Innovator: Selçuk Yusuf Arslan, https://www.linkedin.com/in/selcukyarslan/
Organisation: Atatürk MTAL, Ankara
Setting of the practice: hybrid
Description of the practice:
Undoubtedly, one of the biggest problems that we human beings have faced in our history is the climate crisis. Since one of the major causes of the climate crisis is human activities, it is clear that people must be the solution. Raising people’s awareness of the climate crisis brings positive changes in global climate change indicators; here, educational institutions also have a great responsibility. Raising students’ awareness about the climate crisis—especially at young ages—contributes to the problem’s solution.
Education is not only the responsibility of schools, since the whole of society is affected by education outcomes. Therefore, all stakeholders’ contribution to the process is essential. Effective co-operation should be established for solving a vital problem such as climate change—so I made exactly this my goal. I tried to raise my students’ awareness by making universities, NGOs and local governments take action. For instance, we started the “I am Learning Coding, I am Embracing Nature” initiative with the Hacettepe University. As a result, students received environmental themed-coding training at the university. This idea reflects my teaching philosophy; while teaching coding to my students from an interdisciplinary perspective, I prefer environmental issues as a theme. In this way, I improve their coding skills and make them aware of environmental problems at the same time. Some of my students even started to design climate solutions with the software and robotic tools they developed.
In 2021, two of my students coded software that calculates carbon footprints and provides personalised recommendations. They also conducted extensive research about the carbon footprint while doing so. Similarly, four of my students, who won the international first prize in the FCH Go project contest, produced educational software explaining the importance of hydrogen fuel cells. On the other hand, I also support students to conduct social responsibility projects related to environmental issues. For instance, the students initiated a project to spread the use of bicycles called “Turkey’s Heart Beats with Bicycles”, working with celebrities from the world of art and sports to help build the first bicycle path in the city we live in. In the “Code 4 Nature” project, they went to a rural school and joined the students in their first coding experience, while providing products for environmental problems.
As a teacher, I try to be a part of the climate crisis solution. I care about my students’ designing solution-oriented products against the climate crisis instead of consuming them. By sharing my work with my colleagues and pre-service teachers, I strive to spread this model and contribute to a more livable world.
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