PARTICIPATING PARTNERS
PILOT RESEARCH
(with RANAS model approach)
workshop and training
The WP2 Pilot phase RANAS model has been based on the process-work methodology, and it was based on a progression of proactive steps, each composed of peculiar sub-actions:
The activity coordinated by Cifa and Labc took place between Italy, Poland, France and Hungary thanks to the collaboration between partners.
Having developed as a pilot phase of this action research, the continuation of the activity will continue within wp4 focusing more outside Italy Implementing all the steps in the other countries as well.
Description
Step 1 | Selection of schools and classes
After a general informative communication to a variety of local schools and educational institutions, in Italy the ITIS Pininfarina in Moncalieri have been selected.
Pininfarina is a secondary public school, specifically an industrial technical institute. The course of study is divided into 2 cycles: the two-year period, with a preparatory function, and the three-year specialist course. From the third year, students have the opportunity to move from theory to practice, refining their skills and knowledge in view of entering the world of work or moving on to university.
Step 2 | Selection of two champions per class between students
In this school, there is an “environmental referent” between the students in each class. Its function is to monitor for the student perspective the average results of the declared environmental policies declared by the institute board, and to foster the respect and their improvements among students.
These “environmental referents” have been chosen as C4C champions. Even if these champions are present in each class, we chose the referents between the students of the 3 rd class for two main reasons: on one side, they are grown enough to take the floor in front of a public audience; on the other side, as the C4C project lasted 24 months across 3 school-year-period, they have the chance to follow the whole process and to attend at most of the activities.
The total number of “C4C” selected champions was 14.
Step 3 and 4 | Meetings with the C4C selected champions
We have facilitated two meetings with C4C selected champions in Italy in the afternoon time, as it is considered “extra-curricular” activities linked to “civic education” .
These two meetings have been facilitated using both training techniques based on participative education and with focus groups.
For specific details of the following mentioned methodologies and tools, please refer to the training materials available on the project website.
Step 3 | 1st meeting with C4C champions
The 1st meeting which took place on 20 April at ITIS Pininfarina school was structured on three specific issues:
– presentation of C4C project
– introduction to the RANAS methodology
– introduction to the “Outcome stars” tool, used as strategy to foster behavioural changes
– direct participation and involvement of C4C champions to the implementation of the C4C Outcome star.
The champions participated in a focus group experience that defined collectively with the consensus process the specific environmental themes that were identified as the more sensible for the students perspective.
The closing of the Outcome star was proactive to the successive implementation of the questionnaire that was the key-point of the second meeting.
Step 4 | 2nd meeting with C4C champions
The 2nd meeting which took place on 28 April at ITIS Pininfarina school marked a step further in the process, as it was based on the outcome star results, and was dedicated to the development of the questionnaire. The questionnaire has been totally designed by the C4C champions, as a substantial part of the participative learning method. It has been a precious learn-by-doing experience.
The questionnaire was then uploaded on the project management web facility AdminProject, so that during the next process step, the intervention in classes, each student was able to complete the questionnaire directly online from their own personal devices.
Step 5 | Direct involvement of classes
This activity is crucial in terms of civic engagement of the students.
We facilitated the direct involvement of 16 classes involving a total number of 273 students (of which 254 completed the questionnaires correctly). Each intervention lasted two hours per class.
All interventions had the same structure, and were run with the complete participation of the student’s champions to the facilitation praxis.
Together we presented the project and its activities, including a presentation of the RANAS model and the Outcome star.
After this introduction, the champions facilitated the implementation of the questionnaires on students’ smart-phones. This activity lasts between 30 and 45 minutes.
After all students completed the online questionnaire, the last part of the intervention offers the class the chance to have an open debate which has two main functions: to collect feedback from the class on how they found the questionnaire, and to have the chance to debate on the environmental perspective in their school and local community.
Step 6 | Second phase of focus group by Cwep, Le Partenariat e Anthropolis
Focus Group (in situ): first Ranas piloting workshop
On 25thSeptember, a meeting was organised with students from the agro-technical school complex W. Witosa in Ropczyce..
Students were informed in advance about the topic of the meeting and they participated in the first RANAS piloting workshop. Most of them came from the biological sciences class. These were also people involved in local community activities, often environmental activists or volunteers with some experience in the issue of climate change. There were also several people who had not had such experiences before, which resulted in a very interesting exchange of ideas and discussion.
The focus group lasted 4 hours in 2 two-hour blocks with a break and took place in the presence of the teacher and, for some time, also the school principal. Students were engaged in discussions in the following areas: -Climate change is an indisputable reality. – Human activities are responsible for climate change. – As individuals, we are powerless to mitigate climate change. – My role in the local community and its importance for the environment.
Students have discussed how their individual actions, as well as community initiatives, can contribute to mitigating climate change. This includes students’ lifestyle choices, sustainable practices, and community-based environmental projects.
Focus Group (in situ): first Ranas piloting workshop
On 29thSeptember, a meeting was organised with students from the school Europe 2000 in Budapest..
Two staff members of the Anthropolis association met the group of students representing the school in the presence of the teacher in charge of the project. The Anthropolis representative presented the project to the students and then we started working together. After a short ice-breaker, the framework for cooperation was set up. We collected the students’ expectations of the project. We then briefly discussed the following questions with the students:
Climate change is an undeniable reality.
Climate change is caused by human activity.
We can’t do anything against climate change as individuals
After the discussion we introduced the RANAS model to the students, and collected the issues they are concerned about. Finally the outcome star was applied and filled in..
Focus Group (in situ): first Ranas piloting workshop
On 13th October, one meeting was organised with voluntary students in St Vincent de Paul’s high school in Loos (France). 23 students from 8 different classes attended the first RANAS piloting workshop in France. After a presentation of the project, the group had the opportunity to exchange about climate change challenges. They agreed on some regulations for a good functioning of the project and shared tasks among the members for the next steps of the RANAS research.
Step 7 | 3rd meeting with C4C champions
The 3rd meeting which took place the 6 Novembre has the specific purpose of sharing the questionnaire’s outcome with students’ champions in Italy. Furthermore, this final meeting with C4C champions has the following specific goals:
- to open a debate on their experience as collaborators in the facilitating interventions into classes
- share their considerations on major findings of the questionnaires
- report on feedback of results of the evaluation of questionnaires as the basis for the action plan to be implemented by the students in the project next phases
- students design an Action Plan to be proposed to the School Directions
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Ukraine
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
PARTICIPATING PARTNERS
RANAS RESEARCH ACTION
(SEMINARS/DEBATES)
workshop and training
The overall results of the research will be shared and discussed in more detail during the international meeting to be held in Budapest from 9 to 12 April 2024, which will be attended by young people from all the countries involved, as well as published on the project website.
Description
Step 1 | Meeting with C4C champions in Italy
On 6 November we had a meeting with eleven young Italians selected as “italian’s C4C champions” with the specific purpose of sharing the questionnaire’s outcome. Furthermore, this meeting with C4C champions has the following specific goals:
-to open a debate on their experience as collaborators in the facilitating interventions into classes
-share their considerations on major findings of the questionnaires
-report on feedback of results of the evaluation of questionnaires as the basis for the action plan to be implemented by the students in the project next phases
-preparing the research camp for champions from France, Poland and Hungary
Step 2 | Meeting in FR-PL-HU
On the basis of what emerged in the meeting with the Italian champions, the continuation of the work in the other countries was planned. The strategies that worked best and what might be the critical points were shared, in order to refine the joint action strategy, and meetings were organized in Poland, France and Hungary.
Step 2 | Meetings in Hungary
At the first meeting (27/10/2023) two staff members of the Anthropolis association met the group of students (climate heroes and heroines) representing the school in the presence of the teacher in charge of the project. These students joined the program on a voluntary basis.
One of the Anthropolis representatives presented the project to the students and then we started working together.
After a short ice-breaker, the framework for cooperation was set up.
First we collected the students’ expectations of the project.
Then we briefly discussed the following questions with the students:
– Climate change is an undeniable reality.
– Climate change is caused by human activity.
– We can’t do anything against climate change as individuals.
After the discussion we introduced the RANAS model to the students, and collected the issues they are concerned about in small groups. Based on their interest, the following topics were identified: not enough trees, climate anomalies, air pollution, trash on the streets, ignorance of young people, plastic packaging, separate waste collection.
Finally the outcome star was applied and filled in.
Before leaving we explained the next steps of the program.
The second meeting (01/12/2023) also started with a short icebreaker.
Then we started to work on the questionnaire with the students. For that we gave a short recap of what happened on the 1st meeting.
We created a PPT presentation, and followed the steps of it.
We first reviewed the types of questions and answers to consider when designing the questionnaire. We then started to design the questions by topic. We looked at the following types of questions:
Lots of litter on the street
air pollution
Lack of separate waste collection
Lack of wood
plastic packaging
indifference of young people
We have created questions for each topic. Finally, we outlined the next steps and made it clear that the climate heroes and heroines had to introduce the project and its goals to their peers in their classes. Anthropolis staff offered its help to students in this process, but the students decided to work on promoting the project involving their peers and share the questionnaire on their own.
Step 2 | Meetings in Poland
After a general informative communication to a variety of local schools and educational institutions, the Zespół Szkół Agro-Technicznych im. W.Witosa – Ropczyce have been selected. This educational institution likely plays a crucial role in fostering environmental awareness and education among its students, especially given its focus on agrotechnics and technical fields. With its diverse curriculum and commitment to providing students with practical skills and knowledge, Zespół Szkół Agrotechnicznych i Technicznych is well-positioned to contribute to environmental research activities and initiatives aimed at addressing climate change and promoting sustainability in the local community and beyond.
The first activity involved conducting seminars (held on 14/12/2023 and 20/12/2023) to educate students on decision-making systems at both local and EU levels, the RANAS model, and the utilization of action research results for policy recommendations and awareness campaigns. The seminars were conducted across 4 classes.
Students actively engaged in discussions, learning about the intricacies of policy-making and the importance of evidence-based recommendations in tackling environmental challenges.
Students investigated the cognitive basis of unsustainable behavior change in their communities. They collected data through questionnaires administered to the local community, with support from the project educator. The research involved analysis and elaboration of collected data into scientific documents and articles. Local environmental associations played a crucial role in supporting students and facilitating the presentation of research results.
The environmental research activities conducted in Poland as part of this project have been instrumental in empowering students to become agents of change in their communities. Through seminars, research, and workshops, students gained valuable knowledge and skills necessary for addressing climate emergencies and promoting sustainable behavior change. Moving forward, continued collaboration between educational institutions, environmental associations, and experts will be vital in driving further progress in this area.
Step 2 | Meetings in France
At Lycée Fénelon, two focus groups took place on November 20 and 27, and at Lycée St Vincent de Paul in Loos, the focus group took place on February 21 with around ten students. During these focus groups, students worked together to establish the themes that were most important to them, in order to create the questionnaire.
Step 3 | Debate and distributing questionnaires to peers
Hungary debate and questionnaire distribution 2024. January-February
After the second meeting, we prepared the questionnaire based on the discussion with the focus group members (climate heroes and heroines) and sent it to the teachers to share the google form with the students we worked with closely in the focus group. We also shared a PPT presentation with all necessary information on the project and its goals to serve as a base for introducing the project to peers.
The students presented the basic information on the project and shared the questionnaire in their classes with their classmates during the first two months of the year. As a result we have 70 students answering the questionnaire.
Poland questionnaire distribution 2024 January-February-March
In Poland after all students have completed the online questionnaire, the final part of the intervention offers the class the opportunity to engage in an open debate. To this end, three days of presentation and discussion of the questionnaires were organized in Ropczyce (on 19.01.2024, 22.02.2024 and 06.03.2024)
This debate serves two primary purposes: firstly, to gather feedback from the class on their experience with the questionnaire, and secondly, to provide a platform for discussing environmental perspectives within their school and local community. Some Conclusions:
• Students demonstrated a keen interest in understanding the complexities of environmental issues and policy-making processes.
• Data collected through questionnaires provided valuable insights into the cognitive factors influencing unsustainable behavior change.
• Collaboration with local environmental associations enhanced the impact of research activities and facilitated community engagement.
• Workshops provided students with practical skills for designing communication campaigns and advocating for policy change.
A discussion on the overall results of the questionnaire was also organized at the end (on 08.03.2024)
France debate and questionnaire distribution December-March (2023-2024)
On December 19, 2023 Le Partenariat met students from Fénelon in Lille. And on March 21, a meeting was organized with students from Lycée St Vincent de Paul in Loos (France).
169 students from 6 different classes responded to the RANAS survey (due to a problem registering the questionnaires online, only 134 were recorded). After a presentation of the survey methodology and questionnaire by the students who had carried it out, the classes were given the opportunity to debate the issues surrounding climate change. They were able to share and assert their point of view on certain environmental issues.
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
