tions. • Resource Constraints: Budget limitati on s o r logistica l challenges that impede the successful o rganisati on o f events and construction of the communica tion space. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How to effectiv ely commu nicate sustain ability initia tives and engage the Institut o Superi or Técnico co mmunity in pr omoting and participating in sustainable prac tices and activities.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and interes t in the intervention among your educational co mmunity or organisati on? • We prom ote sustainabilit y by utilisin g existing co mmunication chan nels such as the university's w ebsite, newsl etter, and s ocial media, and a new space to infor m and engag e the IST community. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Chall enges in engaging people include low aware ness an d und erstanding of sustain ability issues and initiati ves, as we ll as competin g priorities. How have y ou or could you overco me them? • To overcome thes e challe nges, we implem ent targeted awareness campaigns, host interacti ve events, and pr ovide educat ional material s to increase understandin g and involve ment.  Conne ctions: How to fra me th e problem? What are the relevant rel ated issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? • Relevant issues include the need for sustainable practices in campus o peratio ns, community involvement in sustainabili ty initiatives, and collabor ation with e xternal organ isations. Page 322 of 510 Table of Contents How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperation with stakeh olders outside our organisa tion involves par tnering wit h local communities, bu sinesses, a nd governmen t agencies t o align goals and share re sources. What has enab led or could promote c ooperation? • Promoting cooperation entails fosterin g relationshi ps through open communica tion, mutual benefit, and shar ed values.  Vision: Wh at are the po ssible futures in our con text? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? • The expected i mpact is to inspire learnin g, catalys e systemic change, and enh ance environmen tal perfor mance. How do you pr esume the c hange could hap pen? • Change co uld happen through ongoing education, community engagement, and the implementa tion of sustain able practic es and policies. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? • Visioning is aided by setting clear goals, invol ving stakehold ers in decision -making, and regularly ass essing progr ess towards sus tainability objectives.  Action: How to proceed ? What has help ed you to ac hieve your goals ? • Im plementing our goals is facilitated by strong leadershi p, dedicated resourc es, and effective communication strategies. What kind of chall enges ha ve you faced in your organi sation? • Challenges includ e resist ance to change, l imited res ources, and c ompeting prio rities. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? Page 323 of 510 Table of Contents • Time and space for the in tervention are found by pri oritising sustainab ility efforts, allocating resources effici ently, and i ntegrating sustain ability int o existing progra ms and ac tivities. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- TS Gro up commun ication plan Description : Define the int erventions to be ap plied, a nd all the nec es sary l ogistics and resources. Responsible: T écnico Suste ntável Group External expe rt assistan ce: No ECF4CLIM exp ert assista nce: Yes Resources ne eded: Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Técnico Sustentável Gr oup (Staff, tea chers, students) Task 2.- Contest o f ideas Description : Create an e vent with archi tecture stud ents to design the space and promote a contest of ideas. Responsible : Department of Archit ecture External expe rt assistan ce : No ECF4CLIM exp ert assista nce : Yes Resources nee ded : Cost : Betwe en 15000 and 25000 Eur os Task co-imp lementation p articipato ry approa ch : Architecture students and teachers + members of the sustainab le group (r esearchers and teachers) Task 3.- Ho ld an exhibit ion to present the ideas to th e communi t y. Description : Responsible : Department of Archit ecture External expe rt assistan ce : No Page 324 of 510 Table of Contents ECF4CLIM exp ert assista nce : Yes Resources ne eded : Cost : Eur os Task co-imp lementation p articipato ry approa ch : Architecture students and teachers + members of the sustainabl e group (r esearchers and teachers) Task 4.- Present the final p roject Description : Consolidate th e best ideas, in volving t eachers and students of archit ecture, materials and c onstruction. Develop the final project and present the IST dir ection Responsible : Técnico Suste ntável Group + Ar chitectur e students External expe rt assistan ce : No ECF4CLIM exp ert assista nce : Yes Resources ne eded : Cost : Eur os Task co-imp lementation p articipato ry approa ch : Architecture students and teachers + members of the sustainabl e group (r esearchers and teachers) Task 5.- Bui ld the spa ce. Description : Construction of the space and opening Responsible : IST Manage ment Council External exp ert assistan ce : Yes ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : Eur os Ta sk co-implementa tion pa rticipatory ap proach : Architecture students and teachers + members of the sustainab le group (r esearchers and teachers)  Milestones Milestone 1 : Contest of ide as Milestone 2 : Final project Milestone 3 : New Green sp ace Page 325 of 510 Table of Contents Milestone 4 : Disseminati on actions  Outpu ts: Output 1: Sum mary sheet Output 2: Ne ws, short sur veys and repor ts Output 3: A ne w green spa ce  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Establishing K ey Perfor mance Indicat ors (KPIs) to measure pr ogress towards sustainability g oals. 2. Regular da ta collection a nd analysis using surveys, f eedback forms, and monit oring tools. 3. Utilising a multidisciplina ry team with repr esentati ves from dif ferent depart ments and stakeholders to overse e implementati on and addr ess challenge s. 4. Encouragin g active parti cipation and c ollaborati on among act ors involved to promote ownership and co mmitment to the i ntervent ion's success. Responsible: T écnico Suste ntável Group  Photo graphs of the inte rvention implementation Page 326 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. This interventi on, origin ally titled "Co mmunicati on and Communit y Invol vement," und erwent a significant redefinition of its content and focus, eventuall y evolving into what is now known as "Create a Space f or Refl ection and In formation Sharing about Sustainabil ity." The in itial concept was highly ambitious, combin ing a broad set of o bjec tives related to com munication, visibility, events, and stakeholder engagement. However, the diversity and number of subtasks made coordination difficult and u ltimately l ed to a rethinkin g of the stra tegy. To simplify the imple mentation and improve engag ement and feasibility, the project was narrowed down to focus on a physical and symbolic space — an open, dedicated area on campus where sustainability-rela ted information could be shared, discussions and events could take place, and the acade mic c ommunity co uld r eflect and engage. This idea was see n as more tangible, impa ctful, and e asier to manage. Page 327 of 510 Table of Contents Despite this reori entation, implementa tion has been considerably delayed due to external and institutional constraints. The intervention requires formal authorisation f rom the univer sity’s space management author ities. These approvals, however, have been slow to materialise, and the requiremen ts and expectati ons of those managing the campus infrastru cture have shift ed multiple times through out the process. Even elements that had already been defined, approved, or partially construc ted have faced repeated revisions based on ev olving criteria and preferences fr om campu s administrati on. This has mad e the interven tion difficu lt t o coordinat e an d has led t o u ncertainty and fru stration among those involved. A key lesson learned is the importance of involving the decision -makers and space management authorities right from the outset — not only in the later stages when a well-devel oped proposal is alr eady in place. Presentin g a fully formed idea witho ut early buy-in from those with formal decision power can create resistance, misalignment, or ev en the need to start over. In future interventi ons, earlier engagement with key institutional actors and shared o wnership of the plannin g phase will be cru cial. This experience underscores that, in technical or infrastructural sustainabil ity projects within universiti es, success hinges not only on good idea s and community par ticipati on but also on early insti tutional alignment and clar ity regarding authorisation and governan ce processes. Page 328 of 510 Table of Contents PT -DS03- IN08 - IST's acti vities and s trategic plan General d ata Description : This measure aims to include sustainability issues in IST's activitie s and strategic plan. This measur e was established through an agreement between stud ents and the universit y m anagement bo ard, aiming to i ntegrate sustainability into th e university's activities and strategic plan to ensure its inclusion in future decision s and consideration in all future decisions at IST.  Participan ts and prof ile: 1Ji# / 1Ji% / 1Jj# / 1Jj% / 1Jt# / 1Jt%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Collective acti on o Short descrip tion of the obj ectives: ● Include sus tainability in the universi ty's strategi c and activi ty plans. ● Making sustainabilit y official as a fundamental part of the organisation's future. ● Contribute to a more sus tainable univer sity. o Time scope of the interven tion: Mi d/l ong term  Success fa ctors: the critical precond itions for a successful inte rventio n o Individu al, collective and t echnical/ material compe tences: Collective c ompetences: • Normative: A clear commit ment from the university's management to integrate sustainab ility into strat egic plans. • Cultural-cognitiv e: Fostering a culture where sustainabil ity is seen as a fundamental value and integra ted into ev eryday prac tices. • Regulative: Compliance with existing regulations and the presence of supportive poli cies for sust ainability initiati ves. Responsibiliti es: • Clear delineati on of ro les and responsib ilities fo r integrating sustainability int o strategic plans. Page 329 of 510 Table of Contents o Main risks and uncertain ties: • Lack of leadership commitment : Without strong support from university leadership, sustainabil ity initiatives m ay lack direction and fail to receive ad equate res ources. • Resistance to change: Resistance from individuals or depart ments within the ins titution t o adopt sustain ability practices could hin der progress. • Regulatory barri ers: Unfavourable regu latory environ ments or changes in regulations could pose o bstacles to sustainab ility ini tiatives. • External fact ors: External facto rs, such as economic downturns and political instability, may di srupt sustainabilit y efforts and divert attention and resources elsewh ere. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? How can sustainabil ity be e ffectively integr ated int o the activitie s and strategic pl ans of Instituto Superi or Técnico to ensure its long-term cons ideration and impac t on de cision- making pr ocesses?  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? • Engagemen t has been pro moted through c ollaborati on between stud ents and t he university management b oard, fosterin g ownership a nd commitm ent. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Challeng es in engaging pe ople includ e resistance t o chang e and competing priorities. How have y ou or could y ou overco me them? • Overcoming challenges i nvolves clear commun ication, highlig hting benefits, and involving stak eholders in d ecision-making pr ocesses.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? Page 336 of 510 Table of Contents How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? • Findin g time and space in volves integra ting sustain abili ty into existing ac tivities, al locating resour ces effec tively, and inv olving stak eholders in decisi on-making pr ocesses. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Partne rships and possibi lities Description : Think about partn erships and possib ilities with co mpanies that pr ovide this service Responsible: A PIST: Institu to Superior T écnico Staff A ssociation External expe rt assistan ce: yes ECF4CLIM exp ert assista nce: no Resources ne eded: Cost: 0 Euros Task co-imp lementation p articipato ry approa ch: Staff, teachers, s tudents Task 2.- Inclus ion in the M enu Description : Provide organ ic and sustain able food op tions to th e IST com munity Responsible : Miosótis co mpany External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Staff  Milestones Milestone 1 : Organic and sustainab le food on the IST menu offers  Outpu ts: Output 1: Sum mary sheet Page 337 of 510 Table of Contents Output 2: R eport and shor t survey  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Establishing clear sustai nabil ity metrics and ta rgets to measure progr ess. 2. Co nducting periodic revie ws and ev aluations t o assess the eff ectiveness of sustainability initia tives. Responsible: A PIST  Photo graphs of the inte rvention implementation Page 338 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. This intervention was implem ented smoothly and in close collaboration with several groups within IST, including APIST and the food supplier. The inclusion o f o rganic and sustain able food options was well receiv ed by the co mmunity, and the process unfold ed with out major issues. One key takeawa y is that e arly coordinati on with the entities r esponsible f or fo od provision and clear communicati on ab out the goals of the interv ention helped ensure its succ ess. The p ositive reception sh ows that there is space t o expand sustain able food initiati ves in the f uture. Page 339 of 510 Table of Contents PT -DS03- IN10 - "Técnico makes the difference " Project General d ata Description : The project “Técnico makes a difference ” (TDF) aims to implement a new procedure for managin g solid urban waste by introducin g phased separatio n and selective c ollection of solid urb an waste on IST campus es through an in novative model. This project had several ph ases: a) Accounting for waste pr oduced. b) Purchase and install con tainers. c) Provide tr aining to the a cademic c ommunity. d) Optimise waste collec tion with the was te manage ment compan y.  Participants an d prof ile: 1Ji# / 1Ji% / 1Jj# / 1Jj% / 1Jt# / 1Jt%  SCT and S CC representat ives:  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Technical and c ollective ac tion o Short descrip tion of the objectives: ● Mo ving from the curr ent situati on at IST, where there is no systematic procedure for waste separation, to a waste separatio n and selective collectio n model t o d rastically r educe th e i mpact of thi s env ironmental i ssue on the institution ● Decrease the econo mic impact of IST's solid ur ban waste man agement procedure to generate investmen t capacity in separation and collecti on equipment. ● Implement the separation of biowaste, as for eseen by Directive (EU) 2018/851 o f May 2 018, with obligation fro m January 1, 2 024, as an important contribution to the future National Strategy of Circular Bioecono my and also for compliance with the Road map for Carbon Neu trality 2050 and th e Na tional Energy and Cli mate Plan. o Time scope of the interven tion: Mid/long ter m  Success factor s: the cr itical precond itions for a successful inte rvention o Individu al, collective and t echnical/ material compe tences: Page 340 of 510 Table of Contents Collective c ompetences: • Regulative: Compliance with waste m anagement regulations and directives. • Normative: Ins titutional com mitment to sustaina bility plans and strategies. • Cultural-cognitiv e: Incorporation of waste separation as a norm within the IST com munity. Individual co mpetences: • Knowledge, skills, and capabilities: Training the academic community on waste separa tion practices. • Attitudes an d e motions: Fostering a culture o f environmental responsibilit y and waste reduction. Technical infras tructure: • Installation of waste separ ation containers. • Optimisation of waste c ollection procedur es. Resources : • Sufficient budget allocatio n for purchasing equip ment and conducting training. • Adequate pers onnel for wa ste manage ment tasks. Responsibiliti es: • Clear delinea tion of roles a nd responsibilities among s takeholders. • Collaboration betwe en inte rnal and external p arties fo r effective waste management implementati on. o Main risks and uncertain ties: • Regulatory obstacles hind ering compliance with waste management directives. • Lack o f instituti onal co mmitment and support fo r sustainabil ity initiatives. • Resistance or apathy from the academic community towards waste separation practic es. • Insufficient trainin g and awareness progra ms lead to low adoption rates. • Inadequate technical infras tructure for waste separati on and collection. • Budget co nstrain ts limit investment in necessary equipment and resources. • Ambiguity or conflicts in roles and responsibilities among stakeholder s are hindering effective c oordination. • External fact ors such as chang es in waste manageme nt regulations or policies affecting pr oject i mplementation. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? Page 341 of 510 Table of Contents The primary competence addressed by the interventi on is wast e manage ment and sustainability prac tices wit hin the contex t of IST.  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? • The prom otion of sustaina bility was driv en by raisin g awareness abou t the environmen tal impact of s olid urban waste. Have you enc ountered chal lenges in eng aging pe ople? What are th ey? • Challeng es in cluded r esistance to change and a lack of awareness ab out the i mportance of waste manag ement. How have y ou or could y ou overco me them? • Overcoming challenge s involved educati on campaign s and incentivi sing particip ation.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your intervention? • Relevant i ssues include w aste disposal regulati ons, commun ity beha viour t owards waste, and wa ste manage ment infrastructur e. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? • Cooperati on with waste m anagement c ompanies, l ocal authoriti es, and envir onmental organisati ons was essential . What has enab led or could promote c ooperation? • Cooperati on was prom oted through op en communic ation channels, j oint plannin g, and shared resp onsibility.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? Page 342 of 510 Table of Contents • The expect ed impact is to improve environmental p erform ance by implementing a sustainable wa ste manag ement sys tem. How do you pr esume the c hange could hap pen? • Change is presumed to h appen through the grad ual adoption of waste s eparation practices and cultural shifts towards sustainab ility. What has helped you or co uld h elp you wi th envisi onin g the expected i mpact an d the preferr ed future? • Visioning is facilitat ed by setting clear goals, involving stakeholders in decision-making, and continuous monitoring.  Action: How to proceed ? What has help ed you to ac hieve your goals ? • Achieving goals was facilitated by meticulous planning, stakeholder engageme nt, and continuous monit oring of prog ress. What kind of chall enges ha ve you faced in your organi sation? • Challeng es included initial r esistance, logis tical constra ints, and res ource limitati ons. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? • Time and space for the intervention w ere found thr ough prioritisation, r esource allocation, and c ollaborati on across depart ments Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1. Accou nting for waste prod uced Description : Responsible: T ecnico Suste ntável Group External expe rt assistan ce: No ECF4CLIM exp ert assista nce: No Resources ne eded: Page 343 of 510 Table of Contents Cost: Eur os Task co-imp lementation p articipato ry approa ch: Técnico Sustentável Gr oup (Staff, tea chers, students) Task 2.- Purchase an d in stall conta iners. Description : Responsible : Técnico Suste ntável Group External expe rt assistan ce : No ECF4CLIM exp ert assistan ce : No Resources ne eded : Fundin g Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Técnico Sustentáv el Group (Staff, tea chers, students) Task 3.- Prov ide training to the acad emic communi ty. Description : Responsible : Técnico Suste ntável Group External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Staff, teachers, stud ents Task 4.- Optim ise waste collection with the was te man agement compan y. Descripti on : Responsible : Técnico Suste ntável Group External expe rt assistan ce : No ECF4CLIM exp ert assista nce : No Resources ne eded : Cost : 0 Euros Task co-imp lementation p articipato ry approa ch : Técnico Sustentáv el Group (Staff, tea chers, students) Page 344 of 510 Table of Contents  Milestones Milestone 1 : Accounting fo r waste pr oduced Milestone 2 : Purchase and install contain ers. Milestone 3 : Provide trai ning to the acad emic c ommunity. Milestone 4 : Optimise was te c ollection with the waste manage ment company.  Outpu ts: Output 1: Sum mary sheet Ou tput 2: Ne w recycling bi ns Output 3: Opti mised was te collecti on plan  Cost (Equ ipment / consumab les / others) Total cost: 0 Euros  Interventio n implementati on comonito ring strateg y Implementa tion of the c omonitoring app roach: 1. Establishing clear p erformance indicat ors to measu re progress and success (KPI). 2. Regularly collecting data on waste production, s eparation, and c ollecti on processes. 3. Engaging stakeholders thr oug h feedback mecha nisms, workshops , and training sessions. 4. Ensuring accountabilit y by assign ing roles and resp onsibilities t o different actors and depart ments. 5. Implementing a feedb ack l oop to adapt strategi es bas ed on feedback and changing circumstances. Responsible:  Photo graphs of the inte rvention implementation Page 345 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. This intervention has progressed throug h several distinct phases, with its inception dating back to 2021. Those involved have indicat ed that the thir d phase, which entails implementing the waste colle ction system in three additional buildings o n the campus, is nearin g completion. Consequently, a requ est ha s b een made to condu ct an assessment that specificall y incorpor ates Page 352 of 510 Table of Contents project). For other stakehol ders, respectin g procedure s is the primar y proacti ve measure f or success.  Vision: Wh at are the po ssible futures in our con text? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improv e environm ental perfor mance? The first impac t is on envir onmental perf ormance, ai ming to reduc e the carb on footprin t through ele ctricity consu mption. The sec ond is to offe r students and teach ers a mod el for a simple interv ention that i s easy to repli cate at the household le vel o r in o ther schools. The third (accordin g to the ass ociated educa tional ma terial) is to offer a set of compet ences related to solar energ y, or more gen erally, to renewa bles. How do you pr esume the c hange could hap pen? The primar y chang e ai ms t o enhance understand ing of the potential for h arvestin g solar energy with solar panels, as well as how to invest and become a prosumer. In this manner, it is expected that s tudents and teachers will serve as influ ential f actors in i mplemen ting solar energy by replicating the current inte rvention. At the socie tal level, mo re informed individ uals regarding clean energy and its acquisition will create better conditions for informed decisions related to energy and energ y consu mption. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? The interventi on is planned to improve the sustai nability perfor mance of the sc hool. By harvesting s olar energy throug h the in stallation of s olar panels on the school's roof, a redu ction in electricity consumption from the nati onal grid will be achieved. The green energy obtained b y the school will create a practical basis for unders tanding the impacts, promoting the prosumer possibility among the edu cational community. The ed ucational material will provide a better understandin g of the energ y system and the opportun ities for produ cing e nergy.  Action: How to proceed ? What has help ed you to ac hieve your goals ? A detailed plan, a goo d selection of the contra ctor, and measures for risk management are outlined in the first plan. The continuous monitoring o f the w ork's execution by the schoo l representativ e is the secon d. Collaboration with t each ers and the develop ment of educational materials incorp orating feedb ack received from the school (students and tea chers) are ke y elements in supporting the achieve ment of the objec tives. What kind of chall enges ha ve you faced in your organi sation? Page 353 of 510 Table of Contents The main challeng e is rela ted to the o wnership burea ucracy. The ECF 4CLIM is sup porting the intervention through MedaResearch, an d ultimately, t he school will ta ke owners hip of the system. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? The resourc es are well plan ned. For the educational pr ogram, a neg otiation with t he teachers (in terms of th eir time ) will be conducted, consid ering the nex t 1.5 years of the ECF4CLI M project. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Planning and desig n Description : Planning of the inter vention. D efine the objecti ves, specifying the desired environmen tal and behavi oural outcom es. Determine the scope and scal e of the proj ect. Evaluate the existing inf rastructure. Sel ect appropria te solar pan els. Cost es timation and detailed budg et (includin g costs of purchasin g solar p anels, installati on, prosu mer interfa ce, and approvals, as well as ong oing maintenance). Id entify p otential fundin g sources, including the school bu dget, grants, and external partn erships. Prepare the com municatio n program for the educational c ommunit y and the local c ommunit y. Responsible: Dan Lucian Ci urduc Tod oran (MedaRese arch), Ionut Voicul escu (DS ) External expe rt assistan ce: yes ECF4CLIM exp ert assista nce: yes Resources ne eded: 2 pers ons (MedaRes earch), 2 per sons fr om the Scho ol (desk research, offer from marke t, visiting the sc hool to explore the current infrastructure ), specialised support for installing panels and interf ace Cost: 200 Euro s Task co-imp lementation p articipato ry approa ch: Discussion with the technical staff of the school. Market explorati on to find technical in stallatio n support. SCT and SCC meeting t o discuss and validat e the pla nning . Task 2.- Initial c onditions Description : Referenc e measurem ent of the initial energy consu mption. Purch asing the materials/equ ipment. Responsible : Dan Lucian Ci urduc Tod oran (MedaRese arch), Dragut Ma ria (DS) External expe rt assistan ce : No Page 354 of 510 Table of Contents ECF4CLIM exp ert assista nce : yes Resources ne eded : Existing equipment (electrici ty meters) at the school's canteen . Funds (ECF4CLIM for s olar panels and prosumer in terface). Cost : 2500 Euros Task co-imp lementation p articipato ry approa ch : Participation of teachers (c ontact pers ons for ECF4CLIM) Task 3.- Insta lling and ap plying for prosu mer s. Description : Installati on of the solar pan els and prosu mer interfac e Responsible : Dan Lucian Ci urduc Todoran ( MedaRese arch), Ionut Voicul escu (DS ) External expe rt assistan ce : yes ECF4CLIM exp ert assista nce : yes, to s elect the main elements t o be recorded Resources ne eded : Quali fied technician s (from an ex ternal special ised c ompany) to ins tall the panels and the int erface. Cost : 800 Euros Task co-imp lementation p articipato ry approa ch : Video registrati on of h ow to install, for the educational pr ogramme Task 4.- Calib rate, train, an d use Description : Staff trainin g on how t o use the sys tem, use the techn ical supp ort in case of malfunctions, measure the impact, ho w to interpr et data, and und erstand the en vironmental impact. Establish Monitori ng Protocols : Imple ment protocols f or regularl y monitoring system performance to ensure optimal operation. Maintenan ce Plan: Develop a maintenance plan to address solar pan els and interface malfunctions promp tly and conduct r outine ch ecks. Responsible : Marian Cons tantin (MedaResearch), Maria Dragu t (DS) External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : Yes Resources ne eded : trainin g m aterials, Cost : 200 Euros Task co-imp lementation p articipato ry approa ch : Discuss the mat erials elabora ted by the ECF4CLIM tea m to improve them in accordan ce with t he audience's l evel. Task 5.- Beha vioural cha nges Description : Educational C ampaigns: I mplement edu cational campaig ns to rai se awareness about solar energy use and the envir onmental i mpact. Evaluation and Ad justment : Define Page 355 of 510 Table of Contents key performanc e indicat ors to evaluate the success of the intervention. Es tablish feedback mechanisms to gather inpu t and make adjustments as needed. Responsible : Marian Cons tantin (MedaResearch), Rox ana Stroe (DS) External exp ert assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : Ma terials for the c ampaign (post ers, flyers, p osts prepared f or the sch ool social media, Facebook) Cost : 600 Euros Task co-imp lementation p articipato ry approa ch : Discuss the mat erials elabora ted by the ECF4CLIM tea m to improve them in accordan ce with t he audience's l evel.  Milestones Milestone 1 : Intervention p lan agreed by ECF4CLI M and the school Milestone 2 : Purchase the solar panels and the prosu mer interfac e Milestone 3 : Solar panels a nd interface ins talled. Syst em functionall y. Milestone 4 : Training and e ducational material pres en ted  Outpu ts: Output 1: Sum mary sheet Output 2: Shor t report/guidan ce to replicate the inter vention (lessons learnt) Output 3: Shor t report on t he environ mental impac t  Cost (Equ ipment /con sumab les / others) Total cost: 4 300 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: Regular visits, discussi ons based on th e regular repor ts of the resp onsibles Responsible: Anca Germiza ra Ciurdu c Todoran  Photo graphs of the inte rvention implementation Page 356 of 510 Table of Contents  Troubles dur ing imp lementa tion, conclusio n and lesso ns learnt. Reorientati on and Student Engagemen t Initially, the interven tion was planned for the inst allation of water heating solar panels . However, a strategic reorientati on led to the installation o f photo voltaic panels instead. This Page 357 of 510 Table of Contents shift necessitated a reorie ntation of all associated tasks, though the core objective remaine d largely consist ent. This change had a positive impact on stud ent engage ment. Students be came mo re aware of the potential to reduce elect ricity bills thr ough solar energy har vesting and gained a better understandin g of how they could directly contribute to lowering the school's carbon footpri nt. Their unders tanding o f the installation and exploita tion of solar panels is now a foundati onal prerequisite f or future invo lvement in envir onmental actions and decarb onization effor ts. The interventi on directly align s w ith the school's i nfrastructure m odernisati on. However, interest in the solar panels among the educati onal com munity tended to wane a few m onths after installation, as stak eholders seemed t o desire "s omething ne w and cool." This hig hlights a significant risk: without continuous educational activities and a robust communication /disseminat ion program , the p ositive g ains in a ttitudes and knowl edge could be lost. Conver sely, sustained educational effort s and communication significantl y co ntributed to consolidating positi ve atti tudes towards s olar ener gy and renewables. Students remain ed focused on the in tervention and its impacts, stimulating critical thinking about renewable s, fostering an appreciation for their real value, and encouraging discussions outside of school about replicatin g the inter vention to decrea se carbon emissi ons further. Effective Connec tions and Cooperati on Cooperati on throughout the project was highly effective. With the installer, who also served as the syste m designer and material selec tor, collabor ation was governed by a clearly stipulated commercial contract outlining amo unts, quality, and deadlines. For indirec t invo lvement , particularly in obtaining "prosumer" status for the school, cooperation with the electricity company, Local Co uncil, and M unicipal Urbanism Committe e was also very good within the existing regulat ory fra meworks and procedural app lications. Page 358 of 510 Table of Contents RM -DS01- IN07 - Supporting the acti vities of groups approaching s ustainabilit y - " How w e understand solar? Educa tional acti vit y b y draw ings" General d ata Description : Investigation of the understandin g of solar energy. H ow to harv est and use it? What is the p otential of solar energy? Who may be invol ved in obtaining succ ess?  Participan ts and prof ile: 3Rt1%, 3Rj4%, 3Rj5%  SCT and SCC representati ves: 3Ri1#, 3Ri2%, 3Ri3%, 3Ri4%, 3Ri5#, 3Ri6%, 3 Ri7#, 3Ri8#, 3Ri9#, 3Ri1 0%, 3Ri11 #, 3Ri12%, 3 Ri13#, 3 Ri14%, 3Ri15%, 3Ri16#, 3Ri17%, 3Ri18#, 3Ri19%,3Ri 20#, 3Ri21#, 3Rt1%, 3Rt2 #, 3Rt3#, 3R j4%, 3Rj5%, 3Rj6%, 3R j7#, 3Rj8# , 3Rj9#  Focus (natu re, objecti ves, p re-c onditions, time scope ) o Nature of the in ter vention: Competition for students (VIII B classroom) for the best Figure of solar power impact in the school and reflecting the complexity of the connecti ons between different stakeh olders. o Short descrip tion of the objectives: Enhance Awareness o f Solar Energy - develop studen ts' understandin g of solar energy as a renewable resource an d its imp ortance f or sustainable development. Encourage Creative Problem-Solvin g - Foster creativi ty by allowing students to visualise solutions for harvesting and utilising solar energy through drawings and collaborativ e brainst orming. Promote Collaborative Learnin g - strengthen teamwork and communication skills as students work together to explore id eas and present their shared understandin g. Highlig ht Stakeholder Roles in Solar Energy Adopti on - Help students identify key players (e.g., scientist s, engineers, policymakers , a nd communiti es) and their roles in achie ving the successful i mplementa tion of solar energy solutions. o Time scope of the interven tion: During the lif etime of the p roject.  Success factor s: the criti cal precondition s for a su ccessful inte rvention o Individual, colle ctive and t echnical/ material compe tences: Page 359 of 510 Table of Contents Individual Co mpetences Knowledge and Understan ding: Basic knowledge o f renewable energy, particularly solar energy (what it is, how it works, and its benefits). Awareness of envir onmental and sustainab ility issue s, such as cli mate change an d resource conservation. Critical Thinking and Cr eativity: Abilit y to analy se the challenges and opportunities r elated t o solar energy. The capacity to think creativ ely and visualise ideas thr ough dra wings. Collective C ompetences Group Pr oblem-Solving : Ability to collecti vely explor e and identify practical and innovative soluti ons for har nessing and usin g solar ene rgy. Consensus Building: Develop ing shared ideas and co nsolidatin g individual input s into a cohesiv e group outpu t (the drawing and presentation). Interdisciplin ary Approach : Combining diverse p erspectives within the group to address technical, environmental, and societal aspects of solar energy adopti on. Environment al/Technical El ements Supportive Educa tional Environment : A classroom culture that encourages inquiry, expl oration, and cr eativity. Access to M aterials and Tools: Drawing supplies (paper, markers, crayons) and optional visual aids, such as photos, diagrams, or videos of solar panels, solar - powered devices , and ener gy syste ms. Facilitation b y Teacher s/Moderators: Educators kn owledgeable about solar energy will guide discussion s, provide backgroun d inform ation, and enco urag e students to thi nk critically an d engage in meaningful l earning experi ences. o Main risks and uncertain ties: Lack of Relevance or Engagemen t: Stud ents may find the topic abstract o r irrelevant, especially if solar energy s eems disconnec ted from their dail y lives or local context. Engagement levels m ay vary, which can impact o n the quality of group work and discu ssion s. Time Management Issues : Groups m ay strug gle to complete their drawings or presentations within the allott ed time. Variabilit y in group progress could lead to some group s feeling rus hed while others finish earl y. Diffi culty in Measurin g Learning Outcomes : The activ ity’s creative and collaborative natur e may make it hard to assess whether the intended learnin g objectives have been met. The outcomes m ay be subjective and vary in depth across groups. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? Page 360 of 510 Table of Contents  Engagement: Why an d how to pro mote susta inabilit y? What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? At the scho ol level, ther e is a determina tion to enact a green sch ool statute. The teachers and students are awa re of th e possibility of i mproving the school's en ergy perfor mance thr ough wise consu mption and the generation of ele ctricity fro m solar resources. Have you enc ountered chal lenges in engagin g people? What are they ? The interven tion is plann ed to enhan ce awareness of su stainability and demonstrate how g reen energy can improve it at th e sch ool, community, nati onal, and global levels. Engagement is quite high, with s ome individual differences in actual engagement and discourse. How have y ou or could y ou overcome the m? The educational activities and the co mmunication /dissemination programme are intended to compensate for this effect . A reflexive proce ss is initiated and sustained thro ug h educational activities to consolidate knowledge of solar energ y an d renewables, appreciat e t heir true valu e, and discuss the m outside o f school within the l ocal co mmunity.  Conne ctions: How to fra me the pro blem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The influence of other pe ople discussing with student s, including the effects of social media. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? The cooperati on was limi ted to the s chool and the ECF4CLI M partner, a r elationship that was consolidated as the project evolved. What has enab led or could promote c ooperation? The good co operation is gu aranteed by the project context, established ru les, previous w ork, established trus t, and caref ul considera tion of the sch ool's needs .  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected im pact of the interventi on? Is it to pro mote l earnin g, change the system or improv e environm ental perfor mance? Page 361 of 510 Table of Contents The first impac t is on th e understand ing of t he r ole of green energ y, creatin g com petencies related to its us e. How do you pr esume the ch ange could happen? The main change is intend ed to enhance understandin g of the possib ility of harvesting solar energy with so lar panels, as well as how to in vest and become a prosumer. In this manner , it is expected that students and teachers will act as key infl uencers in i mplementing solar energ y by replicating the current interventi on. At the societal lev el, more in formed people regarding clean energy an d h ow to obtain it will create be tter conditions f or inf ormed decisions related to energy and energ y consum ption. What has helped you or co uld help you wi th envisi oning the expec ted i mpact an d the preferred future? The impact is conn ected to the previ ous interve ntion (RM-DS02-IN01). It is devoted to consolidating understanding and reflect ing on the installation o f solar panels at school, how the y work, and wha t their main impacts are .  Action: How to proceed ? What has help ed you to ac hieve your goals ? A detailed plann ing and dis cussion with teachers and kids. What kind of chall enges ha ve you faced in y our organisation? To create the best organisi ng context to m eet the ent husiasm of kids. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? The resourc es are well plan ned. For the educational pr ogram, a negotia tion with the tea chers (in terms of th eir time ) will be conducted, c onsidering the next 18 months of th e ECF4CLIM project. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Prepa ratory ph ase Page 368 of 510 Table of Contents Establish a framew ork for future technical support to address any issues and ensure the effici ent use of the solar panels. Involvement of the School Community: Engage and invo lve teachers, students , parents, and administrati ve staff in the planning and d ecisio n-making processe s to foster a sense of owners hip and accountabilit y. Educational Programs : Implement educati onal programs that highlight the importance o f capturing and utilising solar energy, understanding prosumer status, and sus tainability perfor mance. Transparent Communicati on: Clearly communicate the g oals, b enefits, and expected outcomes of th e solar panel i mplementation to staff, teachers, students, and par ents, addressin g any possible concer ns. Life Cycle Considerations : Incorporate sustain able practices in the selection o f solar panels, considering their en vironmental impact throughout their life cycle, from producti on to disposa l. Performance Metrics: Est ablish clear performance metrics to monit or the i nt ervention's impact over tim e, allowing for adjustme nts and im provements as needed. Contingenc y Plans: Develo p contingency plans t o address potential issues, such as interface malfunctions, t o minimise disrupti ons. o Main risks and uncertain ties: Budget Overruns: Unforeseen ex penses during install ation or maintenance m ay lead to budg et overruns. Weather Dependenc y: Sola r po wer generati on is highly dependent on weather conditions, resultin g in fluc tuations in energ y producti on. Technical Issues: Maintena nce and repair costs m ay arise, which can impact on the system's efficiency and reliability. Long-Term Maintenance C osts: Ongoing m aintenan ce costs may be higher than initially estima ted. Regulatory Changes: Chan ges in govern ment incenti ves or r egulations could impact on the ad vantages of being a pr osumer. Technology Obsolescence: Rapid advancement s in solar te chnology could m ak e current syste ms outdated s ooner than expected. Insurance and Liability : Additional in surance may be required, and liability concerns may ari se in the e vent of accidents or damages. ECF4CLI M Roadmap link  Wha t is the main questio n or competence that the intervention helps to answer or address? "How can the integration of solar energy technol ogy in a school setting contribut e to sustainable energ y practice s and educati onal outcome s?"  Engagement: Why an d how to pro mote susta inabilit y? Page 369 of 510 Table of Contents What has promoted peo ple’s engagement and in terest in the interven tion among y our educational co mmunity or organisati on? At the scho ol level, ther e is a determina tion to enact a green sch ool statute. The teachers and students are awa re of th e possibility of impr oving the school's en ergy performan ce through wise consu mption and the generation of ele ctricity fro m solar resour ces. Have you enc ountered chal lenges in engagin g people? What are they ? The int ervention is planned to impro ve the sch ool's in frastructure. After s ome m onths from the installation, it is possible that the solar panels will lose most of their effectiven ess. The educational activities and the communicati on/disse mination progra mme will create conditions to face the challeng e, but the risks remain, as there is resistance to change, and people also have other prioriti es in their dail y activiti es. How have y ou or could y ou overcome the m? The educational activities and the co mmunication /dissemination programme are intended to compensate for this effect . A reflexive process is initi ated and sustained through educational activities to consolidate kn owledge of solar energy an d renewabl es, appre ciate their real value, and discuss the m outside o f school in order to replicate the in tervention.  Conne ctions: How to fra me th e problem? What are the relevant related issues, actors and activities that are not controlled by your organisati on and relate to your interventi on? The authorities in energ y are involved in the approval o f the statute of the prosum er (local electricity d istributor company), and other l ocal au thorities (Local Council, Local Urbanis m Committe e) approve the invest ment. How has the cooperati on worked with o ther stakehold ers and actors o utside your o rganisati on? One stakeh older is directl y involved in th e inter vention: the installer, who also acts as the system design er and selec ts the materials and equip ment. The ap proach is based on commercial contracts with very clearly s tipulated rule s regardin g amount, quality, and deadlines. The ind irect in volvement (n ecessary to ob tain the sta tute of prosu mer for the school) invol ved the follo wing stakeh olders: the electricity company, the Local Co uncil, and the Local Urbanis m Commit tee. What has enab led or could promote c ooperation? The good co operation with the design and ins tallation company i s based on th e well-written contracts, with rig hts and o bligations, and als o on the use of a risk managem ent approach during work (a person is no minated to iden tify and treat an y situati on causing risks for the Page 370 of 510 Table of Contents project). For other stakehol ders, respectin g procedure s is the primar y proacti ve measure f or success.  Vision: Wh at are the po ssible futu res in our context? What is yo ur vision o f the expected impact of the interventi on? Is it to pr omote learn ing, change the system or improve en vironmental perf ormance ? The first impac t is on envir onmental perf ormance, ai ming to reduc e the carb on footprin t through ele ctricity consu mption. The sec ond is to offe r students and teach ers a mod el for a simple interv ention that i s easy to repli cate at the hou sehold level or in other schools. The third (accordin g to the ass ociated educa tional material ) is to offer a set of co mpetences concerning s olar energy, or more general ly , c oncerning renewables. How do you pr esume the c hange could hap pen? The main change is intend ed to enhance understandin g of the possib ility of harvesting solar energy with so lar panels, as well as how to in vest and become a prosumer. In this manner , it is expected that students and teachers will act as key infl uencers in i mplementing s olar energy by replicating the current interventi on. At the societal lev el, more in formed people regarding clean energy an d h ow to obtain it will create be tter conditions f or inf ormed decisions related to energy and energ y consu mption. What has helped y ou or cou ld help you with envisioni ng the expected impact and the preferr ed future? The interventi on is planned to improve the sustainabil ity performance of the sc hool. By harvesting s olar energy throug h the in stallation of s olar panels on the school's roof, a r educti on in electricity consumpti on from the nati onal grid is expected. The green energy generat ed by the school will provide a practical basis for understan ding the impact s, promoti ng a prosumer status. The educational material will provide a better understandin g of the energy system and the opportunitie s for produ cing energy.  Action: How to proceed ? What has help ed you to ac hieve your goals ? A detailed plan, a goo d selection of the contra ctor, and measures for risk management are outlined in the first plan. The continuous monitoring o f the w ork's execution by the school representativ e is the secon d. Collaboration with t each ers and the develop ment of educational materials incorp orating feedb ack received from the school (students and tea cher s) are key elements in supporting the achieve ment of the objec tives. What kind of chall enges ha ve you faced in your organi sation? Page 371 of 510 Table of Contents The main challeng e is rela ted to the o wnership burea ucracy. The ECF 4CLIM is sup porting the intervention through MedaResearch, and ulti mately, t he school will ta ke owners hip of the system. How ha ve you f ound, or co uld you find ti me and space for the interventi on in your o rganisati on? The resourc es are well-plan ned. For the educati onal prog ram, a neg otiation wit h the teachers (in terms of th eir time ) will be conducted, c onsidering the next 11 /2 years of the ECF4CLI M project. Inte rvention co-plann ing and c o-implementat ion  Implemen tation tasks Task 1.- Plann ing and des ign Description : Planning of the inter vention. D efine the objective s, specifying the desired environmen tal and behavi oural outcom es. Determin e the scope and scal e of th e project. Evaluate the existing inf rastructure. Sel ect appropria te solar pan els. Cost es timation and detailed budg et (includin g costs of purchasin g solar pan els, installation, pr osum er interface, and approvals, as well as ong oing maintenance). Id entify p otential fundin g sources, including the school bu dget, grants, and external partn erships. Prepare the com municatio n program for the educational c ommunit y and the local c ommunit y. Responsible: Dan Lucian Ci urduc Tod oran (MedaRese arch), Delia Gan ea (DS) External expe rt assistan ce: yes ECF4CLIM exp ert assista nce: yes Resources ne eded: 2 pers ons (MedaRes earch), 2 per sons fr om the Scho ol (desk research, offer from the mar ket, visiting the school to expl ore the cur rent infrastructure), specialised supp ort for installing pan els and int erface Cost: 200 Euro s Task co-imp lementation p articipato ry approa ch: Discussion with the technical staff of the school. Market explorati on to find technical installation support. SCT and SCC meeting t o discuss and validat e the pla nning . Task 2.- Init ial condit ions Description : Referenc e measurem ent of the initial energy consu mption. Purch asing the materials/equ ipment. Responsible : Dan Lucian Ci urduc Tod oran (MedaRese arch), Delia Gan ea (DS) External expe rt assistan ce : No ECF4CLIM exp ert assista nce : yes Page 372 of 510 Table of Contents Resources ne eded : Existing equipment (electrici ty meters at the scho ol's canteen) . Funds (ECF4CLIM for s olar panels and prosumer interface). Cost : 2500 Euros Task co-imp lementation p articipato ry approa ch : Participation of teachers (c ontact pers ons for ECF4CLIM) Task 3.- Insta lling Description : Installati on of the solar pan els and prosu mer interfac e Responsible : Dan Lucian Ci urduc Todoran ( MedaRese arch), Ionut Voicul escu (DS ) External expe rt assistan ce : yes ECF4CLIM exp ert assista nce : yes, to s elect the main elements t o be recorded Resources ne eded : Quali fied technician s (from an ex ternal special ised c ompany) to ins tall the panels and the int erface. Cost : 800 Euros Task co-imp lementation p articipato ry approa ch : Video registrati on of h ow to install, for the educational pr ogramme Task 4.- Cal ibrate, train, an d use Description : Staff trainin g on how t o use the sys tem, use the technical support in case of malfunctions, measure the impact, ho w to interpr et data, and und erstand the en vironmental impact. Establish Monitori ng Protocols : Imple ment protocols f or regularl y monitoring system performance to ensure opt imal operation. Main tenance Plan: Develop a maintenance plan to address solar pan els and interface malfunctions promp tly and conduct r outine ch ecks. Responsible : Marian Cons tantin (MedaResearch), Delia Ganea ( DS) External expe rt assistan ce : Yes ECF4CLIM exp ert assista nce : Yes Resources ne eded : trainin g m aterials, Cost : 200 Euros Task co-imp lementation p articipato ry approa ch : Discuss the mat erials elabora ted by the ECF4CLIM tea m to improve them in accordan ce with t he audience's l evel. Task 5.- Beha vioural cha nges Description : Educational C ampaigns: I mplement edu cational campaig ns to rai se awareness about solar energy use and the envir onmental i mpact. Evaluation and Ad justment : Define Page 373 of 510 Table of Contents key performanc e indicat ors to evaluate the success of the inter vention. Es tablish feed back mechanisms to gather inpu t and make ad justments as needed. Responsible : Marian Cons tantin (MedaResearch), Iu liana Grap a (DS) External exp ert assistan ce : no ECF4CLIM exp ert assista nce : yes Resources ne eded : Ma terials for the c ampaign (post ers, flyers, p osts prepared f or social media of the sch ool , Fac ebook) Cost : 600 Euros Task co-imp lementation p articipato ry approa ch : Discuss the materials elab orated by the ECF4CLIM tea m to improve them in accordan ce with t he audience's l evel.  Milestones Milestone 1 : Intervention p lan agreed by ECF4CLI M and the school Milestone 2 : Purchase the solar panels and the prosu mer interfac e Milestone 3 : Solar panels a nd interface ins talled. Syst em functionall y. Milestone 4 : Training and e ducational mat erial presen ted  Outpu ts: Output 1: Sum mary sheet Output 2: Shor t report/guidan ce to replicate the inter vention (lessons learnt) Output 3: Shor t report on t he environ mental impac t  Cost (Equ ipment /con sumab les / others) Total cost: 4 300 Euros  Interventio n implementati on comonitorin g strategy Implementa tion of the c omonitoring appr oach: Regular visits and discussi ons based on the regular r eports of the parties responsible. Responsible: Anca Germiza ra Ciurdu c Todoran  Photo graphs of the inte rvention implementation [Document text truncated for crawler view.]