Ecological ReGeneration: Citizenship and Participation is a project by Navdanya International, co-funded by the Italian Ministry of the Environment and Energy Security under the SNSvS6 public call for initiatives supporting the implementation of the National Sustainable Development Strategy, Sustainability Vectors. The project contributes in particular to Vector 2, “Culture for Sustainability,” of the National Sustainable Development Strategy, as well as to the priority area “Policy Coherence and Participation” (Vector 1 and Vector 3), through actions focused on education for ecological citizenship, strengthening multi-stakeholder governance, and fostering the active engagement of younger generations in decision-making processes.

At the heart of the programme is a participatory, hands-on educational approach that combines place-based observation, critical analysis, and direct engagement with local actors. Through classroom activities, field visits, and meetings with managing bodies, public authorities, and organisations working to protect the environment, students develop the skills to understand agri-food systems, water resources, and biodiversity, recognising the interconnections between ecological, social, and food crises.

The project draws on the most recent European frameworks for sustainability education, including the GreenComp competence framework, promoting systems thinking, futures literacy, concrete action for sustainability, and collaboration across diverse stakeholders. Within this perspective, learning activities are designed to foster a sense of responsibility among young people, supporting their transition from passive recipients of information to active agents of change within their communities.

A defining feature of Ecological Regeneration: Citizenship and Participation is the central role of young people in local decision-making processes. Participating classes are guided through co-design pathways to develop proposals and actions, including awareness-raising campaigns, initiatives on food and water, and practices for the care of the commons, which are then presented and discussed with public administrations, managing authorities, and other territorial stakeholders, contributing to the strengthening of multi-level governance for sustainable development.

To support and amplify these experiences, the project includes the development of a digital exchange platform, “Ecological Regeneration: Citizenship and Civic Participation,” dedicated to schools, youth organisations, and networks engaged in sustainability issues. The platform brings together educational materials, action kits, advocacy tools, and good practices, facilitating the creation of learning networks and communities of practice capable of continuing this work beyond the project’s duration, in alignment with the objectives of the National Sustainable Development Strategy.

In this way, Ecological Regeneration: Citizenship and Participation aims to strengthen the active citizenship skills of younger generations, promote sustained dialogue between schools, institutions, and local communities, and contribute to the spread of a culture of sustainability grounded in shared responsibility for the care of the commons.

Planned Activities

The activities of Ecological Regeneration: Citizenship and Participation are structured around several main areas of intervention, developed over the full duration of the project.

Educational pathways and school workshops
Engagement of high school students in educational modules on biodiversity, agri-food systems, water, and climate change, combined with participatory workshops focused on place-based observation, analysis of local environmental challenges, and the co-design of possible solutions.

Local engagement and dialogue with stakeholders
Field-based workshops and opportunities for exchange with park authorities, water resource managers, local administrations, farming actors, and civil society organisations, aimed at understanding existing policies and practices and fostering structured dialogue between young people, institutions, and communities.

Collaborative design of actions and campaigns
Participatory design workshops to develop proposals, initiatives, and awareness-raising campaigns on environmental and social priorities identified within the territories involved, with public presentation of results through dedicated moments of feedback and dialogue.

Digital platform for sharing knowledge and good practices
Launch and management of the digital platform “Ecological Regeneration: Citizenship and Participation” as a space to share educational materials, action kits, experiences, and good practices among schools, youth organisations, and sustainability networks.

Communication and outreach activities
Production of informational and educational materials, communication across Navdanya International channels, and organisation of public events to showcase the work carried out by schools and encourage wider participation in sustainability education pathways.

Activities

Landscapes, Biodiversity, and Food Systems:
Launch of the Project “Ecological Regeneration: Citizenship and Participation”

The first meetings with students from the “Ignazio Vian” Scientific High School in Bracciano marked the beginning of a shared journey of learning, listening, and dialogue, designed to gradually build trust and lay the groundwork for the months ahead. Students engaged in participatory discussions around four key themes: food and production methods, eco-anxiety and climate change, landscape and local biodiversity, and the state of water in Lakes Bracciano and Martignano. These exchanges revealed a strong interest in where food comes from and the role of livestock farming, alongside a desire to better understand the local territory and its biodiversity, closely connected to personal experiences of extreme climate events. A starting point rooted in listening, bringing together everyday experiences, place, and sustainability.

Introduction, Dialogue, and Choosing the Focus Areas

In our first meetings with the classes of the “Ignazio Vian” Scientific High School, we opened a space for mutual exchange, presenting the pathway and Navdanya International’s way of working. Through questions and collective discussion, students shared their interests, needs, and concerns across four main areas: food and production methods, eco-anxiety and the climate crisis, local landscapes and biodiversity, and the water quality of Lakes Bracciano and Martignano.

From Ideas to Action: Working Groups and First Workshops

From the themes that emerged, the classes set up working groups focusing on food, local biodiversity, the care and management of natural spaces, and the emotional dimensions of climate change. Working in small groups within a shared framework, students developed activity proposals and began their first individual research, becoming co‑designers of the pathway rather than simple recipients.

From Classroom to Landscape: A Field Day at the Caldara

The pathway moved beyond the classroom and into the living landscapes of the territory, with an educational visit to the Caldara di Manziana, a protected natural area of extraordinary ecological value. In the field, students had the chance to observe ecosystems, plant species, and natural dynamics up close—elements they had previously encountered only through texts and classroom research. The experience wove together direct observation of local biodiversity with collective reflection on how natural spaces are managed and cared for, sparking new questions and connections with each group’s focus. What emerged during the visit was then brought back into the classroom, becoming living material to deepen the sub‑themes and sustain the work in the months that followed.

Workshops, Research, and Creating New Content

In the following months, the working groups deepened their themes through classroom workshops, individual research, and data collection activities in the surrounding territory. Students created original materials—cards, presentations, maps, and texts—that offer their own perspective on local landscapes, biodiversity, and food systems. Particular attention was given to inclusion, experimenting with accessible communication tools to make the pathway meaningful and welcoming for everyone.