SHINE has just launched. Over the course of its term, videos documenting the progress will be published here regularly.

It is five past twelve in terms of climate change. The effects are already clearly noticeable: severe droughts and dry spells, melting glaciers, rising sea levels and changes in the habitat of many animal species are just some of them. Storms and floods are occurring more frequently and more intensively. We need to act quickly. However, the factors that contribute to climate change are complex and interlinked.

Education plays an important role in raising awareness of the climate crisis and its effects. Encouraging the use of public transportation and promoting alternative energy sources are crucial steps to mitigate climate change. Other factors include sustainable land use, reducing emissions in industry and energy production promoting innovation and research and many others. By encouraging collaboration and adopting holistic solutions, we can work together towards a sustainable future for our planet. Welcome to the Shine research project.

To prepare future citizens to tackle the challenges posed by climate change, there is a push to promote the introduction and mainstream adoption of Systems Thinking (ST) skills within natural science education. This initiative entails educating in-service teachers on ST principles and how to integrate them into natural science curricula. Additionally, efforts will be made to support students in cultivating a Systems Thinking approach through game-based learning and innovative teaching methodologies in science education. The overarching goals are to reinforce scientific skills, facilitate deep learning of complex subjects, and encourage collaboration among students across different grades, spanning ages 8 to 16 years.

The initiative involves the delivery of localized training courses aimed at in-service teachers, facilitating their acquisition of essential knowledge regarding Systems Thinking (ST) principles. These courses will cover not only the implementation of ST within science and climate change education but also focus on the most innovative and effective didactic approaches for integrating ST into school curricula. Simultaneously, a comprehensive didactic toolkit will be developed, comprising an ST-Game, six didactic modules, and two assessment tools tailored to students aged 8-12 and 13-16 years. This toolkit will be translated into the languages spoken in participating countries. Furthermore, testing events will be organized specifically for schools in each participating country. These events are designed to catalyze the widespread adoption of ST within educational institutions, thereby fostering a culture of systems thinking at the school level.

The SHINE project aims to deliver various outputs, potentially customized for different age groups (8-12 and 13-16 years). These outputs include a digital toolkit featuring an educational cooperative game that merges board and digital elements. Additionally, the toolkit will offer six didactic modules designed to assist teachers in integrating Systems Thinking (ST) into their classroom practices using engaging and innovative lesson plans. Moreover, a set of assessment tools will be provided to evaluate student learning outcomes. Furthermore, the project will offer a training course tailored for teachers, introducing them to the principles of Systems Thinking (ST) and providing them with the necessary skills to effectively implement ST concepts in their educational environments. Anticipated outcomes of these initiatives include heightened awareness of climate change issues within schools and the development of ST skills through formal education.