Classroom Setting Research Articles

Should I Evaluate My Augmented Reality System in an Industrial Environment? Investigating the Effects of Classroom and Shop Floor Settings on Guided Assembly.

Numerous prior studies have investigated real-time assembly instructions using Augmented Reality (AR). However, most such experiments were conducted in laboratory settings with simplistic assembly tasks, failing to represent real-world industrial conditions. To ascertain to what extent results obtained in a laboratory environment may differ from studies in actual industrial environments, we carried out a user study with 32 manufacturing apprentices. We compared assembly task execution results in two settings, a classroom and an industrial workshop environment. To facilitate the experiments, we developed AR-guided manual assembly systems for simple and more complex assets. Our findings reveal a significantly improved task performance in the industrial workshop, reflected in faster task completion times, fewer errors, and subjectively perceived higher flow. This contradicted participants' subjective ratings, as they expected to perform better in the classroom environment. Our results suggest that the actual manufacturing environment is critical in evaluating AR systems for real-world industrial applications.

Effects of MOOC and video conferencing deliveries on vocabulary usage and learning strategies

While vocabulary learning strategies (VLSs) have primarily been taught in physical classroom settings, the potential for applying strategy training in an online environment remains under-explored. With the rising acceptance of remote education, there is a need to investigate the impacts of applying strategy training in online contexts. Hence, this study explores the effects of online deliveries on VLSs and vocabulary usage in writing among adult English as second language (ESL) learners via massive open online course (MOOC) and video conferencing platforms. A total of 50 pre-intermediate ESL learners completed a 5-week VLSs course on a MOOC while 44 students learnt from the instructor synchronously using Microsoft Teams. The data comprised questionnaires and learners’ compositions, which were collected before and after treatment. The data analysis procedures involved Lextutor’s version of lexical frequency profiling (LFP), descriptive and inferential statistics. The results revealed that there was a significant increase of usage in all categories of the VLSs after the course for both groups. Additionally, the effects of VLSs instruction on vocabulary usage could be reflected in both groups’ writing though the choice of words might have been task-influenced. The findings from this study could yield useful insights on online vocabulary learning for ESL instructors and learners.

Empowering Students' Creative At The Utilization of Moodle-H5P with Flipped Classroom in Global Warming Learning to Enhance Students' Creative Attitudes

Fostering creative attitudes is essential in global warming learning, as it helps students think creatively and critically about complex environmental issues. This study aims to examine the impact of Moodle-based interactive media with H5P in flipped classroom settings on improving students' understanding of global warming in physics. The creative attitude indicators measured in this study include curiosity, imagination, collaboration, perseverance, risk-taking, openness to new experiences, independence and self-confidence in one's ideas, persistence, imagination and appreciation of fantasy, discipline and commitment to tasks, and collaboration and group trust. The research uses a pre-experimental design with a one-group pretest-posttest approach. Data were collected through tests, and analysis was conducted using ANOVA and N-Gain analysis. The findings reveal a significant improvement in students' creative attitude test scores after using Moodle H5P-based learning media, as shown by the ANOVA results. Additionally, the N-Gain analysis indicates that the improvement in students' creative attitudes falls into the moderate category. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes, especially in understanding global warming. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes towards understanding physics topics, particularly global warming.

Group virtual reality simulation in the adult nursing curriculum: student and lecturer experiences.

Virtual reality (VR) simulation technology was rapidly integrated into pre-registration adult nursing programmes in response to the pandemic and a reduction in clinical placements. The UK's regulatory body for nursing has recognised its value in nursing education by increasing the possible number of simulated practice hours that can replace clinical placements to 600 hours. This article reports on an evaluation study of a novel approach using screen-based VR simulations for groups of students in a classroom setting. This study aims to evaluate student and lecturer experiences of screen-based VR with the aim of informing and sharing insights from this approach. Students and lecturers responded to an evaluation survey comprising both closed- and open-ended questions. A large approved education institute in the East of England. Pre-registration adult nursing master's students and adult nursing lecturers who had experience of screen-based VR with groups. Quantitative data were analysed using descriptive methods, and qualitative data using thematic analysis. Student and lecturer experiences of screen-based VR were overwhelmingly positive, overcoming many challenges of simulation documented in the literature. The group-working approach promoted development of non-technical or essential 'soft' skills such as communication, decision-making and teamwork. Screen-based VR for classroombased learning offers an effective, engaging and cost-effective method of incorporating VR simulation scenarios in adult nursing education. Thoughtful consideration of pedagogical aspects are key to its successful and effective integration into the pre-registration adult nursing curriculum.

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored.

Online classroom student engagement analysis based on facial expression recognition using enhanced YOLOv5 for mitigating cyberbullying

Abstract The rapid expansion of online education has heightened concerns about cyberbullying in virtual classrooms. This paper presents a comprehensive approach for detecting cyberbullying by analyzing students' engagement and emotional responses in online classrooms. Due to the influence of camera resolution and surrounding light in online classrooms, students' facial expressions are often blurry, and the changes in facial features may not be significant. Moreover, most current recognition algorithms utilize larger models, which may not be suitable for real-time detection in online environments. To address these challenges, this study introduces a student facial expression recognition (SFER) method based on an enhanced YOLOv5 (you only look once version 5) model, termed SFER-YOLOv5. Firstly, the improved Soft-NMS is employed to replace the original non-maximum suppression (NMS), effectively enhancing training efficiency. Then, the coordinate attention (CA) module is incorporated into the backbone network to improve detection accuracy, particularly in classroom settings with multiple students or when students are at a considerable distance from the camera. Next, the efficient intersection over union (EIoU) loss function is utilized. EIoU calculates width and height losses separately based on complete IoU (CIoU), replacing the aspect ratio. Finally, Focal Loss is introduced to address sample imbalance issues. The comparative results show that SFER-YOLOv5 achieves an mAP@0.5 of 78.4% on the FER-2013 dataset, 98.1% on the CK+ dataset, and 88.9% on our self-constructed dataset (SFEC). These results underscore the effectiveness of SFER-YOLOv5 in enhancing the accuracy of student facial expression recognition. The proposed method detects reduced engagement, offering a preventive strategy for mitigating cyberbullying in virtual learning environments.

A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains.

Course-based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunitiesfor undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype-genotype relationships, mutations and mutants, and structure-function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course-directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self-perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.

Employing structural equation modeling to discern teachers’ perspectives and their embrace of the Metaverse within the classroom setting

The rise of smart learning environments and the transformative potential of the Metaverse are increasingly evident across various sectors, particularly in education. While substantial attention has been directed toward student engagement within the Metaverse, the evolution of teaching methodologies enabled by this technology remains under-examined. This study investigates the influence of teachers’ prior experience with technology on their willingness to adopt the Metaverse in diverse educational contexts. Utilizing a sample of 311 educators from the Brazilian Amazon, partial least squares structural equation modeling (PLS-SEM) was employed to validate the theoretical model. The findings emphasize the significant relationship between previous technological experiences, the mediating role of social influence in adoption, and performance expectations. Furthermore, the results underscore the pivotal role of technological engagement in shaping educators’ perceptions and their readiness to adopt emerging innovations, such as the Metaverse.

L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools

Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).

The state of e-learning in radiology colleges during the COVID-19 pandemic and its future prospects

This study evaluates the existing electronic learning (e-learning) infrastructure in Sudanese academic institutions that offer radiology education during the COVID-19 pandemic with the aim of understanding the extent and effectiveness of e-learning. By employing a descriptive cross-sectional survey from April to August 2021, data was gathered from undergraduate and postgraduate students enrolled in both public and private radiology educational institutions across Sudan. The questionnaire, created in Google Forms and distributed via email, WhatsApp, and Facebook, captured insights into the students' experiences and challenges with e-learning. The findings revealed that power outages and poor internet access were significant barriers, affecting 50% and 27% of respondents, respectively. While 33% of participants were satisfied with e-learning as a pedagogical strategy, 29% believed it hindered the achievement of educational goals. Furthermore, 78% of the respondents felt that e-learning was not suited to all medical specializations, although 46.6% supported the idea of integrating e-learning with traditional classroom instruction. Despite the adoption of e-learning due to the pandemic, students exhibited a preference for the conventional classroom setting, primarily due to challenges related to internet accessibility and the availability of the necessary technological resources. Significant infrastructure improvements and strategic planning are required to maximize the benefits of e-learning in resource-constrained countries.

MiniCandidate: An Innovative Method for Enhancing Employee Selection

The importance of effective decision-making in human resource management, particularly in employee selection, cannot be overstated. While education helps in identifying best practices, some individuals still struggle with myopic views toward selection, often overlooking crucial attributes. In response, the MiniCandidate exercise emerges as a novel intervention, integrating LEGO® minifigures into a playful, yet realistic, simulation. Tailored for physical classroom settings, participants construct minifigures symbolizing job candidates, with each component representing different attributes like general mental ability, the Big Five personality dimensions, and previous experience. Critiquing these minifigures fosters substantive discussions on person-job fit. This innovative exercise stands as a promising tool for developing future managers adept at navigating the complexities of hiring processes.

Empowering college physical education: AI-driven training, teaching, and intelligent information processing

The current status, methods utilized for Physical Education Training and Teaching System for College Students, and difficulties during information processing are all investigated in this comprehensive study. We compiled 130 empirical research on Artificial Intelligence-based Physical Education (AIPE) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses are analysed. Research shows that AI may improve health tracking, individualized training, and analysis of sporting performance. There is a lot of promise in AIPE for individualized lessons, immediate feedback, varied classroom settings, and evaluation. The problems arise when dealing with technological dependability, privacy concerns, and the need for instructor assistance. These results give light on important questions for future AIPE. This research delves into the process of creating and launching an all-encompassing educational platform that makes use of AI and data processing methods. Our system’s goals include improving the quality of instruction, tailoring feedback to each student, and enhancing the overall learning experience. AI Algorithms powered by artificial intelligence help us shift through student test scores, identify knowledge gaps, and modify lessons appropriately. This makes sure that the curriculum meets each student’s needs. Practical exercises, quizzes, and assignments get immediate feedback through the system. It uses natural language processing (NLP) to analyse student answers, find misunderstandings, and provide help for fixing them. The system personalizes learning routes according to students’ choices, learning styles, and progress. It suggests further reading, interactive games, and group assignments. Through the automation of administrative activities, generation of analytics reports, and suggestion of pedagogical changes, the system aids instructors. It makes it easier for students and instructors to talk to one another. Data protection, overcoming AI biases, and getting teachers on board with tech-enhanced lessons are all obstacles. Future studies should aim to improve the system, confirm its efficacy, and encourage its implementation across educational institutions. Finally, there is great potential for improving higher education with an AI-based training and teaching system with strong data processing skills. Students and teachers may reap the advantages of a technologically enhanced, ever-changing learning environment.

The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents.

Previous studies demonstrated the influential role of sustained attention in the reading comprehension of alphabetic writing systems. However, there is limited understanding of how these cognitive functions contribute to reading comprehension in non-alphabetic systems, such as Japanese. This study seeks to explore this gap, focusing on how sustained attention and response inhibition function in a writing system where some of the characters represent meanings rather than sounds, introducing another layer of difficulty in the complex process of reading; Methods: Seventy-five Japanese 9th grade students performed a task to assess sustained attention and response inhibition. The cognitive test was carried out using tablets to enable feasible parallel group administration while maintaining high comparability with ecological classroom settings. Reading comprehension was measured using an exam that the participants took as part of their educational routine; Results: Our results indicate that both sustained attention and response inhibition significantly contributed to the reading comprehension of Japanese 9th grade students; Conclusions: These results replicate and expand previous studies documenting the contribution of sustained attention on the reading comprehension of alphabetic writing systems to a non-alphabetic system. Moreover, our findings unravel another important cognitive factor, namely response inhibition in reading comprehension. We suggest that response inhibition may play a crucial role in reading non-alphabetic writing systems that pose high cognitive demands, such as Japanese.

Disclosures & Disclaimers: Investigating the Impact of Transparency Disclosures and Reliability Disclaimers on Learner-LLM Interactions

Large Language Models (LLMs) are increasingly being used in educational settings to assist students with assignments and learning new concepts. For LLMs to be effective learning aids, students must develop an appropriate level of trust and reliance on these tools. Misaligned trust and reliance can lead to suboptimal learning outcomes and reduced LLM engagement. Despite their growing presence, there is a limited understanding of achieving optimal transparency and reliance calibration in the educational use of LLMs. In a 3x2 between-subjects experiment conducted in a university classroom setting, we tested the effect of two transparency disclosures (System Prompt and Goal Summary) and an in-conversation Reliability Disclaimer on a GPT-4-based chatbot tutor provided to students for an assignment. Our findings suggest that disclaimer messages included in the responses may effectively mitigate learners' overreliance on the LLM Tutor in the presence of incorrect advice. Disclosing System Prompt seemed to calibrate students’ confidence in their answers and reduce the occurrence of copy-pasting the exact assignment question to the LLM tutor. Student feedback indicated that they would like transparency framed in terms of performance-based metrics. Our work provides empirical insights on the design of transparency and reliability mechanisms for using LLMs in classrooms.

Exploring learners’ attitudes towards meme consumption and their implications for classroom use

ABSTRACT This study tries to ascertain the attitudes of tertiary learners’ internet meme consumption and its potential for pedagogical implications. Internet memes, as multifaceted cultural artefacts, have become pervasive in contemporary digital communication, influencing societal discourse and online interactions. Despite their prevalence, research on learners’ everyday experiences and attitudes towards memes in educational settings is a rarity. This research therefore aims to examine the affective and cognitive attitudes of undergraduate students towards internet meme culture. Utilising a cross-sectional survey design, data was collected from 119 second-year undergraduate students at St. Joseph's College (Autonomous), Tiruchirappalli, India. The questionnaire focused on measuring both affective and cognitive appeal towards meme consumption. The analysis revealed that memes as an educational tool have a positive impact on the affective and cognitive domains in a classroom setting.

A facial and vocal emotion recognition system based on deep learning

The traditional teaching mode, mainly characterized by "cramming" instruction, often overlooks the absorption of knowledge by students during the teaching process. Even in recent years, the emerging "flipped classroom" model heavily relies on teachers' experience and expertise, making it challenging to quantify students' classroom learning states. Among young teachers lacking teaching experience, the replication of excellent teaching models faces difficulties. With the rapid development of artificial intelligence technology, deep learning and other AI techniques are increasingly applied to people's lives. Additionally, emotion computing technology is also becoming more sophisticated. In the field of education, the use of AI technology holds the potential to help teachers systematically and comprehensively assess teaching quality, promoting the sharing of high-quality educational resources nationally and globally. Existing emotion detection technologies often focus on single techniques such as image recognition or natural language processing, resulting in low accuracy in discerning human emotions and making it difficult to accurately identify emotional changes in complex scenarios such as classrooms. Furthermore, there is a lack of comprehensive emotional statistical analysis methods for audio and visual data. In light of these, we have designed and implemented a multi-modal emotion recognition and analysis system. Through testing in classroom settings, this system has the potential to assist classroom teaching and enhance teaching quality.

Implementation of Real-Time Audio-to-Text Conversion and Processing for Seamless Transformation in Classroom Environment

In modern educational settings, ensuring that all students effectively comprehend lecture content is a significant challenge, particularly when language barriers and varying levels of cognitive processing ability come into play. Traditional classroom instruction often fails to accommodate the diverse needs of all learners, leading to gaps in understanding and academic performance. This research explores the implementation of a real-time audio transcription system as a solution to enhance classroom inclusivity and comprehension. By leveraging mobile technology, students can access live speech-to-text transcriptions of lectures directly on their devices. This system is designed to assist students who struggle with listening due to language differences, hearing impairments, or other cognitive challenges. The study delves into the technological framework of the transcription service, evaluating its accuracy, latency, and usability. It also considers the practical implications of integrating such technology into various classroom settings, from elementary schools to higher education institutions. Through surveys and interviews with students and teachers, the research assesses the impact of live transcription on student engagement, participation, and academic performance. Preliminary findings suggest that live audio transcription can significantly bridge the comprehension gap, offering a practical tool to foster a more inclusive and effective learning environment. Additionally, the study explores potential challenges and solutions for widespread implementation, aiming to provide a comprehensive analysis of the benefits and limitations of this innovative educational tool.

The Development of Discovery Learning Model Teaching Materials to Improve Students’ Mathematical Problem Solving Ability on Junior High School

In order to enhance students' mathematical problem-solving skills, this study looks at how teaching materials are developed using the Discovery Learning model. Since every student nowadays needs to be able to think critically, the study specifically looks at the process and outcomes. development, viability testing, feedback from students, and improving mathematical problem-solving skills. This kind of research makes use of the Research and Development (R&D) or Research-based Development research method, which is a way to create a specific product and use a model to test the product's viability. Students in class VII at MTs Al Bidayah West Bandung Regency served as the research sample for S. Thiagarajan's 4D (Define, Design, Develop, and Disseminate) study. The process and outcomes of creating educational materials lead to the conclusion that the materials, when viewed from the various stages, follow the procedures or methods outlined in 4D. Based on students' responses, which were 68.4% and 70.2% in the good category, the viability of teaching materials made possible by the Photoshop program can be concluded, along with the students' improved problem-solving skills. If this teaching material is used in a classroom setting, it is imperative that the necessary facilities be set up ahead of time because learning with it requires sufficient facilities. There are tasks and content in this teaching resource that need to be altered. so that students' learning experiences are not dull and monotonous.

An undergraduate research experience in CRISPR-Cas9 mediated eukaryotic genome editing to teach fundamental biochemistry techniques.

CRISPR-Cas9 technology is an established, powerful tool for genome editing through the ability to target specific DNA sequences of interest for introduction of desired genetic modifications. CRISPR-Cas9 is utilized for a variety of purposes, ranging from a research molecular biology tool to treatment for human diseases. Due to its prominence across a variety of applications, it is critical that undergraduates in the life sciences are educated on CRISPR-Cas9 technology. To this end, we created an intensive eight-week long course-based undergraduate research experience (CURE) designed for students to understand CRISPR-Cas9 genome editing and perform it in Saccharomyces cerevisiae. Students enrolled in the CURE participate in 2, 3-h sessions a week and are engaged in the entire process of CRISPR-Cas9 genome editing, from preparation of genome editing reagents to characterization of mutant yeast strains. During the process, students master fundamental techniques in the life sciences, including sterile technique, Polymerase Chain Reaction (PCR), primer design, sequencing requirements, and data analysis. The course is developed with flexibility in the schedule for repetition of techniques in the event of a failed experiment, providing an authentic research experience for the students. Additionally, we have developed the course to be easily modified for the editing of any yeast gene, offering the potential to expand the course in research-driven classroom or laboratory settings.

WeAreEurope SD – A playful Sustainable Development Education Approach for Primary School Level

Sustainable Development (SD) has been in the EU’s political Agenda for the past decades. In 2001, the EU established a SD Strategy and more recently contributed to the UN’s 2030 Agenda for SD, reaffirming the political importance it attributes to this pressing matter. Education for Sustainable Development (ESD) plays a vital role in pushing forward the Agenda for SD. The WAE-SD project has been designed so as to offer a variety of complementary learning solutions that use active learning, game-based learning, and storytelling, among others. These solutions have the potential to engage children, address more complex concepts in a comprehensive manner, contribute to the development of other XXI century and basic competencies, like literacy, teamwork, social competences, ICT skills, among others. The WAE-SD project addresses the educational needs of children (6-10 years old) at 3 levels: a) Envision the future: depict what might happen if we don’t change our lifestyles, so that they better understand what’s at stake, b) What needs to change: learn about the UN’s SD Goals, so that they better understand what should be addressed/emended to create a more sustainable world, and c) Call to Action: learn what we can do as individuals and as part of a community to reach the UN’s SD Goals, and act. To this purpose, the project delivers three results: a) an eBook to illustrate a future scenario for the Planet if we keep up with our lifestyle, b) A Game Add-on to the pre-existing WeAreEurope Digital Game, to introduce and explore the UN’s SD Goals, thus presenting children with what needs to be changed for a more sustainable Planet, and c) an Action Kit, consisting of guidelines for the implementation of SD projects/activities for schools and other settings, thus promoting real change in behaviours and attitudes. This paper focuses on the designed material and the proposed ways of utilizing them in classroom settings