Cooler Climate Challenge

Győrössy Krisztina and Nagy Irén (2025) Cooler Climate Challenge. Business & Diplomacy Review, 3 (1). pp. 24-45. ISSN 3004-0116

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Abstract

This study examines the impact of participation in an Erasmus+ strategic partnership project - Cooler Climate Challenge - on the environmental attitudes and behaviors of secondary school students from the Czech Republic, Spain, and Hungary. The goal of the research was to investigate how participation in a multinational Erasmus+ project influences secondary school students’ environmental awareness and behavior. Grounded in experiential learning theory, the project combined inquiry-based, cooperative, and project-based learning methods to foster environmental awareness and intercultural collaboration. Using a mixed-methods approach, data were collected through a structured questionnaire featuring both closed- and open-ended questions. Quantitative responses were analyzed using descriptive statistics and Chi-squared tests, while qualitative data were analyzed using thematic analysis. The findings suggest that students initially exhibited environmentally conscious behaviors, with relatively few statistically significant differences observed between countries. However, following the program, students demonstrated increased environmental awareness, greater motivation to engage in sustainable behaviors, and an enhanced sense of global responsibility. The international, real-life context of the project also contributed to the development of communication skills and intercultural competence. Despite limitations related to sample size and generalizability, the study offers empirical insights into the educational value of Erasmus+ programs and presents a replicable model for integrating experiential, interdisciplinary environmental education in secondary schools. Implications for educators and policymakers highlight the importance of embedding sustainability education in collaborative, cross-cultural learning environments.