Overview of students’ and teachers’ feedback on the Eco-Tech Skills Curriculum piloted during the LTT in Greece, focusing on eco-tech competences, collaboration and digital tools.
| Partner Organisations | Country |
|---|---|
| Jaunpiebalgas Vidusskola | Latvia |
| Araxa Eğitim Danışmanlık | Türkiye |
| Agrupamento de Escolas de Benavente | Portugal |
| Srednja Škola Ban Josip Jelačić | Croatia |
| Asociatia Pentru Educatie Si Formare | Romania |
| Asociacija Kurybines Ateities Idejos | Lithuania |
| 1st Vocational High School of Vrontados | Greece |
The Eco-Tech Skills Curriculum is an innovative attempt to bridge the gap between technology and responsibility for the environment. It is designed to provide students with the skills and resources they need to become agents of change, rooted in innovation and sustainability.
The curriculum follows an integrated strategy that cultivates eco-tech skills through several modules. Students explore environmental issues and technology-based solutions – from understanding climate-change research and data analysis to using visualization tools for informed decision-making.
A strong emphasis is placed on moral dilemmas, collaboration and clear communication in the context of environmental activism and sustainability, alongside digital proficiency. Learners take part in hands-on activities and immersive experiences, inside and outside their communities.
The survey was administered after the second intellectual output, when the Eco-Tech Skills Curriculum was piloted with international groups of students and teachers in Greece. The questions measured both the quality of the LTT and whether the eight modules met the targeted quality. Data in this report combines survey responses with observations from teachers and interviews with students.
The survey aimed to evaluate how well the Eco-Tech Skills Curriculum supported students in gaining eco-tech skills and engaging with environmental issues using innovative technology.
1. Measure learning outcomes and skills development
To assess students’ understanding of environmental topics, data analysis, visualization and
communication skills, and how well they could apply these in real-life contexts.
2. Assess the quality of each module
To examine satisfaction and engagement levels for each module and confirm that the curriculum
delivers targeted eco-tech skills in an inspiring and relevant way.
3. Identify the impact of collaborative learning
To understand how ethics, collaboration and clear communication influenced students’ roles as
proactive, responsible environmental advocates.
4. Gain insight from qualitative feedback
Teacher observations and student interviews were used to complement the survey data and offer
deeper perspectives on curriculum implementation and outcomes.
5. Improve future curriculum implementations
Feedback was used to identify strengths and areas for refinement in the Eco-Tech Skills
Curriculum.
Participants came from seven partner countries. Greece represented the largest share (38.2%), followed by Romania (14.7%). Portugal and Croatia each accounted for 11.8%, while Lithuania and Türkiye also represented 8.8% each. Latvia made up the remaining 5.9%.
Overall satisfaction with the event’s content and organisation was high. 61.8% rated their expectations as fully met (5/5) and 23.5% gave a rating of 4/5. Only 14.6% chose ratings between 1 and 3, indicating that the LTT largely fulfilled participants’ expectations.
Most respondents viewed the logistics and learning environment positively, highlighting comfortable spaces and well-prepared facilities. Only a small minority indicated that improvements could be made in areas such as internet access or practical arrangements.
The majority of participants agreed that the activities were relevant to the project aims and their own learning needs. Ratings of 4 and 5 dominated the responses, showing that the programme successfully connected eco-tech topics with practical tasks.
70.6% of participants rated teachers’ facilitation and guidance as excellent (5/5), and 29.4% chose 4 or 2 out of 5. This confirms that the teaching team provided highly effective support throughout the LTT.
Collaboration levels were very strong: 52.9% rated collaboration and engagement as extremely good, while 44.1% selected “very well”. Only 3% reported lower satisfaction, showing that the LTT was successful in building a cooperative learning community.
67.6% of participants were very satisfied with hands-on practice and interaction with the modules, rating this aspect 5/5. A further 20.6% rated it 4/5, and only 11.8% chose 2 or 3. Both the quantity and quality of practice opportunities were highly valued.
79.4% described the overall organisation of the LTT as excellent and 17.6% as good, with only a very small share rating it as fair. These results indicate that the event was organised in a professional and learner-centred way.
Module 1 focused on understanding how sustainability can be applied in learning and real-life situations and on building confidence in environmental discussions.
67.6% of participants strongly agreed that the module improved their understanding of how sustainability can be applied to learning or other real-world contexts, and 26.5% rated it 4/5. Only 5.8% gave a rating of 2 or 3, confirming the strong impact of this module.
More than half of the respondents (52.9%) now feel highly confident (5/5) in discussing or engaging with sustainability efforts in their school or community; 38.2% rated their confidence at 4/5. Only 8.8% opted for 3/5.
67.6% of participants felt the activities were extremely useful for increasing awareness of environmental issues and 23.5% rated them as very useful. Only 8.8% gave a score of 3/5, demonstrating that Module 1 was effective and impactful.
Module 2 explored the causes and consequences of climate change and encouraged students to take part in climate-related discussions and actions.
70.6% rated the module 5/5 for helping them better understand the causes and consequences of climate change, while 20.6% selected 4/5. Only a very small number (2.9%) gave lower ratings.
67.6% of respondents believe they are very likely to take part in climate-related discussions or activities after the module, and 20.6% rated this likelihood at 4/5. Only a small group chose ratings of 2 or 3.
70.6% felt the module had a significant impact on their understanding of climate-change issues (5/5), 26.5% rated it 4/5 and only 2.9% chose 2/5. This shows that Module 2 was highly impactful.
Module 3 developed skills in analysing and visualising environmental data and using digital tools to understand environmental challenges.
72.7% agreed that the module significantly improved their ability to analyse and visualise environmental data, and 21.2% rated this 4/5. Only 6% gave lower ratings, confirming the strong effectiveness of this module.
58.8% feel highly confident (5/5) when using data analysis tools to understand environmental challenges and 32.4% rated their confidence at 4/5. Only 8.8% selected 3/5.
67.6% rated the data visualisation tools as extremely useful and 20.6% as very useful. Only a small group chose ratings of 2 or 3, showing that these tools were practical and relevant.
Module 4 focused on communication about environmental issues and advocacy strategies.
73.5% strongly believe that the module improved their ability to communicate effectively about environmental issues (5/5), while 20.6% rated it 4/5. Only 5.8% selected lower scores.
61.8% now feel much more confident about sharing information on sustainability with others (5/5), and 29.4% rated this 4/5. Only 8.8% selected 3/5.
69.7% rated the communication techniques learnt in this module as highly effective (5/5) for environmental advocacy, 21.2% rated them 4/5 and only 9.1% gave scores of 2 or 3.
Module 5 introduced digital mapping tools and their use for identifying and analysing environmental problems.
58.8% reported that the module fully equipped them with skills to use digital mapping tools to identify environmental issues, while 23.5% rated this 4/5 and 14.7% selected 3/5.
67.6% considered the exercises very valuable in understanding geographical aspects of environmental problems and 17.6% rated them 4/5. Only 11.8% gave ratings of 1 or 3/5.
61.8% now feel highly confident in applying digital mapping to real-world environmental challenges (5/5). The remaining participants were split among ratings of 4, 3, 2 and 1.
Module 6 focused on sustainable design principles and energy-efficient solutions in daily life.
90.9% of participants believe the module strengthened their understanding of sustainable design and energy efficiency, while only a very small proportion indicated that their understanding did not improve.
64.7% rated the practicality of the sustainable design principles taught as 5/5 and 32.4% as 4/5. Only 2.9% rated them 2/5, demonstrating that the principles were perceived as both useful and applicable.
64.7% expressed an increased confidence in discussing or applying sustainable energy solutions in their daily lives or studies (5/5), 23.5% rated this 4/5 and only a small group chose lower scores.
Module 7 deepened communication strategies for real-world environmental advocacy and discussions.
64.7% felt that the module significantly enhanced their ability to communicate about environmental issues (5/5), and 29.4% rated it 4/5. Only a few participants gave lower ratings.
64.7% considered the strategies in this module very useful for engaging others in environmental discussions (5/5), while the remaining responses confirmed generally positive perceptions.
63.6% feel highly confident in using the communication strategies in real-world advocacy (5/5) and 33.3% rated their confidence at 4/5. Only 3% chose 1/5, showing the strong impact of this module.
Module 8 focused on using digital tools for environmental research, analysis and problem-solving.
61.8% strongly agreed that the module improved their ability to use digital tools for environmental research and problem-solving, with most of the remaining participants also giving high ratings.
55.9% found the digital tools very effective for conducting environmental analysis (5/5) and 35.3% rated them 4/5. Only a small share rated them 2/5.
64.7% rated the overall usefulness of the tools as 5/5 and 23.5% as 4/5, while only 11.8% selected 3/5. This highlights the success of Module 8 in presenting useful digital tools.
In the open-ended question, participants expressed gratitude and shared suggestions for future events. Comments highlight both appreciation for the experience and constructive ideas for improvement.
In total, 14 teachers, 28 students and 30 local participants took part in the LTT event to pilot the IO2 Eco-Tech Skills Curriculum. The survey shows that both qualitative and quantitative goals were successfully met. Feedback is overwhelmingly positive regarding the quality and effectiveness of the activities and the eco-tech skills acquired.
Participants valued the hands-on activities, which equipped them with practical skills to address environmental issues, join discussions and share information with others. Activities were closely connected to real-life situations, enabling learners to transfer their knowledge and skills to real-world problems.
Working in an international and culturally diverse group allowed participants to see different perspectives on environmental issues and to co-create solutions. Many reported increased confidence in exchanging ideas on sustainability, integrating eco-tech skills into their efforts and using the materials provided during the event.
All modules addressed complementary aspects of sustainability and environmental problem-solving, from data analysis and visualisation to communication strategies. Together, they formed a coherent programme that helped participants confront environmental concerns more effectively.
According to the results, the LTT event was highly successful and met all required objectives. Participants were satisfied with the knowledge gained and with the practicality of the activities. They are now better prepared to address environmental issues, improve their sustainability efforts and apply their skills in real-world contexts – demonstrating that IO2 has achieved its target objectives.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the State Education Development Agency Neither the European Union nor the granting authority can be held responsible for them
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