Teacher Guide and STEM Lesson Plans

Within the scope of WP4, 5 different STEM lesson plans focusing on renewable energy and sustainability themes have been prepared for teachers. These plans are designed to enhance energy literacy, support experiential learning, and encourage teachers to use innovative pedagogical approaches.

The prepared STEM plans include structured lesson plans aligned with learning outcomes, detailed teaching materials, classroom-ready educational resources, implementation guides, and interactive educational games. Each plan integrates theoretical content with practical activities, promoting problem-solving and collaborative learning. Additionally, the plans include experiment designs, small-scale renewable energy applications, scenario-based activities, and assessment tools.

The materials have been prepared for direct classroom use by teachers and are supported with clear instructions, activity flows, and assessment sections. All prepared content has been translated into English as well as the partner countries’ languages (Turkish, Portuguese, Greek, and Macedonian) to ensure international accessibility and widespread use. Thanks to the multilingual structure, the content can be directly implemented in consortium countries and adapted to different educational contexts.

Student Worksheets

Within the scope of WP4, 5 different Student Worksheets have been prepared to complement the teacher guides. These materials are designed to support students in learning about renewable energy, energy efficiency, and sustainability through active participation. The worksheets include structured activities that enable students to transform conceptual knowledge into practical application.

The prepared content consists of problem-solving tasks, analysis and interpretation activities, scenario-based applications, research questions, and assessment sections. Each worksheet has been developed in direct alignment with the related STEM lesson plan and aims to enhance students’ critical thinking, decision-making, and ability to make informed choices regarding sustainable energy.

The materials are structured with clear instructions, visual supports, and implementation steps that accommodate different learning styles. They are also designed as part of a comprehensive learning set that enables teachers to systematically guide classroom practices.

All prepared Student Worksheets have been translated into English as well as the partner countries’ languages for international accessibility. Accordingly, the materials are available in Turkish, Portuguese, Greek, and Macedonian, making them directly applicable in consortium countries and adaptable to different educational settings.

Teacher Training Seminars and Evaluation Results of Lesson Plans

Within the scope of the Greenlight project, energy and environment-themed lesson plans were developed for students aged 15–17. In order to evaluate the effectiveness of these lesson plans, pilot implementations were carried out by teachers working in Portugal, Türkiye, and North Macedonia. To support this pilot phase, face-to-face teacher training seminars were organized in all three countries. To access news about the training seminars conducted in Türkiye, Portugal, and North Macedonia, please click on.

The main objective of these training seminars was to equip teachers with the necessary knowledge and skills to effectively implement the developed lesson plans and accompanying student worksheets in their classrooms. The seminars were structured to provide both theoretical knowledge and practical application opportunities for participants.

The training seminars were organized separately in each country, where teachers gathered in person at their schools or universities. Each seminar consisted of three main sessions. In the first session, participants were provided with comprehensive information about the project and the developed materials. In the second session, teachers were asked to evaluate the lesson plans based on criteria such as scientific accuracy, pedagogical adequacy, curriculum alignment, and sustainability. At the end of the third session, participants completed an online survey to provide feedback on both the seminar process and the materials they analyzed.

A total of 78 teachers from the three countries participated in the training seminars. While the distribution of participants across countries was relatively balanced, differences were observed in gender distribution. Female teachers constituted the majority in North Macedonia and Portugal, whereas male teachers were more predominant in Türkiye. The age range of participants generally varied from under 30 to 59 years old; however, in Portugal, more than one-third of the teachers were over the age of 60.

An analysis of teachers’ self-assessments regarding their expertise in energy and environmental topics revealed a decreasing trend in the combined “Good” and “Very Good” categories from Türkiye to Portugal and North Macedonia. Approximately 50% of teachers in Portugal and North Macedonia rated their expertise as “moderate.”

For the overall evaluation of the lesson plans, teachers were asked to rate six criteria using a five-point Likert scale ranging from “Completely Inadequate” to “Completely Adequate.” More than 87% of teachers in North Macedonia rated the lesson plans and supporting materials (e.g., worksheets) as “Adequate” or “Completely Adequate.” In Portugal, this rate ranged between 66% and 85%. Teachers in Türkiye provided comparatively lower ratings, with some participants evaluating all criteria as “Completely Inadequate.”

Regarding the item measuring motivational impact (Item B), a limited number of “Completely Inadequate” responses were observed across all countries. Nevertheless, overall findings indicate a strong tendency toward positive perceptions of the lesson plans’ contribution to the teaching and learning process.

In terms of future use, teachers in North Macedonia demonstrated the highest willingness to use the lesson plans beyond the scope of the Greenlight project. They were followed by their counterparts in Greece and Portugal. Teachers highlighted several reasons for their intention to use the materials, including their ability to effectively combine theory and practice, support student learning and understanding, accelerate mastery of content, provide well-structured and comprehensive content, and offer engaging, student-centered activities that promote environmental awareness.

Overall, the feedback indicates that both the training seminars and the developed materials were perceived as highly useful, practical, and well-structured, contributing to more effective teaching and learning experiences.

However, some teachers expressed concerns regarding the limited duration allocated for each lesson, the extensive scope of the lesson plan set, and the time required for implementation. These factors were seen as potential challenges for alignment with existing curricula. This concern was particularly emphasized in vocational education contexts, where the applicability of the materials may depend on the specific subject area.

Additionally, some teachers noted that the number of activities planned for a single lesson was too high and recommended allocating more time to ensure effective implementation. A few participants from Türkiye expressed reservations about computer-based tasks and the use of videos, suggesting instead the inclusion of more interactive and game-based learning activities.

In conclusion, the lesson plans and training seminars developed under WP4 were generally evaluated positively by teachers and demonstrated high potential for implementation across different educational contexts, with minor improvements required.

For detailed data and country-based analyses, please click on the file headings below.