Issue Plastic pollution is a big problem. Plastic objects, like the rubbish that we drop on the ground, break down into tiny bits – microplastics. We know that microplastics in the oceans can harm organisms that live there and there are concerns of their effect on human health.
Action
The Great Big Litter Hunt is a science activity suitable for KS2 and KS3 students that gets them learning about the issues surrounding plastic pollution by collecting plastic waste found outside in the school grounds or local community and recording what they found.
Meet-a-Scientist Students will also hear from Professor Richard Thompson, who was the first scientist to use the term ‘microplastics’.
His pioneering research provided vital evidence that microplastics exist, and are harmful.
Join the global movement
The activity is ideal to get students outside and exploring their local environment, especially on May 18th 2023 – Outdoor Classroom Day.
This is a global movement to inspire and celebrate outdoor learning and play.
There are huge companies like Tesla trying to protect the planet by reducing our emissions from fossil fuels. There are also smaller companies trying to invent and sell devices to reduce energy consumption with energy-saving inventions for homes. But to produce them they need money – investors.
FUTURE-ORIENTED SCIENCE ACTION
The Energy savers science-action is a short activity, taking 1.5 lessons plus homework. It prepares students to help an entrepreneur design and sell an energy-saving device. Students use their knowledge of energy transfers, energy efficiency and the inquiry skills of represent with models and use fractions and percentages.
SDGs (Sustainable Development Goals)
7. Affordable and clean energy
CURRICULUM LINKS
Knowledge: Physics – energy Skills: Represent with models, Use fractions and percentages, Communicate ideas
BLUEPRINT CURRICULUM LINKS
Concepts: Energy transfers, wasted energy
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoint
Home task
Student sheets and assessment rubric
There are 2 activities that can be fitted around existing science lessons.
Understand the scientific context (CARE – school and home tasks)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals (engineer, physicist)
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Carbon neutrality is a state of net-zero carbon dioxide emissions. This can be achieved by eliminating emissions and balancing emissions of carbon dioxide with its removal (carbon offsetting). Carbon-emitting processes are associated with transportation, energy production, agriculture, and industry. The world is running out of time to protect the planet from the worst effects of climate change. Many see the COP28 meeting, which will be in the UAE in November 2023, as the world’s best last chance to get climate change under control. Here world leaders will agree to measures to reduce carbon emissions. Everyone must play their part: individuals, households and businesses.
FUTURE-ORIENTED SCIENCE ACTION
The Carbon neutral science-action prepares students to plan a presentation to win the job of being a café’s carbon consultants and help them achieve carbon neutrality. Students use their knowledge of the Earth’s atmosphere and the inquiry skill of considering different perspectives.
SDGs (Sustainable Development Goals)
7. Affordable and clean energy
13. Climate action1
2. Responsible consumption and production
CURRICULUM
Knowledge: Chemistry – Earth’s atmosphere – climate change Skills: Consider different perspectives and communicate ideas Attitude & Values: environmental protection, work in teams
KNOW 2
Concept: Global warming
Skill: Consider different perspectives
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoints
Home task
Student sheets and assessment rubric
CARE-KNOW-DO ACTIVITIES
There are 4 activities which can be fitted around existing science lessons.
You can use one or more of them:
Understand the scientific context (CARE)
Apply earth’s atmosphere/carbon cycle to a new context (KNOW 1)
Practice the skill ‘Consider different perspectives (KNOW 2)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals (Climate scientists, environmental chemists, chemical engineers)
Students are invited to identify issues and co–create solutions, interact with experts, and become activists for environmental protection.
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Microplastics are tiny plastic particles that enter the environment and contaminate the water, soil, and air. They are created when plastic waste breaks down into smaller particles.Microplastics can be consumed by animals and humans through contaminated food sources, like fish. Microplastics also get into our water supply, making it more difficult for marine life to survive in their natural habitat.Microplastic pollution is one of the most pressing environmental issues today. It’s estimated that if we don’t act today microplastics floating around in the ocean by 2050 will be more than fish.
FUTURE-ORIENTED SCIENCE ACTION
The Microplastics science-action is a short activity, taking 1.5 lessons plus homework. It prepares students to become teenage activists and help people to reduce their microplastic pollution. Students use their knowledge of particle model, separating mixtures and the inquiry skill of support claims with evidence.
SDGs (Sustainable Development Goals)
6. Clean water and sanitation
12. Responsible consumption and production
14. Life below water
CURRICULUM LINKS
Knowledge: Chemistry – particles Skills: Support claims with evidence and communicate ideas
BLUEPRINT CURRICULUM LINKS
Concepts: Particle model & Mixtures
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoints
Home task
Student sheets and assessment rubric
CARE-DO ACTIVITIES
There are 2 activities that can be fitted around existing science lessons.
You can take part in any of these activities designed with two learning objectives:
Understand the scientific context (CARE)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals.
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Human activity has been incredibly destructive in terms of the biodiversity of the world. Biodiversity on Earth is being catastrophically lost at an alarming rate affecting our own health and well-being. In the last 50 years, humans have caused the disappearance of 68% of the number of animals on the planet through hunting, pollution and destroying habitats( WWF, 2020). Rewilding gives nature a chance to re-establish its natural state of biodiversity and abundance.
FUTURE-ORIENTED SCIENCE ACTION
Rewilding Is about restoring natural processes for wildlife, people and climate. It aims to reintroduce lost animal species back to ecosystems. It can create opportunities for ecological restoration, wildlife watching and sustainable use of natural resources. The Rewilding science-action prepares students to plan a campaign presentation that will convince the public to rewild one animal. Students will use their knowledge of interdependence, and the enquiry skills of weighing up evidence to support a claim.
SDGs (Sustainable Development Goals)
15- Life on land
Climate Challenges is affecting various countries in Europe. These include more frequent and intense heatwaves, droughts, and wildfires, which are exacerbated by climate change. The Mediterranean region, where Greece is located, is particularly vulnerable to these effects. The summer of 2021 saw catastrophic wildfires that ravaged large parts of the country, destroying forests, homes, and livelihoods.
Educational Scenario of Scientific Action
The educational scenario of scientific action “Machine Learning and Image Recognition in the Service of Climate Change” prepares students to create an application in which, with the help of a virtual drone, they can record clouds formation and classification using machine learning. Certainly, the application could be extended to recognise other situations, such as fires, the melting of glaciers, etc.
On the path to achieving the goal, students learn what artificial intelligence is, how it can be used in our daily lives, engage with issues of personal data protection, ethical dilemmas that arise, etc.
Sustainable Development Goals
13. Climate Action
15. Life on Land
16. Promote peaceful and inclusive societies
Curriculum
Knowledge:
Programming, Internet, Multimedia, Internet Safety
Skills:
Programming, Image Processing
Attitude & Values:
Environmental protection, personal data, human rights, teamwork
Curriculum – Scenario Connection
The scenario can be implemented in all middle school grades within the context of the Informatics course. If taught in the 1st Grade, it should be after some lessons in Scratch have preceded.
There are separate activities for the units Care – Know – Do which lead us to our goals.
Follow the activities designed with four learning objectives:
Understanding the scientific framework (2. Care – Activity) – «Νοιάζομαι»
Familiarization with a machine learning application (3. Know – Activity) – «Μαθαίνω»
Familiarization with an existing scratch program for image recognition, with a focus on endangered animals (3. Know – Activity) – «Μαθαίνω»
Creating a scratch program for image recognition, focusing on identifying human intervention in forests via drone (4. Do – Activity)
Participatory and Fun Science
In this educational scenario of scientific action, students, family members, scientists participate. Students are invited to identify problems and create solutions, interact with experts, and take initiatives for action to protect the threatened environment
The Center for Combating Slave Labor and Human Trafficking (CETE) is based at UNEB Campus XVI in Irecê under the leadership of Prof. Dr. Ana Karine Loula Torres Rocha and her team including Prof. Ms. José Allankardec Fernandes Rodrigues and Prof. Dr. José Humberto da Silva (consultor). A key collaborator is UNEB’s Salvador campus, represented by Prof. Dr. Silvar Ferreira Ribeiro, Prof. Dr. Sônia Maria da Conceição Pinto, and Prof. Dr. Hebert Vieira Durães who coordinate open schooling initiatives. This initiative also receives support from UNEB’s Rector, Prof. Dr. Adriana dos Santos Marmori Lima, and benefits from international collaboration with the Open University UK, represented by Dr. Alexandra Okada.
In alignment with the UN’s Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth), CETE utilizes open education and open schooling including mobile technologies to promote economic growth, inclusive and sustainable employment, and decent work for all, as well as SDG 4 (Quality Education). The Brazilian Constitution of 1988 affirms work as a social right, ensuring dignity and social protection for workers. However, many still face exploitative working conditions; slave labour remains a criminal offense under Article 149 of the Brazilian Penal Code.
Education and Social Inclusion as a Strategy for Preventing Slave Labor
In this context, CETE was created, the first clinic in the Northeast with this focus, as a proposal to confront this reality; within it, we commit to our political, scientific, and social vocation based on the relationship between UNIVERSITY – TERRITORY – DEVELOPMENT from the perspective of sustainability, science, technology, and innovation with social responsibility and open schooling. Supported by the CARE-KNOW-DO framework, one of the initial challenges of this project is to engage adult learners in reflecting on the local context, contributing to raising awareness of the condition of slave labor.
As a strategy to confront this issue, it is necessary to strengthen the interdisciplinary support network, integrating areas such as education, law, and health, in pursuit of actions promoting decent work and protecting human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing regional and local development strategies that foster community bonds and inclusive, sustainable economic growth.
Among the activities already developed by the University of the State of Bahia in teaching, research, and outreach is its strong connection with public basic education schools, directly interacting with administrators, teachers, students, and their families. Youth and Adult Education (EJA), one of these fields, targets individuals who missed regular schooling, comprising a group of men and women, workers who, as verified, fit the profile of those recruited for seasonal farm work. Focusing on these individuals can be a relevant strategy to prepare them to face this harsh reality. Educating, raising awareness, preventing, and training for more skilled jobs can certainly help reduce their vulnerability, preventing recruitment into this illegal activity.
The Connect 2030 Project, already underway in the region in the cities of Ibipeba, Lapão, Irecê, and Presidente Dutra, supports this process by delivering science education based on real socio-scientific issues, involving families, other societal segments, university scientists, and policymakers, contributing over the past three years to improve local education and projects for expansion and consolidation of its results.
Today, CETE is part of a network of legal clinics in Brazil addressing slave labor and human trafficking, including:
Slave Labor and Human Trafficking Clinic at the UFMG Law School / MG;
CETE: Anti-Slave Labor Clinic at UNEB / BA;
Human Trafficking and Slave Labor Clinic at João Pessoa University Center – UNIPÊ / PE;
CETE – Anti-Slave Labor Clinic – UFU Law School / Uberlândia / MG;
CARE:
This open education community supported by open schooling highlights the following project goals:
Support and strengthen actions promoting Decent Work, developed by the public sector, social organizations, and private sector in the Irecê region;
Implement strategies promoting decent work with the protection of human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing a regional and local development strategy capable of strengthening community bonds and fostering inclusive, sustainable economic growth;
Develop actions through social dialogue for mutual collaboration, respect, institutional capacities, and concrete actions, acting individually and collectively to promote decent work in the region, aiming at building a Network for Promoting Decent Work;
Undertake preventive, intervention, and follow-up actions for individuals who are victims of slave labor and human trafficking across various fields such as education, law, and health.
KNOW:
According to recent research, SmartLab 2023, in Brazil, among victims of slave labor, 64% are Black, with many having low levels of schooling, and most rescued victims are male (93%). In Bahia, Black individuals represent 80% of those rescued, with more than half not completing the 5th grade, and among them, 22% are illiterate. The majority are male (92%) and between 18-29 years old. Research by the Federal University of Minas Gerais (UFMG) identified that Irecê / Bahia / Brazil has the highest percentage of modern enslaved individuals on coffee farms in Minas Gerais. Victims of contemporary slave labor and human trafficking are in a situation of grave social and emotional vulnerability.
Through research conducted by the Federal University of Minas Gerais – UFMG, between 2002 and 2022, it was identified that the region of Irecê / Bahia / Brazil had the highest percentage of modern enslaved individuals on coffee plantations in the State of Minas Gerais: 420 individuals. Victims of human trafficking for purposes of labor analogous to slavery, by the end of July 2024, in the interior of MG, on coffee farms, totaled 46, with these numbers: São Gabriel (06) / Lapão (03) / Mirangaba (01) / Canarana (13) / Irecê (01) / Morro do Chapéu (03) / Jussara (14) / Ourolândia (02) / Cafarnaum (03); at the end of August 2024, in the Federal District, at Grupo Pluma farms, an additional 10 individuals were counted: Xique-Xique (06) / Nova Ibiá (02) / Bonito (02). All these people, victims of contemporary slavery and human trafficking, are in a situation of severe social and emotional vulnerability.
DO:
Working Groups:
Guidance / Legal support;
Psychosocial health;
Scientific Studies and Communication;
Responsible Research and Innovation;
Open Education with Open Schooling supported by STEAM and e-artvism;
Professional Training / Capacity Building.
Actions:
Participation and Contribution to the I Regional Seminar in Irecê on Decent Work;
Signing of a Commitment Agreement between UNEB and UFMG, in addition to the Regional Pact for Promoting Decent Work;
CETE Itinerant;
Creation of a Research Group registered with CNPq;
Offering an elective course in undergraduate and graduate studies;
Participatory Design of Resources, Technologies, and Pedagogies for Open Schooling to raise awareness, prevent, and empower through partnerships between schools, universities, and professional experts.
Partnerships:
OAB; Junior Company – CONSOL; FAEB / SENAR;
Secretariat of Labor, Employment, Income and Sport – SETRE;
Decent Work Institute – ICT; Coffee Program;
Global Fund to End Modern Slavery – GFEMS;
Network of Legal Clinics in Brazil;
Open University / UK.
Photo: CETE – at UNEB Campus XVI in Irecê
Photo: CETE – at UNEB Campus XVI in Salvador
The integration of e-artivism into the CETE initiative at UNEB demonstrates how art and activism can amplify awareness of human trafficking and slave labor, fostering community engagement and driving systemic change through open schooling. By creatively combining digital tools, storytelling, and visual media, e-artivism enables students, educators, and communities to confront the harsh realities of exploitative labor and human trafficking.
Through the CARE-KNOW-DO framework, e-artivism encourages emotional engagement (CARE) by using impactful narratives and visual campaigns that evoke empathy and understanding of victims’ realities. In the KNOW phase, participants engage in research and discussions, analyzing socio-scientific data on slavery and trafficking to deepen their knowledge and identify root causes. Finally, in the DO phase, e-artivism mobilizes communities to take action, such as creating educational resources, organizing awareness campaigns, and collaborating with local and national stakeholders to promote Decent Work (SDG 8).
This approach not only educates but also empowers individuals and communities to actively participate in combating exploitative practices. By embedding e-artivism into open schooling, CETE leverages the transformative potential of art and activism to create a culture of awareness, prevention, and advocacy, aligning with the principles of inclusive and sustainable development.
Literature: Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357-358.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Context: SDG 15 (Life on Land) and SDG 14 (Life Below Water). Numerous urgent issues regarding the Amazon rainforest are frequently in the media, and the Amazon region is part of the national curriculum. During the dry season, the Amazon region faces limited transportation, lack of potable water, water pollution, reduced fish populations, and mobility challenges. Additionally, students considered the effects of these issues on local residents, indigenous peoples, and biodiversity.
Technology: AI was employed to create a mental map of problems, a conceptual map of potential risks, and an investigation map of key points, issues, and suggestions. The resulting maps were discussed with the community, leading to a list of actions decided by the members. This information was then made available for students to prepare a blog post on “Science in the News” for a website or social media campaign.
CARE: This iterative method helps students formulate differentiated questions about real-life issues that have significant implications for them. This process aids in framing, generating ideas, and evaluating questions.
KNOW: Students are encouraged to assess, link, and support claims based on evidence with convincing arguments and substantial evidence. They use AI to facilitate discussions on academic publications, online databases, government reports, and statistics. Their investigations are further supported by expert-recommended references for in-depth exploration within their communities.
DO: Students co-create a research agenda and launch a campaign for action. Setting the agenda is crucial, as it involves deciding on priority issues that shape the direction and focus of government action. AI can also be used to review communication strategies.
Co-authorship: Students produce an AI-based investigation map and write a text for the school’s blog or website.
Artefact: The AI mapping tool Whimsical (Fig. 3) was used with the students for brainstorming topics of interest. They started by generating keywords or phrases and then used AI to connect more ideas. This mental map facilitated collaboration among students, allowing them to evaluate and summarize ideas. They presented their findings, which were voted on by the local community in the Amazon. The text using the map was described with the help of AI.
Socioscientific Considerations: Throughout this process, socioscientific considerations regarding the use of AI were emphasized. Discussions focused on its role in facilitating brainstorming sessions, encouraging research using primary sources, and supporting responsible use of AI. Ethical considerations and integrity were also integral parts of these discussions.
Teacher Outcomes: The AI activity promoted greater student engagement, facilitated participation from quieter students, and those less accustomed to interacting with the group and teacher.
Student Outcomes: Students expressed an emotional connection to the drought situation in the Amazon, a greater interest in understanding the causes and effects of the drought, strong curiosity about AI, and increased participation and practice in questioning, argumentation, analysis, synthesis, and improved oral and written communication skills.
e-Artivism:
The socioscientific discussions about AI’s role in brainstorming and research align closely with e-artivism, which integrates art and activism to address pressing social and environmental issues. In this context, AI serves as a powerful tool to facilitate creative exploration and critical discussions about the Amazon drought. By using AI responsibly, students and teachers can create compelling digital art, infographics, or narratives that raise awareness and inspire action on the issue, blending scientific understanding with artistic expression.
The AI activity’s ability to engage students, particularly those who are quieter or less accustomed to group interactions, is a key advantage in e-artivism projects. By participating in AI-supported creative processes, these students can contribute to collaborative campaigns, such as producing digital media or interactive projects that highlight the Amazon drought’s impacts. Teachers can guide this process, ensuring inclusivity and fostering a sense of collective purpose.
The emotional connection students developed with the drought situation in the Amazon reflects the core of e-artivism: using creative expression to channel emotional engagement into actionable awareness. Their curiosity about AI and participation in critical skills like questioning, argumentation, and communication can be leveraged to design innovative e-artivism campaigns. For example, students could use AI tools to generate data visualizations, craft persuasive narratives, or create digital artwork that communicates the urgency of protecting the Amazon rainforest to a global audience.
In essence, the combination of AI, critical socioscientific discussions, and student creativity lays a strong foundation for impactful e-artivism. This approach not only enhances learning outcomes but also empowers students and teachers to become active participants in advocating for environmental sustainability and addressing global challenges like the Amazon drought
News . Events Audio Visual artefacts for communities (SDG 11)
This practice was part of the training of undergraduates in the Pedagogy Course at the Federal University of Cariri (UFCA), which was recently recognized with the highest score by the Ministry of Education (MEC). The course stands out for its interdisciplinary work, through which educators promote teaching, research, outreach, and culture.
This partnership with the Porteiras School began in 2022, due to research developed in the open schooling axis with digital technologies, in the Pedagogy course and a national partnership linked to CNPQ in which UFCA is connected to studies at UFRJ, UFF, PUC-SP, PUC-PR, UNEB, UFSC, and internationally with the Open University, with studies by Alexandra Okada.
One of the first challenges for Pedagogy undergraduates and basic education students was to open their windows. This process encouraged students to reflect on their local context, to investigate the socio-scientific topics that most interested them. Several disciplines were integrated, from the fields of art, technology, and curriculum, as seen in one of the videos from the exhibition of photo-narratives created by Francione Charapa, at IFE/UFCA.
After this journey of opening the windows for pedagogy students, we implemented an action-research project coordinated by Prof. Dr. Karine Pinheiro at Cirene Maria Esmeraldo School, involving research scholars such as Daniel Alberto, Emerson Gomes, Valeria Vieira, Vivila de Carvalho, Elizete da Silva, Luana Argentina, Marielly, and 85 pedagogy students. At Cirene Maria Esmeraldo School (Kessyo Santos, Thais Coelho, Maria do Socorro Silva and the basic education students at Cirene Maria Esmeraldo School in Porteiras), and in the cultural community at the Quilombo do Souza, with Master Maria de Tiê, Cyda Olímpio, Valéria Pinheiro CIAVATA, and Instituto Anjos Digitais. The project continues with the coordination of university extension activities, with the Freirean Movement led by Prof. Darliane Amaral and the appreciation of multiple cultural expressions, which was also supported by the Voices of Cariri Project, led by Prof. Dr. Ligia Rodrigues.
This open schooling community highlights two examples that integrate the use of digital technologies to support the training of educators focused on creative processes through various digital genres, fostering open schooling:
The first example was featured in the Teaching Initiation Program, particularly during the First Meeting of the Institutional Program of Teaching Initiation Scholarships (EnPibid/UFCA) and the First Meeting of the Pedagogical Residency Program (ERP/UFCA) at the Federal University of Cariri (UFCA). Approximately 20 papers were published by undergraduate students, who developed communication skills, teamwork, expanded vocabulary, and a decolonial perspective on the curriculum. As part of the intersectoral integration between the university and schools, 24 workshops and a thematic panel were developed in collaboration with the State University of Bahia (UNEB), alongside Professor Silvar Ribeiro. This connection reinforced the bond between the university, schools, and the community.
The second example refers to activities in a basic education school in the municipality of Porteiras, aimed at analyzing the educational projects developed by basic education students. These projects were aligned with the pillars of open schooling and the development of the C5 Generation (creative, critical, collaborative, communicative, and civic-minded). In both examples, literacy and scientific education were promoted from basic education onward, embedded within a cybercultural context, involving undergraduates, teachers, and students engaged in open schooling.
CARE:
The undergraduate students in the Pedagogy Program at the Institute of Educator Training were involved in research, outreach, and cultural projects tied to real-life themes from their community. These activities occurred both at the university, with courses like Digital Technologies and Pedagogical Innovations, and in basic education schools. Guided by Professor Karine Pinheiro, these initiatives expanded research in basic education and established partnerships between schools, the community, and the third sector, focusing on the creation of school projects using the open schooling approach.
KNOW:
The project engaged digital natives (Prensky, 2010), who developed creative processes through new digital genres, experiencing the power of technology to express ideas in multiple forms. We observed a growing use of video, with students sharing stories, reels, and TikTok videos. Consequently, the cultural practice of using images was intensified with audiovisual production, marked by the multimodal nature of language in the cybercultural context (Santos, 2014). Through various disciplines, students experienced this new approach, incorporating fieldwork where they encountered popular, scientific, and cultural knowledge, all of which had unimaginable impacts on open schooling (Okada, 2016).
In addition, several workshops were designed to map concrete issues and geographic areas using Google Earth to identify locations, aiming for authentic co-learning.
DO:
The educational projects developed by students during 2023-2024 involved multiple societal actors, reinforcing democratic practices, valuing diversity, promoting solidarity, and addressing environmental issues. These initiatives fostered autonomy, helping students become active citizens within their community. This process was grounded in the principles of open schooling for the development of scientific education, open access, public engagement, and governance.
Through these activities, students became cultural producers on themes such as solid waste, cultural heritage, water conservation, and animal protection. Another highlighted competence was the expansion of socio-scientific vision. Both basic education and university students presented their projects at scientific events. As a result of this study, we introduce a Podcast Channel with around 1,800 views, showcasing the active involvement of cultural practitioners, who became reflective producers and developed a situated practice through continuous debate. The impact of this activity at the UFCA Brejo Santo campus became “glocal” (Silva, 2005).
Image – Recycling Workshop and Selective Waste Collection Campaign
Source: Produced by the authors
Results from Teachers (Six basic education teachers from Cirene Maria Esmeraldo Municipal School):
Pedagogical innovation using real, relevant contexts for students related to:
Publication of 14 scientific papers: ENPIBID/2023, IV Biology Meeting (IFE/UFCA).
Results from Undergraduate Students – Pedagogy (85 students) and Basic Education Students (Municipality of Porteiras):
Creation of an educational device – IFECast: My Community, a project involving interdisciplinary undergraduates and pedagogy students. The project involved various pedagogical moments for engagement within the IFE/UFCA community, through open schooling, exploring identity, meaning, and practice. This was facilitated by problematizing their reality.
We share the channel for this C5 Generation of Co-Entrepreneurs – IFECast: My Community, featuring audiovisual narratives about field visits to quilombola communities, environmental trail discoveries, storytelling creation, photo-narrative exhibitions, and interviews that inspired teaching discoveries through diverse digital genres. About 45 videos are available at: YouTube Channel: IFECast: My Community and on Instagram at: @ifecast_ufca.
The integration of e-artivism within the Pedagogy Program at UFCA provides a transformative approach to open schooling and the development of the C5 Generation. By blending art and activism with socio-scientific inquiry, this initiative empowered students and educators to address pressing community and environmental challenges creatively and collaboratively. Activities like photo-narrative exhibitions, video productions, and interdisciplinary fieldwork not only enhanced digital literacy but also used artistic expression to foster critical engagement with themes such as cultural heritage, environmental sustainability, and solidarity.
E-artivism became a vital tool for undergraduates and basic education students to channel their emotional connections to local and global issues into actionable projects. The IFECast: My Community channel, with its rich collection of audiovisual narratives, exemplifies how students embraced creative media to tell stories of their communities, connecting traditional knowledge with modern digital tools. Through these narratives, students became cultural and scientific advocates, raising awareness about topics like SDG 15 (solid waste and animal protection) and SDG 4 (cultural heritage), while fostering a sense of agency and citizenship.
By integrating CARE, KNOW, and DO principles, e-artivism helped students co-create meaningful solutions to real-world problems. The creative processes amplified their voices, expanded their socio-scientific vision, and inspired collective action. This dynamic interplay between art and activism not only enriched their educational experiences but also built a bridge between cultural traditions and innovative pedagogical practices, reinforcing the glocal impact of open schooling at UFCA.
The central idea of the activity was to spark students’ curiosity by using news stories to connect science content to everyday life. The goal was for students to understand the relationship between the nervous system and the impact of psychoactive substances on the body, promoting greater interaction with their families and extending reflection beyond the classroom. Additionally, students were encouraged to engage with scientists to foster interest in pursuing STEM or science-related careers.
As part of the activities, teachers were given suggestions aligned with the National Common Curricular Base (BNCC), specifically for the 6th grade, within the thematic unit “Life and Evolution.” Among the suggested skills, students worked on explaining the functioning of the nervous system and how it can be affected by psychoactive substances (EF06CI10), as well as justifying the role of the nervous system in coordinating motor and sensory actions based on its structures (EF06CI07).
Throughout the project, teachers had the freedom to apply Augmented Reality (AR) cards as they saw fit, promoting a dynamic and tailored exploration of the content for the students.
The students participated in a series of activities in three distinct phases, aiming to explore the functioning of the nervous system and the impact of psychoactive substances on the body using AR technologies and interactions with scientists.
– CARE: Students were encouraged to care about everyday issues raised by a news story related to the use of psychoactive substances. They explored how the nervous system can be affected by these substances using AR cards to visualize neurons, axons, and dendrites. This phase piqued students’ curiosity and motivated a deeper exploration of the content.
– KNOW: Students discussed the role of the nervous system in coordinating motor and sensory actions of the body. They also addressed how science can clarify the damage caused to the body by psychoactive substances and discussed the social impacts of substance consumption. The class listed the main problems related to the topic, broadening their understanding of the associated risks.
– DO: Students were encouraged to take the knowledge they acquired to their families. They were tasked with discussing the subject at home and bringing questions and curiosities to the scientists. Families also proposed actions to combat the problems identified in the previous phase, and students brought these ideas back to the classroom in the following session.
In the **Closing** phase, students watched a video with a guest scientist who answered their questions and explained how knowledge of the nervous system is related to their field of expertise. This brought students closer to scientific practice and stimulated their interest in scientific careers. After the video, students completed a questionnaire about the activities and the knowledge they had gained.
Teacher Training: A 60-hour course trained 1,000 public school teachers across Brazil in using augmented reality (AR) content in the classroom. The activities aimed to engage students with real-world questions and problems, encouraging them to explore and acquire knowledge through reflection with AR, as well as through practical actions involving the community and family. These discussions extended beyond the school environment, adhering to the principles of open schooling.
Project Focus: The project centred on:
Effective Learning: Promoting digital AR skills through exploration, visualisation, discussion, and visual comprehension.
Inclusion, Equity, and Gender Equality: Enhancing multi-literacy for both youth and adults.
All content aligned with the subjects teachers already cover in class, but with an open schooling approach—addressing real-world issues relevant to students and applying this knowledge in the community.
Safe and Inclusive Learning Environments: Teachers reported that the project significantly enhanced learning environments by offering engaging, immersive, and innovative digital content. Promoting science through digital education aligned with new teaching methodologies for future generations. The project gained recognition from Brazil’s Ministry of Science, Technology, and Innovation.
Recently, President Lula signed the National Digital Education Plan into law. The AR project in schools represents a major contribution to promoting open science, aligning its content with the National Digital Education Plan and the National Common Core Curriculum (BNC
**Teaching Results**
The results showed varying levels of teacher confidence regarding the activities:
1. **Small Group Discussions (A08)**: 83% of teachers felt confident.
2. **Use of Questions for Divergent Thinking (A07)**: 76% of teachers felt confident.
3. **Interaction with Researchers and Scientists (A05)**: 71% of teachers felt confident.
4. **Encouraging Participation in Science Activities Outside School (A04)**: 71% of teachers felt confident.
5. **Promoting Discussions on Science and Society (A02) & Helping Generate Evidence-Based Questions (A03)**: Over 70% of teachers felt confident.
6. **Teaching Scientific Inquiry with Real-World Problems (A01)**: 65% of teachers felt confident.
7. **Encouraging Discussion of Scientific Topics with Family (A06)**: 66% of teachers felt confident, with 24% feeling less confident.
In all activities, only a small percentage (less than 5%) felt very unsure.
**Learning Outcomes**
Students generally demonstrate a positive attitude toward science and its importance. The vast majority (82%) agree or strongly agree that learning science will be useful in their daily lives. Even more (86%) recognize the importance of science, technology, and mathematics for problem-solving.
There is a strong belief (87%) among students that science helps people worldwide lead pleasant and healthy lives, indicating an understanding of science’s global impact.
However, when it comes to personal confidence in science, the results are more mixed. Only about a third of students (31%) feel confident in their science knowledge, with a similar proportion (31%) feeling confident using mathematics to solve scientific problems. Slightly more students (42%) feel confident using science to generate questions and ideas.
Students show more confidence in their ability to justify views using arguments and evidence, with 43% feeling confident in this area. This suggests that while they may not feel as confident in their scientific knowledge, they have developed some critical thinking skills.
Regarding practical application, nearly half of the students (48%) feel confident in doing science projects with colleagues, family, and scientists. A similar proportion (49%) feel confident talking about science, indicating a willingness to engage with scientific topics.
Encouragingly, the vast majority (80%) of students express interest in doing projects with others using science, suggesting a desire for collaborative, hands-on learning experiences in science.
When it comes to enjoyment and future aspirations, 57% of students find learning science fun. However, opinions are more divided on career prospects, with 42% interested in a job that uses science, and 37% aspiring to be seen as experts in science. These results highlight the importance of integrating engaging pedagogies with the meaningful use of AR for immersive learning across all areas, supporting sustainability goals.
Overall, while students generally recognize the importance and value of science, there is room for improvement in building their confidence and skills in scientific practices. The data suggests that hands-on, collaborative approaches to science education might be particularly well-received by students.
E-artivism played a central role in bridging scientific content with artistic and technological expression. The use of AR cards to visualize the nervous system and the effects of psychoactive substances brought abstract scientific concepts to life in vivid, accessible ways. This approach aligns artistic tools to transcend traditional barriers, making complex ideas more relatable and fostering curiosity. Students were not only learning science but also co-creating visual representations that connected their knowledge to broader social and environmental themes.
The CARE-KNOW-DO framework further supported this e-artivism approach. In the CARE phase, AR visuals sparked students’ curiosity and encouraged them to explore how psychoactive substances impact the nervous system, creating a personal and emotional connection to the topic. The KNOW phase fostered deeper understanding through discussions about the role of the nervous system and the broader societal implications of substance use. Finally, the DO phase transformed this knowledge into action, as students extended their reflections to their families and communities, proposing tangible solutions to combat the issues identified.
Through collaborative activities, such as interacting with scientists and creating evidence-based questions, students became active participants in scientific inquiry and advocacy. These experiences embody the principles of e-artivism by merging technology, creativity, and activism to address real-world challenges in meaningful and engaging ways.
By linking science education with e-artivism, this initiative helped students become confident, collaborative, and creative learners who see science as a tool for positive societal change. The immersive and interactive approach not only improved their understanding of scientific concepts but also encouraged them to take ownership of their learning and apply it to real-world contexts, reinforcing the transformative potential of e-artivism in fostering sustainable development.
This project was carried out with traditional communities, focusing on digital literacy, sustainable development and solidarity economy. These activities were integrated into local practices of handicrafts and family farming, two key economic pillars for these communities. Additionally, the project emphasized gender equity, giving a voice and space to women, the majority of whom are homemakers, students, and teachers. The participants’ ages and occupations were diverse, including young adolescents in basic education, teachers, and artisan workers. There was also significant ethnic diversity, representing different traditional ethnic groups from Ceará. The project incorporated Sustainable Development Goals (SDGs) 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities), and 11 (Sustainable Cities and Communities), aiming to bring real and sustainable change to the lives of these communities.
Theme: Digital literacy, sustainable development and solidarity economy were the central themes of the activities. Digital literacy was seen as an essential tool for the participants, allowing them not only to learn how to use technology but also to apply it in their daily realities, especially in strengthening their economic initiatives. The sustainable development and solidarity economy was explored as a collaborative model, where artisanal production and family farming are viewed not just as sources of income but also as forms of resistance and autonomy for these communities.
CARE: One of the standout groups was “Trama de Mulheres Pretas” (Weave of Black Women), which has a long tradition in producing handicrafts and local foods. These women faced several challenges in using digital technologies, especially in seeking information, communicating, and promoting their products. The lack of access to technology and initial unfamiliarity with its potential hindered their economic growth and the visibility of their work. However, with the project’s support, they gradually overcame these barriers, acquiring new digital skills that allowed them to expand their networks and reach new markets.
KNOW: Knowledge sharing was one of the pillars of the project, particularly in terms of forming associations and strengthening local entrepreneurship. Through workshops and continuous training, participants developed skills in management, organization, and marketing of their products, increasing their ability to act independently. Furthermore, understanding the dynamics of the solidarity economy was crucial for the women to realize the power of cooperation and self-sufficiency in their communities. They began to see their traditional practices in a new light, integrating them into a broader context of collaborative economy.
DO: One of the project’s most significant outcomes was the production of videos by the participants themselves, in which they shared their stories, challenges, and achievements. These videos were published on YouTube, serving as a platform for their voices to be heard beyond local boundaries. This initiative not only expanded the visibility of the women’s work but also boosted their self-esteem and recognition of their capabilities. The creation of these videos was an empowering process, where each woman could share her journey of overcoming obstacles and personal growth, inspiring other women and communities.
Impact on Education: The project had a profound impact on how the participating women and their communities viewed education. By addressing local problems collaboratively, the project facilitated co-learning between the women and the facilitators, aligning the training with the challenges faced by the communities. This process resulted in a deeper understanding of the challenges encountered by the women in both personal and professional spheres. The unity and solidarity that emerged from this shared learning strengthened bonds among the participants and generated collective solutions to the problems they face daily.
Impact on Participants: Through observation and active engagement in the project, the women rediscovered the “right to dream” and began to believe in the possibility of improving their lives. Many reported that before the project, they felt limited by circumstances and the few opportunities available. As the activities developed, they started to envision new horizons. One of the participants summed up this transformation by saying, “Today I give myself the right to dream, and I can improve my life.” Another added, “Now I can dream.” The contact with other women involved in the project brought strength and motivation to the trainers, educators, and managers from the NGO Anjos Digitais, as one of them shared: “Being in contact with these women gives me strength. Even though it seems small, it’s enormous for them.” The experience also highlighted the importance of affection and mutual support, creating a space where everyone could learn and grow as equals. “We arrived as equals and co-learned together, on equal footing,” said another participant, reflecting on the spirit of cooperation that permeated the entire process. This feeling of unity and solidarity, through the “CARE-KNOW-DO together,” filled the hearts of the participants with love and energy, empowering them to face new challenges and paving the way for future actions.
The project “Knowledge and Experiences with Traditional Communities of the Maciço do Baturité” exemplifies e-artivism by blending digital literacy, cultural preservation, and storytelling to empower communities and amplify their voices. Through the integration of traditional crafts and family farming with digital tools, participants transformed their practices into acts of advocacy, highlighting the importance of local culture and economic autonomy.
By producing videos to share their stories and challenges, participants used digital platforms as tools for creative expression and activism, expanding their reach and fostering awareness beyond local boundaries. This digital storytelling not only promoted their work but also inspired broader audiences, turning their personal narratives into a collective call for social and economic justice.
E-artivism in this project bridged traditional knowledge with modern technology, fostering co-learning and collaboration. Participants gained skills that allowed them to actively engage with and address pressing issues in their communities while creating opportunities for sustainable development. This initiative demonstrates the transformative potential of e-artivism to combine art, technology, and activism in creating pathways for empowerment and lasting change.
Greece is dealing with some serious climate issues lately. Students are seeing more heatwaves, droughts, and wildfires, all made worse by climate change. The Mediterranean area, where Greece is, is especially at risk. During the summer of 2021, there were huge wildfires that destroyed forests, homes, and people’s lives. Students considered weather forecasting important for various reasons:
Disaster Prep: Knowing the weather in advance helps us get ready for extreme events like heatwaves, storms, and wildfires, making them less deadly and damaging.
Farming: Farmers need weather forecasts to decide when to plant, water, and harvest their crops.
Public Safety: Forecasts help keep people safe by warning us about extreme temperatures and bad air quality.
Tourism: Tourism is a big deal for Greece’s economy, and weather conditions can seriously affect it. Good forecasts can make sure tourists stay safe and have a great time.
Know: Students conducted a research project on meteorology, focusing on cloud classification and weather systems. They learned that Luke Howard introduced the three main cloud types—cumulus, stratus, and cirrus—in 1803, and in 1918, it was discovered that weather changes are caused by the interaction of warm and cold air masses.
Do: Using AI, the students classified clouds into 10 subcategories based on altitude. They trained a neural network with photos of different cloud types, testing its accuracy with new images. The project included developing a mobile app for cloud identification and correlating the AI predictions with data from their school’s weather station to forecast local weather
Findings related to the Open Schooling approach: The activities carried out during the implementation of the Connect project were included in the upper secondary curriculum – Information Technologies (IT). We can also mention that the materials provided were useful in preparing and implementing lessons with students. The topic addressed was also relevant and innovative from a scientific and educational point of view, being debated globally. Thus, students had the opportunity to know and experience individually the ways in which they can get involved in predicting weather and support climate action enhanced by Artificial Technologies. Open schooling was found useful for other teachers because students focused on activities connecting various subjects supported by transdisciplinarity approach and an exchange of good practices can be made between teachers who have implemented in different schools who want to join us.
Student achievements: Students were enthusiastic to participate in volunteering and greening activities where they could observe, for example, classification of clouds, how to use drones, and develop a learning machine system trained to examine photos and classifying images. This process helping to plan better interventions for climate change and improve quality of life.
The students involved have formed their scientific research skills, actively participating in the realization of projects and studies on Artificial Intelligence, being able to apply the knowledge learned after going through the support materials coding and using ML for kids tool.
Care: Students have been actively involved in scientific and educational activities on plastic pollution, a real-life problem that has a significant impact on quality of life. The students who participated in the activities were from grades IX-XI, aged between 15-18 years, being approximately 85 students participating.
Know: Students used knowledge about plastics discovered in the discipline of chemistry – phases of biodegradation of plastics, chemical composition of plastic, stages of making biodegradable plastic, results obtained by researchers on the period of decomposition of biodegradable plastic in nature, etc. (describe scientific topics). The competences that the students practiced were:
Brainstorming debates;
Carrying out individual or team projects through the aspects subject to research;
Involvement in volunteering and greening activities;
Discussions on the use of biodegradable materials and their decomposition in nature;
Analysis of plastics (PET bottle, plastic bags, household bags, etc.);
Documentation to identify the real situation in the field;
Conducting information campaigns on the risks of White Pollution;
Explanation of symbols on packaging labels;
Do: At the end, students prepared posters, posters, thematic drawings, questionnaires, information campaign, research projects. They carried out the activities individually and in teams, being supported by their families, but also by volunteers from non-governmental organizations.
Findings related to the Open Schooling approach: The activities carried out during the implementation of the Connect project were included in the curriculum. We can also mention that the materials provided were useful in preparing and implementing lessons with students. The topic addressed in Year 3 was also relevant and innovative from a scientific and educational point of view, being debated globally. Thus, students had the opportunity to know and experience individually the ways in which they can get involved in preventing and combating environmental pollution. Open schooling could also be useful for other teachers because we can focus on transdisciplinarity and an exchange of good practices can be made between teachers who have implemented in year 2 and 3 and teachers who want to join us.
Student achievements: Students were enthusiastic to participate in volunteering and greening activities where they could observe, for example, the phases of biodegradation, but also connected with nature, helping to protect the environment and improve quality of life.
The students involved have formed their scientific research skills, actively participating in the realization of projects and studies on White Pollution, being able to apply the knowledge learned after going through the support materials.
News . Events Sustainable development through environmental projects
Care: The students were involved and interested in a real-life problem: to what extent the environment contributes to the sustainable development of mankind through planting trees by students, either from saplings or seeds. The students who participated in the activities were of secondary level, aged 11-14 years.
Know: Students used knowledge about sustainable development, environment, food resources and environment. The competences that the students practiced were:
– Analyzing the impact of technology development on the environment and society
– Training the capacity for design, execution, evaluation, use and capitalization of products
– Evaluation of personal resources and formation of initiative and entrepreneurship spirit in career planning.
Do: In the end, students prepared posters and planted trees in the school garden, carried out the activities both in groups and individually, being supported by families and community members.
* Identifying the possibilities of capitalizing on food products of mineral, vegetable and animal origin
*Analysis of links between food production activities and specific trades/professions
– Description of the main resources needed to carry out family production and consumption activities
Findings related to the Open Schooling approach: The activity is part of the curriculum at the school’s decision. It was useful, relevant, challenging, innovative and contributed to the formation of the above-mentioned skills. Open schooling could be challenging for other teachers as it contributes to civic spirit and sustainable development.
Student results: Students were interested in this type of project, because it adds value to sustainable development and environmental protection. They proved pleasure in carrying out practical activities and formed social-moral skills in Open Schooling. The most relevant comment of a sixth grader was: “The world develops from seed and everything is possible through the evolution of science and God’s care.”
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