I created this innovation because many students talk about climate change but rarely have the chance to turn their ideas into real action. By combining global dialogue with student-led projects, I wanted to give students a voice, a sense of responsibility, and the opportunity to create meaningful change in their own communities.
In practice, students take part in guided global dialogues with peers from different countries to discuss climate-related issues. They then work in small teams to plan and lead local climate action projects at school, such as reducing waste, saving energy or raising awareness, while teachers support them as mentors throughout the process.
The innovation has been spreading through school networks, international programmes and educator collaborations. Teachers adapt the model to their own contexts, and students share their projects and outcomes through presentations, online platforms and peer-to-peer exchange.
Over time, the innovation has been adapted based on student feedback and classroom experience. We added more structured dialogue preparation, clearer roles for student teams and stronger links between global discussions and local action, making the process more meaningful and manageable for both students and teachers.
Start by choosing a small group of students and introducing a real climate issue connected to your school or community. Use a global dialogue platform or partner school to help students exchange ideas with peers from other countries, then guide them to design and lead a simple local action project, with the teacher acting as a mentor rather than a director.
