This is a material produced to be printed and distributed among the students participating in the Edufire Toolkit pilot coordinated by UOC and the Josep Lluis Sert High School in Castelldefels in November 2023.
Its contents result from a summary and adaptation of part of the materials being developed within the Edufire Toolkit project, combined with the contribution of all of the local actors involved in designing the activities. It also reflects the key information needed to follow the activities that will be carried out during the whole week, including references to both the local reality that students will analyse and a European perspective (as there will be students from four different European countries).
The results collected by students during the whole week and the input of teachers and other participating actors will be analysed at the end of the pilot to be incorporated into Edufire Toolkit’s results.
SUMMARY OF THE PILOT TEST AT THE JOSEP LLUÍS SERT INSTITUTE (CASTELLDEFELS)
The Edufire Toolkit project pilot, coordinated between the UOC and the Josep Lluís Sert Institute in Castelldefels, took place from November 21st to 25th, 2023. It involved 64 students aged 12 to 15, along with over 10 secondary school teachers. The aim was to initiate a collaborative and community-based educational approach focused on wildfire management within the context of the climate emergency.
By involving various local stakeholders and projects related to eco-social activism, landscape preservation, and wildfire prevention, the pilot facilitated a comprehensive understanding of the local environment. Students were encouraged to explore the social, political, economic, and ecological dimensions of wildfires and climate crisis challenges. Activities included active listening, observation, inquiry-based learning, artistic expression, robotics, and manual tasks.
Students embarked on an investigative journey, experiencing fire prevention methods like donkey grazing in Collserola and participating in ecological activism. They reflected on the emotional impact of the climate emergency and fostered collaborative learning in their communities.
The program linked past and future perspectives, with robotics workshops developing fire-detection prototypes and visits to Can Domenèch farm showcasing agricultural fire prevention. The final day featured a guided excursion to Cal Ganxo Environmental Activities Center and a presentation from Castelldefels Forest Agents on fire risk management.
The week concluded with a review and evaluation session at the Institute, encouraging participating schools to continue working on wildfire and climate change-related actions in their environments.
Although the timeline was short, thorough preparation facilitated a dynamic process for deeper and sustained engagement with these topics. Findings from the pilot evaluation, currently under analysis, will provide insights into achieved transformations. Documentation of this experience will contribute to the participation guide of the Edufire Toolkit project, aiming to inspire similar community-based initiatives in other educational institutions.
