The project aims to develop the competences of teachers, students, parents and leaders of the partner schools in the field of
ecological education. The environmental education can improve the quality of life by providing the necessary ‘tools’ to help
change attitudes towards the environment and transform ‘destroyers’ into ‘protectors’. The ecological education starts at
home, continues in kindergarten and in primary, middle and high school. It should, but unfortunately there is no subject in the
school curriculum with this content. The ecological education is carried out through periodic, celebratory actions, either
greening some areas, or planting trees or greening a watercourse or park, but without having the explicit intention of forming
ecological consciousness. The ecological literacy, the development of the ecological awareness (structured information), the
formation and development of responsible behavior towards the environment and towards resources, the development of
solidarity between individuals to preserve and improve the environment (sustainable behaviour), the formation of the ability
to make decisions and to get involved in identifying and implementing solutions.We are convinced that a large part of the
problems regarding the environmental protection are caused by the lack of an ecological culture. We have also included in
the target group the parents of primary and secondary school children, because the affective foundation of ecological beliefs
is created in childhood through the cultivation of love for nature and elementary skills to protect it. The question from which
we started this endeavor is not how to clean another beach or river, but how to form behaviors that contribute to maintaining
a clean classroom, a clean street, a clean river, etc.? And if I am an educator, how can I reduce my ecological footprint?
What can my family and I do to reduce our ecological footprint? That’s assuming they know what ecological footprint means.
Because the choice of the two objectives and their joining comes from the assumption that most teachers do not know what
the ecological footprint means; so you are unlikely to facilitate activities to reduce your ecological footprint if you do not know the meaning of the term.