The Climate Ambassadors School Program
Project Schedule:
Stage 1 Presentation: January 30 | 10:30–13:30
Stage 2 Presentation: February 26 | 10:30–13:30
Stage 3 – Final Debate: April 17 (TBC)
Al meetings willl be held at
Babeș-Bolyai University, Faculty of Geography,
Room 43 (Geography Amphitheatre), 1st floor.
5-7 Clinicilor Street (Hasdeu campus)
List of Schools Enrolled in the Program
• “George Barițiu” National College, Cluj-Napoca
• “Onisifor Ghibu” Theoretical High School, Cluj-Napoca
• “George Coșbuc” National College, Cluj-Napoca (theoretical track)
• “Mihai Viteazul” National College, Turda
• “Eugen Pora” Theoretical High School, Cluj-Napoca
• “Dumitru Tăuțan“ Theoretical High School, Florești
• Waldorf High School, Cluj-Napoca (theoretical track)
• “Iulian Pop” Economic College, Cluj-Napoca
• Technical Energy College, Cluj-Napoca (technological track)
• “Pro Deo” Christian Theoretical High School, Cluj-Napoca
• “Vlădeasa” Technological High School, Huedin (technological track, services profile)
Project Program
🔹 January 30 | Stage 1:
During this stage, students will assess the current situation in their schools by identifying existing measures that contribute to:
- reducing the impact of climate change (mitigation);
- adapting to its effects (adaptation).
The analysis process will be carried out with the support of student mentors from the Faculty of Geography, who will guide teams in research, data collection, and understanding key climate-related concepts.
- Coordinating teachers from the high schools will provide pedagogical support and facilitate collaboration within the school community.
- Activities will include direct observations, consultations with the school community, and documentation of existing good practices.
An indicative list of climate change adaptation and mitigation action models is available here! (hyperlink)
🔹 February 26 | Stage 2
Developing and proposing practical solutions for school communities
- Based on the findings from Stage 1, student teams will develop concrete proposals for climate change adaptation and mitigation measures, tailored to each school’s specific context.
- The proposed solutions will consider feasibility, environmental impact, and engagement of the school community.
🔹 April 17 | Stage 3 (TBC)
Debate: Climate change and fake news – strengthening critical thinking and science-based dialogue
After Stage 2 is completed, participants will receive a list of 15 fake news statements related to climate change.
During the debate:
- one item will be randomly drawn from the list for each participating school;
- each team (ambassador group) will argue both FOR and AGAINST the assigned statement;
- arguments will be supported by verified information, scientific sources, and logical reasoning.
🔹 Evaluation: 100 points (all 3 stages)
- 30 points / stage + 10 bonus points
Evaluation Criteria – Stage 1:
- 10 points – correct identification and classification of measures into the three components (mitigation, adaptation, and education);
- 10 points – justification of the selected measures by explaining their relevance and impact;
- 10 points – project presentation (originality, coherence, clarity, and logical structure).
Evaluation Criteria – Stage 2:
- 10 points – feasibility of the proposed adaptation and mitigation measures in relation to the specific school context;
- 10 points – justification of the proposed solutions by highlighting the expected impact, benefits for the school community, and implementation possibilities;
- 10 points – project presentation (coherence, clarity, logical structure, and ability to synthesize information).
Evaluation Criteria – Stage 3:
- 10 points – arguments and counterarguments are scientifically accurate, well structured, and relevant to the debated statement;
- 10 points – the team responds coherently to opposing arguments, identifies elements of misinformation, and supports its position through logical reasoning;
- 10 points – interventions are clear and coherent, time limits and debate rules are respected, and the team demonstrates effective communication and synthesis skills.
General Objective:
Increase the level of understanding and awareness of climate change and its impacts among high school students.
Specific Objectives:
✓ Develop students’ ecological competences through practical activities.
✓ Strengthen students’ leadership and civic engagement skills.
✓ Implement sustainable initiatives within schools.
✓ Encourage collaboration between schools, UBB, and the local community for joint projects.
✓ Integrate environmental and climate education into (curricular and) extracurricular activities.
✓ Monitor and evaluate the impact of climate-related actions carried out within the school.
Target Group:
High school students in grades XI and XII (minimum 100 students)
At least 10 high schools in the county:
Environment: urban – rural
Profile: theoretical – technological – vocational
Geography teachers (minimum 15)
Students from the Faculty of Geography (Hydrology and Meteorology, Climate Change and Sustainable Development) (minimum 10)
Proposed Activities and Timeline
Teachers
Planning: establish a project planning committee.
Participation in training sessions:
organization of 1–2 online or in-person trainings led by lecturers from the Faculty of Geography (FAG).Organization and implementation of activities with students:
coordinate activities within each school,
establish climate embassies in each participating school,
guide student activities throughout the project.
Students
Training sessions: held by lecturers from the Faculty of Geography (FAG).
Practical activities (learning by discovery):
identify adaptation and mitigation measures for climate change at the school level,
propose practical solutions within their schools.
Communication activities:
debate on “Climate Change and Fake News.”