In this course, you will engage with the knowledge, skills and attitudes set out in the European Framework GreenComp and reflect on how these sustainability competences can be meaningfully developed in primary and secondary education.

The framework identifies four interrelated competence areas that are essential for teaching and learning sustainability:

• Embodying sustainability value
• Embracing complexity in sustainability
• Envisioning sustainable futures
• Acting for sustainability

Throughout the course, you will be encouraged to consider how learners can acquire these competences and how they can be fostered through effective teaching and learning methods. The goal is to promote both personal development and the ability to design learning environments that empower young people to contribute actively to a more sustainable future.

Learning objective

By the end of this course, participants will have built a functional robot through the complete computational-making cycle and learned to translate that experience into a scaffolded learning sequence that develops both the technical and the collaborative, enterprising competences secondary students need to build and sustain a competition robotics team.

Learning outcomes

The participants can …

1. Design, fabricate, and program a functional robot prototype by applying computational thinking practices across the full cycle: from problem framing through CAD modeling, 3D printing, microcontroller programming, and machine vision integration.
2. Generate and evaluate creative solutions to open-ended design challenges, navigating ambiguity and technical constraints to converge on a viable approach.
3. Plan and manage a collaborative robotics project by developing a shared vision, setting milestones, allocating roles, and adapting the plan in response to setbacks and shifting requirements.
4. Work effectively in a team throughout the design-and-build process, negotiating technical decisions, leveraging diverse strengths, and giving constructive feedback under time and resource pressure.
5. Reflect on their own learning experience in the workshop to identify how computational making and team-based project work develop both technical competence and transversal skills such as creativity, leadership, and resilience.
6. Design a learning sequence that guides secondary students from initial exploration through to a competition-ready robot, scaffolding both the technical skills and the collaborative competences needed to build and sustain a team.

This course offers a hands-on introduction to entrepreneurship by guiding students through the development of a business idea and plan. Through teamwork, creative thinking, and practical tools like the Business Model Canvas, target group analysis, and basic financial planning, students will design their own startup concept. The course combines core theory with hands-on activities and encourages the use of both textbook models and external research.

This course develops the entrepreneurial mindset and equips learners with the key tools and frameworks to turn innovative ideas into sustainable ventures.

Through experiential learning and real-world application, participants explore the entire entrepreneurial journey; from opportunity recognition and idea generation to business modeling, launch, and early-stage management. Emphasis is placed on creativity, problem-solving, ethical decision-making, and adaptability in uncertain environments, preparing learners to confidently navigate today’s dynamic world of entrepreneurship.