Abstract:

This paper presents the educational experience of Toki Şehit Fatih Erer Ortaokulu within project B.S.A.F.E. – Black Sea Awareness for Everyone, developed under the SHORE Programme supported by the European Union. Grounded in the principle that we protect what we understand, the project aims to strengthen students’ ecological awareness by engaging them directly with the Black Sea and its unique biodiversity. Through a combination of classroom activities, digital creations, collaborative tasks and outdoor learning experiences, students explored marine ecosystems and the challenges of sustainable water management in the region.

The project is grounded in a project‑based and experiential learning approach, integrating environmental education, digital competence development and community engagement. Students engaged in inquiry‑based classroom activities supported by digital tools, collaborative work with international eTwinning partners, and hands‑on learning experiences in real environmental contexts. Field visits to a local mussel farm and a drinking water treatment plant enabled students to observe marine ecosystems and sustainable water management practices in situ. These activities were complemented by student‑led environmental actions on local beaches. Qualitative data, including student‑produced digital content, observations and reflective discussions, informed the evaluation of student learning, motivation and environmental awareness.

Preliminary results show that students gained a deeper understanding of Black Sea biodiversity, developed stronger digital and communication skills, and demonstrated increased motivation to engage in local conservation efforts. The B.S.A.F.E. – Black Sea Awareness for Everyone project highlights the effectiveness of experiential, interdisciplinary and digitally supported methodologies in fostering marine literacy and sustainability awareness among secondary school students. Combining classroom‑based inquiry with hands‑on field experiences and community engagement, enabled learners to connect scientific knowledge with tangible environmental challenges affecting the Black Sea region. Visits to local facilities and student‑led environmental actions proved particularly effective in strengthening students’ understanding of the links between everyday human practices, water management and marine ecosystem protection.

Moreover, the international eTwinning collaboration enriched the learning process by promoting intercultural dialogue, teamwork and communication skills, while reinforcing students’ sense of shared responsibility for a common natural heritage. The project also contributed to the development of transversal competences, including digital skills, critical thinking and active citizenship. Overall, the experience also demonstrates how EU‑supported initiatives such as the SHORE Programme can support schools in embedding sustainability education within secondary curricula, empowering young learners to become informed, responsible and engaged actors in addressing current and future environmental challenges at both local and global levels.

Keywords:

Secondary education, marine literacy, Black Sea, environmental awareness, sustainability education, SHORE Programme, experiential learning, digital pedagogy.