From Geothermal Energy to Climate Literacy

At Grammar School Vukovar, sustainability is not taught as an isolated topic. It is explored through research, practical experimentation, digital tools and collaboration with the local community. Over the past school year, students and teachers have been developing an interdisciplinary learning path focused on geothermal energy, water, climate literacy and responsible resource use, showing how school education can become a real driver of local and European climate action.

One of the central strands of this work has been the school project GEOSAVE: Learning about Energy from the Earth’s Depths, which invites students to investigate the geothermal potential of their own region and to connect global sustainability goals with the realities of everyday life in Vukovar. Through workshops, field-based inquiry and public presentations, students explored how geothermal energy can contribute to heating, agriculture, recreation and health tourism, while also discussing decarbonisation and the long-term importance of renewable energy sources. A workshop held at the Vukovar City Library focused specifically on geothermal sources in Vukovar and the wider Pannonian geothermal region, encouraging students to examine the Vukovar GT-1 research site and its possible role in the city’s sustainable development.

The project also brought together science, engineering and digital creativity. Students worked with a school-built watermill model that demonstrates the transformation of water energy into mechanical and electrical energy. They then upgraded it with microcontrollers and sensors, linking physics, electronics and programming in a way that made energy systems both visible and understandable. This hands-on approach helped students move beyond textbook knowledge and into applied STEM learning rooted in local environmental questions.

Another important outcome was the development of an interactive carbon footprint simulator, created in cooperation with the Youth Peace Group Danube. This digital tool allows users to explore how everyday habits, transport choices and energy sources affect CO₂ emissions. By comparing different scenarios, students and community members can better understand energy savings and the environmental benefits of renewable systems such as geothermal energy. The simulator became both an educational resource and a powerful example of how students can translate complex climate concepts into accessible, practical tools for wider public use.

What makes this work especially valuable is its interdisciplinary character. The activities connect physics, geography, biology, informatics and sustainability education, while strengthening research skills, critical thinking and civic awareness. Students are not only learning about climate and energy issues; they are learning how to investigate them, communicate them and propose solutions that matter in their own community. In that sense, the school project represents a strong model of climate education that is place-based, inquiry-driven and closely linked to real societal challenges.

International cooperation has also played an important role. As part of the project activities, teachers took part in a professional mobility programme in Türkiye, where they visited Antalya Science Center, the DEKAFOK association in Manavgat, Mehmet Bozkurt İlkokulu Blue School, and the energy company Minitalya Enerji. These visits provided insight into different ways of teaching about energy, marine protection, sustainability and climate change. At Antalya Science Center, the teachers presented a “smart train” educational model developed at school to show energy efficiency in modern transport. The visit also opened space for further online exchange between students from the two schools. The experience in Türkiye broadened the project beyond geothermal energy alone. At DEKAFOK, the team learned about sea turtle protection and the risks posed by tourism and light pollution to hatchlings. At Mehmet Bozkurt İlkokulu, they saw how “blue education” can be embedded in practical tasks and projects that nurture ecological awareness from an early age. A visit to Minitalya Enerji offered a clearer understanding of the industrial use of geothermal energy, biominerals and CO₂ reduction systems, strengthening the connection between classroom learning and real-world energy technologies.

This combination of local investigation and international exchange shows how climate education can be both scientifically grounded and socially meaningful. By linking geothermal energy, carbon literacy, water awareness and community engagement, Grammar School Vukovar is creating an educational model in which students do not simply study sustainability — they actively practise it. The project demonstrates how schools can connect STEM education with climate responsibility, local resources with global goals, and student curiosity with real environmental action.