Abstract:

This article presents the application of an innovative teacher co-designed collaborative learning model, aimed at actively engaging students in the interdisciplinary study of climate change, in a school in Patras, Greece, across multiple classes, including a fifth-grade classroom. The model guides the design of collaborative learning scenarios through six structured phases: Engagement, Exploration–Analysis–Conclusion, Sharing Results, Collaborative Creation, Problem Solving, and Reflection & Self-Assessment.

Each class focused on a different subtopic of climate change and produced corresponding learning outputs, such as models, presentations, and creative projects reflecting their chosen subtopic. Students then presented their outputs to the other classes, enabling all participants to gain a holistic understanding of climate change and its various aspects. This was followed by shared activities, including story creation and newspaper articles, where each class developed its own work according to its subtopic, which were then merged with outputs from other classes to create a collective storybook and a collaborative climate change newspaper. Finally, once students had learned about all subtopics, they engaged in a common problem-solving activity, proposing solutions related to climate change based on the knowledge and skills they had developed throughout the project.

Pre- and post-project evaluation showed substantial learning gains: students demonstrated a more comprehensive understanding of climate change, a positive and responsible attitude toward environmental protection, and improved collaboration, communication, and technology skills. The scenario illustrated how the model can support interdisciplinary, multilevel, and collaborative learning, enhancing active participation, authentic problem-solving, and multifaceted understanding of complex topics. This framework provides educators with a scalable and adaptable blueprint for integrating technology, hands-on activities, and collaborative learning into K–12 education.

Acknowledgement:
The present teaching scenario was implemented within the framework of the Erasmus+ KA122 program, entitled “Wind of Pedagogical and Technological Change – WoPaTCh project”, with project code 2024-1-EL01-KA122-SCH-000234288.

Keywords:

Teacher Co-Design, Collaborative Learning, Interdisciplinary Learning, Climate Change Education, Renewable Energy, Project-Based Learning, Technology-Enhanced Learning, K–12 Education.