The Eco-Schools Project brought together 88 students and 84 teachers from Greece, Cyprus, and France to explore how sustainability is understood, taught, and practiced within schools. The findings reveal both inspiring progress and key areas for growth.

👩‍🏫 Teachers’ Insights

• Awareness: Moderate to high across all countries, with the highest levels in France.

• SDG Knowledge: Strongest in Greece.

• Perceived Importance: Over 70% consider sustainability “very” or “extremely important.”

• Experience: 70–80% have taught topics like climate change, recycling, or biodiversity.

• Confidence: Most feel “quite” or “absolutely sure” they can integrate sustainability in their teaching.

• Challenges: Time constraints, limited resources, low student engagement, and weak institutional support.

• Needs: More teaching materials, training opportunities, and cross-country collaboration.

• Training Willingness: Over 80% (especially in Greece and Cyprus) are eager to join sustainability training.

👧 Students’ Voices

• Awareness: Increases with age — from 20% (ages 12–13) to 100% (ages 18–19).

• Learning at School: Drops from 93% (younger students) to 68% (older students).

• Environmental Care: Peaks at 73% among those aged 16–18.

• Belief in Impact: Around 55–60% believe their actions matter.

• Interest in Learning More: 63%.

• Everyday Actions: 80% recycle, save energy, and reduce waste.

• Climate Change Concern: 89.7% see it as a “very serious” issue.

• Shared Responsibility: 92% believe everyone must take action.

🌱 Key Takeaway

Both students and teachers value sustainability and recognize its importance in education. However, schools need stronger institutional support, updated teaching tools, and hands-on learning approaches to make sustainability part of everyday practice.

📄 Read the full report here: Students’ Report.docx and Teachers’ Report.docx

Together, we can empower schools to build a sustainable future for all. 💚