Digital ESD: Educational materials for teachers are available online
27th. of October 2025
The Erasmus+ project “Digital Education for Sustainable Development across Europe” (Digital-ESD) is breaking new ground in primary education by launching a digital learning platform that brings the 17 Sustainable Development Goals (SDGs) into classrooms across Cyprus, Germany, Hungary, and Norway. This innovative platform, designed for students aged 8–12, empowers teachers — regardless of prior sustainability experience — to integrate sustainability topics in a practical, age-appropriate, and flexible way.
Free teaching and learning materials without registration
The Digital-ESD platform offers 19 interactive “learning worlds,” each dedicated to a specific SDG, featuring animated board stories, worksheets, and comprehensive teaching guides. These resources are available in multiple languages and can be used both digitally and on paper, making them accessible for diverse educational settings. The platform’s structure allows teachers to easily introduce sustainability concepts, spark classroom reflection, and encourage students to take action on global challenges such as climate change, poverty, and equality.
Lesson preparation in minutes
You know best how your lessons work, so the platform does not provide rigid guidelines, but offers you a selection of ready-to-use materials: explanatory videos, worksheets, reflection questions, and project ideas. You can choose what suits your class and your schedule—whether as a short impulse, group work, or for a larger project.
Have fun trying it out!
Brochure ‘RevierUpdate. Coal. Change Perspectives.’ now available!
29th of September 2025
To mark the end of the RevierUPGRADE project – We. Now. Sustainable. – the project team from BUNDjugend and UfU has published a brochure. In it, various stakeholders have their say and highlight approaches for socio-ecological change in the East German lignite mining areas. This highlights both the diverse challenges that exist and the promising prospects for future developments in the Central German and Lusatian mining regions.
As part of RevierUPGRADE, we worked with young people from the regions to implement a variety of creative, engaging, colourful and lively educational and empowerment formats. These ranged from formats such as group coaching to content-based workshops focusing on topics such as ‘The Cottbus Baltic Sea’ or ‘Sustainable Chemical Industry,’ and repeatedly returned to the concrete question: How can I, as a young person, get involved locally and nationally and help shape the future? In addition to raising awareness of problem areas (examples: outsourcing of coal-related costs, the state of the climate crisis and aspects of climate justice, etc.), we have repeatedly worked to identify and develop perspectives and possible approaches for socio-ecological developments, for example through inspiring excursions and discussions with progressive actors or practical activities such as building rain benches.
Under the motto ‘Coal. Change. Perspectives’, the brochure reflects various impressions, encounters and fragments from our activities. In the process, we have found some answers – but perhaps even more questions. The publication is available both online and as a print copy to browse through. If you are interested in print copies, please contact the RevierUPGRADE project team.
COAL
The decision in 2020 to phase out coal by 2038 was the starting point for the three-year cooperation project between the BUNDjugend Bundesverband, BUNDjugend Brandenburg and UfU. Coal, a fossil fuel that took millions of years to form, is still burned today as a highly climate-damaging resource, while its extraction has created lunar landscapes and open-cast mining pits in the areas where it is mined. What are the stories behind the Cottbus Baltic Sea and the Geiseltal Lake, for example? Which towns disappeared almost without a trace, and to what extent is the flooding of open-cast mining pits actually a sustainable solution?
The term coal can also be understood as money. This also plays an important role in structural change and raises questions of fairness and distribution. After all, a lot of money flows into the regions through complicated subsidy schemes. But who really benefits from this money, and to what extent are young people involved in decisions about it or in its effects? How do they benefit from the (desired) development of the regions, and why are many young women in particular leaving them?
CHANGE
Even if the loss of well-paid jobs in the coal industry is problematic for many, phasing out this technology – sooner rather than later – is absolutely necessary and indispensable for climate protection and thus also for our human future. And even now, there are many signs pointing to a shortage of skilled workers rather than jobs.
The transition has long since begun. It was and remains important to us to see these changes as an opportunity – for social and ecological developments and forward-looking developments at the local level that bring us a small step closer to a good life for all. For opportunities to help shape the future, to experience (collective) self-efficacy and to draw courage.
PERSPECTIVES
In creative workshops, we explored both personal perspectives and potential development opportunities for cities and regions.
How do I want to get involved personally? What is my utopia for my city? What ‘tools’ do I need to achieve this? Where can I acquire them? How can I motivate my fellow campaigners? (…)
The prospects in the east, which – like almost the entire Federal Republic – continues to drift to the far right, are not rosy. Economic and social challenges remain, including in relation to demographic developments. We have also encountered stories of marginalisation, trauma and struggles to be heard. We believe that looking ahead without simply repressing frustrating experiences is a constructive approach.
And finally, we should also mention our own very specific perspective in the project: the activities will continue. With RevierUPGRADE 2.0, we will continue to be active in Halle (Saale) in the Central German mining region and in Cottbus in the Lusatian mining region. Proven activities will be continued and expanded, while other formats will be adapted or added.
More information will follow shortly, so stay tuned! We can already reveal that the topic of water and water justice will take on greater importance.
Four years of “KlimaVisionen”: 70 Berlin schools show how climate protection works
02. September 2025
After four intensive years, the project “Climate Visions – Paths to Climate-Neutral Schools in Berlin” is coming to an end. 70 schools from all districts of Berlin have each developed their own roadmap (action plan) for climate neutrality and implemented concrete measures to reduce greenhouse gas emissions. Now, follow-up funding is needed to continue to effectively support the schools and, at the same time, to accompany new schools on their journey, strengthen their self-efficacy, and initiate joint actions.
Schools as drivers for climate neutrality
The pressure to act is enormous: in order to achieve Berlin’s goal of climate neutrality by 2045, significantly more concrete measures are needed – especially in public institutions. Schools play a central role here. The roadmaps developed in the project impressively show how schools can reduce emissions in a structurally and pedagogically effective way – and at the same time serve as role models for other institutions.
What went well – and what’ still ahead
The project not only developed visions for the future, but also initiated tangible changes. One of the highlights of the project was the structural anchoring of climate protection through climate parliaments, such as at the Friedrich Ebert Secondary School.
In addition, participation in the project led to an intensive exchange of experiences between the schools. This not only helps to establish contacts, but also advances concrete project planning. Afterwards, the participants bring their renewed motivation back to their school communities. In the course of the project, the following have proven to be particularly effective:
- Cooperation with extracurricular partners.
- Cooperation between teams within the school and the involvement of, for example, the teachers’ conference.
- Sustainable, structural anchoring of efforts and climate protection actions, e.g., through a climate parliament or a climate working group.
- Setting realistic goals and prioritizing effective measures.
Climate protection needs structural anchoring
The findings of the project evaluation clearly show that binding structures and political support are needed for sustainable implementation. Many measures have so far been implemented on a voluntary basis and in addition to regular work. Without sufficient time resources, coordinating bodies, and appropriate recognition, it remains the commitment of individuals. UfU therefore calls for every school to have a designated coordinator for climate protection and climate adaptation who prioritizes education for sustainable development.
In addition, more intensive support from external partners is needed to relieve the burden on committed teachers, as well as stronger networking with local authorities. Where good contact persons are available, schools are able to implement their roadmaps much quicker.
Implementing climate action motivates and strengthens self-efficacy
The experiences gained in the project clearly show that effective climate protection in schools requires a balance between visible, direct emission-reducing measures and awareness-raising in everyday school life. For example, designing raised beds can be a first step toward gaining momentum and motivation to tackle more difficult issues. Such as: How can the school community be mobilized? How can the energy-efficient renovation of school buildings be put on the agenda of decision-makers? How can effective heat protection be established?
The so-called “attitude-behavior gap” (Kollmuss & Agyeman, 2002) is also clearly evident: Teachers find climate protection particularly meaningful when they can act effectively themselves—not just when topics are covered in class.
What happens next?
Now that the project has ended, it will be up to the schools themselves to implement their roadmaps to climate neutrality. Many remain highly motivated to continue their efforts, not least thanks to the networks that have been established. However, clear political signals are needed to show that Berlin’s climate targets are being taken seriously. Without sustainable structural funding and central support, the achievements made so far will not be sustainable.
UfU is actively seeking new funding opportunities to continue the successful and award-winning model project and to support other schools and educational institutions on their path to climate neutrality.
The “KlimaVisionen” project shows that climate protection in schools works – if the conditions are right. In order for Berlin to achieve its goals, it needs not only committed teachers and motivated students, but above all the political will to rethink schools as genuine places of learning and creativity for a climate-neutral future.
Further information, materials, and the handbook “Schools as Drivers for Climate Neutrality in Cities – The Vision of a Climate-Neutral School” can be found here.
FutureLab – Energy meets creativity: Young people shape their future at the Blossin Youth Education Centre
26. August 2025
What could a sustainable future look like – and what role can young people play in it? This was the question addressed by the holiday camp ‘FutureLab – Energy Meets Creativity’, which took place last week at the Blossin Youth Education Centre. With the support of Muriel Neugebauer and Matthias Laminski from the Independent Institute for Environmental Issues (UfU), young people aged 12 to 16 explored the topics of climate protection, energy and shaping the future in a creative, practical and participatory way.
The aim of the project was to give young people space to develop their own ideas for a sustainable future – and at the same time to enable them to experience how their own actions can make a difference. The focus was on combining interactive learning games, practical creative methods and shared experiences.
The programme included a climate rally, an interactive hands-on exhibition on the energy transition, a vision workshop for the artistic design of their own sustainable ideas for the future, and a sailing trip with the team cutter, where they could experience wind power first-hand.
At the bicycle cinema, the young people generated their own electricity – and playfully reflected on the connection between energy consumption and production. An excursion to the energy self-sufficient village of Feldheim rounded off the week and used a real-life example to show how sustainable energy supply can work.
Why is this important? Leisure activities not only strengthen young people’s environmental awareness, but also their self-efficacy: they experience first-hand that developing sustainable ideas and having the courage to take action can have an impact and make a difference.
Project supervisor Muriel Neugebauer emphasises:
“With FutureLab, we wanted to create a space where young people could think about their future in a playful, creative and collaborative way – while at the same time gaining concrete experience on issues of sustainable energy. The enthusiasm and commitment of the participants showed us how important and effective such formats are.”
In practical terms, the project shows that sustainability education works best when it is active, participatory and realistic, and that young people develop a deeper understanding of complex issues such as the energy transition when they learn through experience, creativity and reflection.
What happens next?
The positive feedback from young people, parents and the educational team shows that FutureLab has a bright future. A continuation of the holiday camp is already being planned for summer 2026.
UfU develops hygiene concept to maintain the energy-saving projects!
November 20, 2020
The Energy Efficiency & Energy Transition department at UfU is the department that has the most contact with other people during its work. This is because the energy-saving experts regularly visit schools throughout Germany to talk about ways to save energy. This work was not possible during the lockdown. During the summer months, the department worked on a hygiene concept for the school visits to be carried out. At the same time, the head of the department sits on the City of Berlin’s Hygiene Council. This is because some of the measures that our colleagues carry out with the pupils not only help to protect the climate, but also to reduce the risk of infection. However, to ensure that our employees do not become a risk factor themselves or become infected in the schools, the hygiene concept was developed and has been applied ever since. Even during this time, it is important to continue talking to pupils about energy-saving measures. Experience has shown that energy consumption in schools increases enormously in the winter months. Incorrect ventilation behavior not only leads to an enormous waste of energy, but also to higher risks of infection with Covid-19 and other seasonal diseases. For this reason, it is important that we continue to carry out visits with a hygiene concept. The hygiene concept is available for download here (German only).
Energy saving project in Marzahn-Hellersdorf – Three schools serving as models for Berlin
12th of August 2025
Berlin, Marzahn-Hellersdorf – A new energy-saving project has been implemented at three schools in the district for the current school year. The project, which aims to reduce the schools’ energy consumption in the long term, focuses on intensive educational support, child participation, and monthly energy monitoring. The project has set new standards in climate education and energy efficiency in schools.
Why save energy in schools?
When it comes to the successful energy transition, the potential of sufficiency, i.e. saving energy, is still massively underestimated. Yet the careful use of resources and the reduction of energy consumption offer the opportunity to significantly lower our demand and thus also reduce the pressure on known conflicts such as the conflict over land use. Schools are the largest consumers of energy in the public sector and offer enormous potential for savings.
Pilot project with exemplary function
The energy-saving project consists of teaching units, practical workshops, and energy monitoring. It was important to the district that the schools receive intensive educational support within the project. All schools in the project therefore received teaching units on energy, climate, and sustainability, thereby raising awareness of environmental issues among students and teachers. In addition, the schools regularly carried out room temperature measurements and other workshops so that students could clearly see the impact of their own actions on consumption. Energy clubs were set up at the schools, giving students the opportunity to feel responsible for the school and implement their own ideas. This makes educational work fun and allows students to experience self-efficacy. In addition, monthly energy monitoring was carried out for the first time at all three schools. The consumption data for heat, electricity, and water was evaluated and compared with the previous year’s figures. The results show both successes and challenges:
– Heat consumption fell by up to 7% in two of the three schools
– Electricity consumption was reduced by 11% (WvS) and 7% (JS)
– Water consumption rose by 19% in one school, indicating possible damage
These regular evaluations highlight the importance of effective energy management – not only for saving energy, but also for quickly identifying and rectifying problems. Some measures in the schools, such as reducing the heating system at night and on weekends, will not be implemented until the next heating period, so further savings are expected.
Call for expansion of the project
The project shows that targeted educational support combined with technical monitoring has a real impact – both on consumption figures and on climate education. Students are actively involved in the projects themselves, which raises their awareness of the issue and gives them a sense of self-efficacy in relation to the energy transition. The Independent Institute for Environmental Issues (UfU) is therefore calling for similar projects to be rolled out across all Berlin districts and municipalities in Brandenburg in order to realistically achieve the goal of climate-neutral schools. Such projects are also worthwhile from a financial perspective, as the cost savings achieved by reducing resource consumption exceed the costs incurred in implementing them.
What happens next?
The project will continue in the three Marzahn-Hellersdorf schools in the coming school year – however, funding is only secured until the end of 2025. The aim is to continue the project beyond 2026 and to involve other schools. The collection of consumption data will be further optimized to enable even more efficient monitoring.
There can be no climate justice without human rights
November 14, 2022
“There can be no climate justice without human rights”
This year’s Climate Change Conference (COP 27) will take place in Sharm El-Sheikh, Egypt, from November 6 to 18, 2022. With Ecoaction, Censat Agua Viva and BUND/Friends of the Earth Germany, UfU’s project partners and friendly organizations will also be present on site to remind decision-makers of the need for global climate justice. The climate conference is being held under the patronage of the Egyptian government. In recent years, it has not only repeatedly presented climate protection strategies that are considered “highly inadequate” to achieve the global 1.5°C target[1], but has also increasingly restricted the opportunities for political participation of numerous civil society actors. This issue is also evident at COP 27: representatives of the climate movement in Sharm el-Sheikh report repressive measures against civil society actors, permanent state surveillance, severely restricted opportunities to organize, massive restrictions on freedom of expression and arrests of activists. Even at the conference itself, opportunities to demonstrate are severely restricted and subject to certain rules. This development is highly problematic. Projects such as our ZIVIKLI project show that climate protection and climate adaptation measures are more successful if they are adapted to the needs of local people. These needs are communicated primarily by non-governmental organizations and social and ecological movements. They are an important link between decision-makers and the population. They bring the demands of various population groups into official decision-making bodies, such as climate negotiations, and advocate for their consideration in the development and implementation of measures. In this way, climate civil society acts as a “watchdog”, helping to increase the ambition of climate policy measures and monitor their implementation. However, all of this is only possible if civil society organizations can work in an environment that does not hinder them from carrying out these activities. Guaranteed human rights and civil liberties are the cornerstones of such an open civil society space. In the context of the climate crisis and the restricted civil society space in Egypt, it is more important than ever to listen to the voices of civil society. UfU would therefore like to draw attention to the Egyptian Human Rights Coalition on COP27, a coalition of civil society organizations that draw attention to the need for an open and free civil society space to achieve global climate justice. [ 1] https://climateactiontracker.org/countries/egypt/
Demands of German environmental associations on the European Green Deal
November 09, 2020
In December 2019, the European Commission presented the EU Green Deal (EGD). Under Commission President Ursula von der Leyen, various initiatives for a climate-neutral European Union were announced. German environmental associations are taking a joint stance on this. Under the leadership of the German Nature Conservation Ring (DNR), the various environmental associations formulate their demands. In the paper, UfU calls above all for better participation of citizens and environmental associations through Aarhus law. Forms of digitalization, early participation and the safeguarding of legal action at EU and national level must be taken into account. The full paper can be read here.
Federal Environment Minister in exchange with pupils
November 17, 2020
As part of the UfU project Three4Climate, pupils from six schools in Portugal, Slovenia and Germany will meet with Federal Environment Minister Svenja Schulze on 19 November 2020. The virtual meeting will be moderated by UfU. The students from Braga and Loulé (Portugal), Maribor and Kranj (Slovenia) and Bielefeld (Germany) want to discuss EU climate policy with the Minister. An important meeting for the pupils against the backdrop of the German EU Council Presidency. The schools are taking part in the “Three Presidencies for Climate Action” project of the Federal Environment Ministry’s European Climate Initiative. The project aims to improve the exchange on practical climate protection issues with each other and with the EU.
New “Smart meters and digital solar schools” project launched!
November 17, 2020
Together with the company ComMetering, we are evaluating solar school projects with their own PV system(s) in order to respond to the smart meter rollout adopted by the German Bundestag in 2016 and launched in 2020. Schools with solar systems and the associated school authorities must also equip their buildings with smart metering systems. UfU and ComMetering are combining their expertise to use the latest technologies for innovative environmental education. By installing modern metering equipment, electricity flows can be made transparent. The previously abstract electricity consumption from the socket, but also the invisible electricity feed-in from solar systems, is visualized in real time and thus made tangible. Young people can understand more easily than ever before what impact a passing cloud has on the solar harvest or how electricity consumption decreases when the lights or other power guzzlers are switched off. The pupils experience self-efficacy and can reflect on the consequences of their own behavior, but above all on their potential to save energy sustainably. UfU produces accompanying teaching materials on the topics of energy, the energy transition and energy saving. To disseminate the teaching content, UfU and ComMetering will jointly offer online training courses (webinars) for teachers and ongoing advice and support for schools. Our experience shows that it is particularly important to provide long-term support for teachers in schools. The project is funded by the German Federal Environmental Foundation (DBU), the David Nature Foundation and the Reiner Lemoine Foundation.