Project Evaluation Analysis: Little Eco-Citizens – Caring for Our Planet

1. Project Overview

“Little Eco-Citizens: Caring for Our Planet” was a collaborative eTwinning project designed to raise environmental awareness among young learners by combining creative, digital, and hands-on learning experiences. Bringing together teachers and students from different countries, the project aimed to help children develop a sense of responsibility towards nature while fostering empathy, creativity, and collaboration.

Throughout the project, students engaged in meaningful monthly activities such as planting, creating eco-posters, feeding and caring for animals, making crafts from recycled materials, celebrating important environmental days, exploring nature through observation and games, and learning about responsible online behaviors. These activities not only promoted eco-conscious habits but also encouraged students to think critically about their actions and their impact on the world.

The project also integrated Web 2.0 tools, storytelling, art, and outdoor learning to make environmental education both engaging and impactful. Regular collaboration among teachers and students, along with support from parents and school communities, helped create a positive learning environment and strengthened the project’s overall effectiveness.

2. Methodology

To evaluate the project's impact, data was collected from three key groups: students, teachers, and parents. This was done through structured surveys administered at three stages:

Pre-project (students, teachers, parents)
Mid-project (students)
Final stage (students, teachers, parents)

Additionally, teacher reflections were collected at both the mid-point and final stage, offering valuable qualitative insights into the project’s implementation and effects.

The surveys included a variety of question types, such as multiple-choice items, checkbox selections, and open-ended questions. These questions focused on participants’ environmental awareness, daily habits, level of engagement, and behavioral changes throughout the project. Teacher reflections enriched the data by providing real classroom observations and highlighting both the individual and collective growth of students over the course of the project.

3. Pre-Survey Analysis

3.1 Teachers

The pre-project survey conducted with teachers provided valuable insights into their initial approaches to environmental education and their expectations from the project.

A large majority of the participating teachers reported that they already included environmental topics in their lessons prior to the project. This shows their interest in raising environmental consciousness in young learners and their active efforts to incorporate it into their teaching practices.

However, despite their interest in the subject, many teachers stated that they had not previously participated in an environmental-themed international project. This highlights the significance of Little Eco-Citizens in offering them a new opportunity for structured, cross-border collaboration in sustainability education.

When asked about their main expectations from participating in the project, the most commonly selected responses included: raising awareness among students about environmental issues, integrating sustainability into teaching, engaging students in hands-on outdoor learning, using digital tools in environmental education, and collaborating with teachers from other countries. These expectations demonstrate a strong alignment with the project’s aims and reflect the teachers’ desire to support their students and grow professionally through the project.

Teachers were also asked about the types of activities they were most interested in implementing during the project. The most preferred responses included: Outdoor environmental activities (e.g., nature walks, clean-up events), Digital content creation (e.g., eBooks, videos, presentations), Collaborative environmental projects with students

Regarding the use of digital tools, survey data revealed that 47% of the teachers felt "very comfortable," while the remaining participants selected "comfortable." This indicates a high level of digital confidence among the educators, suggesting strong readiness to implement Web 2.0 tools and technology-based collaboration within the scope of the project.

In summary, teachers entered the project with an existing foundation in environmental education and showed great enthusiasm for enhancing their practices through international cooperation, digital integration, and interactive learning methods.

3.2 Students

The student pre-survey provided valuable insights into their awareness, interests, and motivations related to environmental topics. A total of 150 students from six different countries participated in the survey, offering a broad and diverse perspective across cultures.

In response to the question “Do you know about environmental issues?”, 80.7% of the students answered “Yes,”indicating a generally high level of awareness and interest in environmental matters among young learners even before the project began.

When asked “What environmental topics are you most interested in?”, students showed the highest interest in protecting animals and nature (81.3%), followed by recycling and reducing waste (68%), and pollution (air, water, land) (64%). These results reflect students' sincere concern for the living world and their eagerness to learn how to make a difference in their daily lives.

In terms of expectations, when students were asked “What are you most excited to learn about in this project?”, 70%selected “How to help the Earth,” while 66% chose “Protecting animals and nature.” These preferences align well with the overall objectives of the project and suggest that the participating students are motivated to take meaningful action for a more sustainable future.

One of the most impressive results came from the question “Would you be excited to do activities outdoors, like planting trees, cleaning up, or playing outdoor games?” — to which an overwhelming 97.3% of students answered “Yes.” This clearly indicates students’ enthusiasm for hands-on, nature-based learning experiences.

In response to these interests and expectations, the Little Eco-Citizens: Caring for Our Planet project included a rich variety of outdoor and action-oriented activities. Students participated in sky watching, nature walks, planting activities, creating eco-friendly art and products from recycled materials, and initiatives aimed at helping animals, such as feeding stray animals and building shelters and toys for them. These activities not only supported environmental education but also nurtured empathy, creativity, and teamwork among young learners.

In conclusion, the survey results confirmed that students entered the project with strong curiosity and a willingness to engage with environmental themes. The project successfully built on this foundation by offering meaningful and impactful learning experiences that combined environmental action with creativity and collaboration.

3.3 Parents

The parent pre-survey revealed a high level of support for environmental education at home. In response to the question, “How important is it to you that your child learns about environmental issues?”, 91.3% of parents selected “Very important.” This demonstrates a strong parental belief in the value of raising environmentally conscious children.

However, when asked “How often do you discuss topics like taking care of the planet at home?”, the responses showed a more varied pattern:

16.5% answered “Always”
31.3% said “Often”
38.3% responded “Sometimes”
11.3% chose “Rarely”
2.6% answered “Never”

These results suggest that while most parents value environmental education, the frequency of related discussions at home differs significantly. Although the intention is strong, in practice, families vary in how often these topics are part of everyday conversations.

When asked “What do you hope your child will gain from participating in the 'Little Eco-Citizens' project?”, the most selected responses were:

Increased knowledge about environmental issues – 66.1%
Collaboration and teamwork skills – 65.2%
Practical ways to take care of the planet – 50.4%,

These expectations reflect a balanced desire for both academic understanding and real-life application. Parents are hopeful that their children not only learn about sustainability in theory but also begin to practice eco-friendly behaviors in daily life.

In conclusion, the parent survey highlighted families’ strong interest in the project’s aims and their hope that it would positively influence their children’s environmental awareness and behavior, both at school and at home.

4. Mid-Term Evaluation

4.1 Student Survey Findings

The mid-project student survey revealed very high levels of engagement among the participants. When asked “How much have you enjoyed the project activities so far?”, a remarkable 81.3% of students responded “I love it,” while another 17.9% answered “I enjoyed it.” These results reflect that students not only participated actively but also truly enjoyed the learning journey.

In response to the question “What is your favorite activity we have done so far in this project?”, the top three choices were:

Creating posters, drawings, or digital content – 66.7%
Outdoor and schoolyard games – 57.7%
Celebrating special days (e.g., Earth Day, World Water Day) – 56%

These responses show a clear preference for creative expression and active learning experiences, both of which were core elements of the project design.

Students were also asked “Which topic or activity helped you learn the most about taking care of the environment?”The two most impactful areas were:

Planting or gardening – 62.6%
Recycling and reusing materials – 49.6%

These findings emphasize that hands-on, real-world experiences had the greatest influence on students’ environmental understanding. Practical engagement helped make abstract concepts more relatable and meaningful.

Looking ahead, students shared their preferences for the second half of the project. In response to “What would you like to see more of in the second half of the project?”, the most selected options were:

More activities in nature – 79.7%
More interactive games – 54.5%
More creative projects – 41.3%

These results offer valuable guidance for designing future activities, indicating that students are especially eager for outdoor learning and interactive experiences that allow them to connect deeply with the environment.

4.2 Teacher Reflections

Teacher reflections from the mid-point of the project revealed a strong sense of satisfaction with both the content and the structure of the activities. Educators reported noticeable growth in their students’ environmental awareness, creativity, and motivation.

Hands-on Learning & Nature Connection
Many teachers emphasized the positive impact of hands-on, outdoor learning experiences. Activities such as planting seeds, gardening, cloud watching, and nature walks helped students develop a deeper appreciation for the environment.

Özlem Çınar Kebeşoğlu shared, “Observing nature and growing plants helped my students connect with the environment in a meaningful way.”

Creativity and Artistic Expression
Teachers praised the project's creative components, including poster-making, recycled material art, and digital storytelling. These activities allowed students to express their understanding of environmental topics in original and imaginative ways.

Betül Bağcı Kapkaç noted, “Recycle Day was a fantastic opportunity to reinforce the importance of reusing and reducing waste through creativity.”
Esma Erdem shared, “Cloud watching and illustrating the shapes led to joyful moments and very funny student comments.”

Collaboration and Student Engagement
According to multiple teachers, students were not only enthusiastic about the tasks but also eager to share ideas with their peers. The Web 2.0 games, storytelling sessions, and themed events created a collaborative atmosphere that strengthened both social and academic skills.

Meryem Usta wrote, “Digital storytelling helped students reflect on both environmental issues and their online behavior, creating meaningful discussions.”

Emotional Development and Empathy
Activities that involved helping animals or reflecting on global issues (e.g., World Wetlands Day) encouraged students to think beyond themselves.

Ismini Anastasopoulou explained, “Talking about stray animals helped students reflect on empathy and develop kindness toward living beings.”
Vedat Salman added, “Building shelters and feeding stray animals gave my students a strong sense of responsibility and care.”

Teacher Development and Cross-Cultural Exchange
The project also served as a valuable professional development experience.

Andreea Preda reflected, “It was inspiring to see how this project changed our perspective and helped sustainability become a natural part of daily life.”

Suggestions for Improvement
Some teachers expressed a desire for more student-to-student communication in the second half of the project.

Encarnita Fernandez Guirado suggested, “I would have liked to see students exchanging their thoughts and emotions through letters or digital messages.”

4.3 Summary

The mid-term evaluation revealed clear progress in both student engagement and teacher satisfaction compared to the initial expectations shared in the pre-surveys. While teachers had already shown strong interest in environmental education, the mid reflections indicated that the project exceeded their expectations by providing diverse, interactive, and collaborative activities that deepened both student learning and teacher development.

Students, who had initially expressed curiosity and interest in nature-related activities, demonstrated increased enthusiasm and enjoyment as the project progressed. The percentage of students who reported loving the project (81.3%) and their strong desire for more outdoor and creative tasks in the second half reflected a genuine and growing commitment to environmental action.

Compared to the pre-survey data, which showed varying levels of exposure and confidence, the mid-term findings suggest that the project was successful in transforming interest into meaningful, hands-on learning. The alignment between planned activities and participants' evolving preferences helped maintain motivation and laid the groundwork for a strong and impactful second phase.

5. Final Evaluation and Reflections

5.1 Teacher Survey Results

The final teacher survey results reflected a highly positive experience and a strong overall impact of the project. In response to “How would you rate your overall experience with the Little Eco-Citizens project?”, 100% of teachers gave a positive response, confirming their overall satisfaction with the project's goals, structure, and implementation.

When asked “How clear were the project objectives and guidelines?”, all respondents stated that the objectives were clear, indicating that the project design and communication were well-structured and easy to follow.

Regarding the most effective and engaging activities, teachers identified the following as top choices:

Outdoor eco activities – 88.2%
Art creation (e.g., posters, crafts) – 82.4%
Recycling activities – 82.4%

These results underline that hands-on, outdoor and creative tasks were the most impactful elements of the project from a teaching perspective.

In terms of classroom integration, 94.1% of teachers reported that they successfully embedded the project activities into their regular lessons, showing that the project was not seen as an extra task but rather as a meaningful addition to their curriculum.

When asked “Do you feel your students improved their environmental awareness as a result of the project?”,

94.1% responded “Yes, significantly”
5.9% said “Yes, somewhat”

This demonstrates that teachers clearly observed growth in their students' environmental understanding and mindset.

In terms of behavior, 94.1% of teachers responded “Yes, definitely” to the question “Did the project encourage your students to take real actions to help the environment?”, confirming the real-life application of the project values through actions like recycling, planting, and animal care.

Regarding communication and collaboration, 94.1% described their experience as “Good,” while 5.9% rated it as “Average.” This feedback suggests that the majority of teachers felt supported and connected throughout the partnership.

Finally, all participating teachers (100%) answered “Yes” to the question “Would you like to participate in a similar project in the future?”, showing that the project not only achieved its aims but also inspired continued interest in environmental and collaborative international learning.

5.2 Student Survey Results

A total of 161 students from six different countries participated in the final student survey, offering broad and culturally diverse feedback. The results highlighted high levels of enjoyment, learning, and pride in participation.

In response to the question “Did you enjoy being part of the Little Eco-Citizens project?”, 87 % of students said “Yes, a lot” and 9.9% responded “A little”

This shows that almost all students had a positive experience and felt engaged throughout the project.

When asked “What was your favorite activity?”, students most frequently selected:

Playing outdoor games
Drawing or making posters
Helping animals

These answers reflect the continued popularity of active, creative, and empathy-based tasks, all of which were central to the project’s design.

To the question “Did you learn how to protect the environment?”,

85.7% answered “Yes, a lot”
9.9% said “Yes, a little”
Only 4.5% responded “No”

This confirms that the vast majority of students felt they gained valuable environmental knowledge through their participation.

In terms of social engagement, 83.2% of students reported that they enjoyed working with classmates or friends from other countries, while 9.9% enjoyed it “a little.” This suggests that the collaborative aspects of the project successfully supported intercultural connection and teamwork.

Digital integration was also well-received. In response to “Did you enjoy using digital tools in the project?”,

85.7% said “Yes”
13% said “A little”
Only 1.2% said “Not really”

This highlights the effectiveness of the project’s Web 2.0 and creative technology components.

When asked “Did you feel proud of the things you created (posters, drawings, videos, eco-friendly activities like planting, cleaning, recycling, etc.)?”,

86.3% responded “Yes”
10.3% said “A little”

Students clearly took ownership of their work and valued the opportunity to contribute meaningfully to environmental efforts.

Finally, in response to “Would you like to join another project like this again?”,

85.1% answered “Yes”
11.8% said “Maybe”
Only 3.1% said “No”

This strong interest in future participation indicates that the project left a lasting, positive impression and effectively nurtured motivation for continued involvement in eco-themed initiatives.

5.3 Parent Survey Results

The final parent survey showed strong satisfaction with the project and a clear recognition of its impact on their children’s environmental awareness, creativity, and habits. In response to “How would you rate your child's overall experience with the Little Eco-Citizens project?”, 94.8% of parents responded positively, with only 2.6% selecting a neutral response.

Parents identified the following as the most impactful activities for their children:

Drawing or making posters
Playing outdoor games
Helping animals
Planting trees or flowers

This feedback confirms that the combination of creative tasks, nature-based experiences, and empathy-driven actions resonated strongly with both students and their families.

When asked “Did your child enjoy the outdoor activities (nature walks, recycling, clean-ups, etc.)?”, 94.8%answered “Yes,” confirming the high appeal of active, hands-on environmental learning.

To the question “Do you feel that your child developed a stronger interest in protecting the environment as a result of the project?”,

88.3% responded “Yes, a lot”
10.4% said “Yes, a little”

Parents also reported that they themselves felt connected to the project. In response to “Did you feel involved in the project in any way (e.g., helping with activities at home, discussing the project with your child)?”,

89.6% answered “Yes”
9.1% said “Maybe”

When asked whether the project inspired their child to participate in more eco-friendly activities at home,

86.7% said “Yes, definitely”
12% said “Yes, a little”

This shows that the project’s impact extended beyond the classroom and into family life.

In terms of skill development, parents overwhelmingly agreed that the project contributed to their child’s personal growth. 89.6% believed their child improved significantly in areas such as teamwork, creativity, and problem-solving.

The global collaboration component was also well received:

89.6% described it as “Very positive, it’s important”
9.1% said “It was good but not very impactful”
Only 1.3% felt it made no real difference

This reflects strong appreciation for the intercultural dimension of the project and its role in fostering global citizenship.

Finally, in response to “Would you be interested in participating in any future eco-friendly activities or projects with your child?”,

87% of parents answered “Yes”
11.7% said “Maybe”
Only 1.3% said “No”

This confirms that the project successfully built bridges between school and home, sparking interest in long-term environmental involvement.

5.4 Final Teacher Reflections

At the end of the project, teachers expressed deep appreciation for the meaningful and transformative learning journey that Little Eco-Citizens offered their students. Reflections revealed significant progress in students’ awareness, creativity, and behavior, as well as valuable professional growth and community among participating educators.

Environmental Awareness and Action
Teachers observed a clear shift in students' understanding and actions related to environmental care.

Vedat Salman noted, “Each activity sparked excitement and a sense of responsibility in my students… they truly cared about nature and were eager to take action.”
Esma Erdem shared, “The project changed how my students see the world. Now we have many little eco-citizens!”

Hands-on and Outdoor Activities
Practical activities such as planting, clean-ups, and recycling projects stood out as favorites.

Ismini Anastasopoulou wrote, “We hugged trees, painted clouds, planted in our school garden—it was all simple, yet so powerful.”
Natalia Savitska added, “My students rejoiced at every opportunity to make the world a better place.”

Helping Animals and Empathy
Tasks involving animals deeply impacted students emotionally.

Betül Bağcı Kapkaç reflected, “Helping animals was one of the most touching parts of our journey. My students were eager and excited.”
Encarnita Fernandez Guirado observed, “The care of animals and plants was very motivating for our students.”

Creativity and Self-Expression
Creative outputs like posters, stories, and eco-art allowed students to reflect on what they learned.

Andreea Preda said, “Students not only learned about responsibility but also felt empowered to take action through what they created.”
Figen Ulus described the experience as “a joyful journey, where students learned through doing and expressing themselves.”

Collaboration and Global Connection
Many teachers valued the international spirit and the sharing of ideas.

Nihan İşlek shared, “This project was not only enjoyable but helped me grow as a teacher. I learned again while teaching.”
Natalia Savitska added, “This project will remain in our hearts and memories as an example of how small actions can make a big difference.”

Family Involvement and Home Impact
Teachers also noticed positive changes extending to students’ home environments.

Ismini Anastasopoulou noted, “The children reflected on how strays must feel without food or shelter—this built true empathy.”
Vedat Salman emphasized, “The project didn’t stay in the classroom. It reached homes, conversations, and daily choices.”

In summary, the final reflections illustrated how the project combined environmental learning, creativity, emotional growth, and intercultural dialogue into a deeply impactful educational experience. Teachers not only observed change — they helped lead it, and grew with it.

Nurdan Salman “Every moment in this project was truly special for us. I’m sincerely grateful to all my partners who contributed with passion and creativity.”

6. Conclusion & Future Recommendations

The Little Eco-Citizens: Caring for Our Planet project successfully combined creativity, environmental education, and international collaboration to raise awareness among young learners. Students not only learned about protecting the environment, but also took real action through planting, recycling, and helping animals. Teachers observed noticeable growth in both environmental sensitivity and student engagement, while families also reported positive changes at home.

Looking ahead, similar projects can continue to make a difference by focusing on hands-on, outdoor experiences, student creativity, and simple ways to connect learners across borders. Encouraging more student interaction between countries, involving families in small home-based eco-activities, and continuing the use of digital tools will further strengthen future initiatives.

The journey of nurturing little eco-citizens has just begun—and with continued effort, these young learners can grow into lifelong protectors of the planet.

7. Challenges Faced

The main challenge in this project was enabling direct communication between students from different countries, as most of them were in the early grades. While students enjoyed seeing each other’s work, activities like sending messages or interacting more personally were limited. This was mostly due to language differences and the young age of the participants.

This experience showed us that while full interaction may not always be possible, even simple exchanges—like shared videos or digital creations—can still build connection and curiosity. For future projects, more guided and structured formats for student-to-student exchange could enhance collaboration across countries.

8. Project Links & Final Outputs

TwinSpace Project Page

[Little Eco-Citizens: Caring for Our Planet on ESEP]

https://school-education.ec.europa.eu/en/etwinning/projects/little-eco-citizens-caring-our-planet/twinspace

Final Products - Collaborative Showcase

[Shared Padlet with student and teacher contributions]

https://padlet.com/nurdansalmann/final-products-collaborative-showcase-if7itutldd0vhw4v

9. Appendix – Survey & Reflection Links

Below are the links to all survey forms and teacher reflections used throughout the Little Eco-Citizens: Caring for Our Planet project. These resources support the evaluation process and provide full access to original data.