The academy in Turkey offering gifted students secondary opportunities for high-impact environmental skills development
Arkas Bilim ve Sanat Merkezi, a state primary and secondary academy in Smyrna, Narlıder, Turkey, gives gifted students the opportunity to advance learning beyond what their own schools offer through a project-based educational model that focuses on environmental awareness, renewable energy and recycling initiatives. After seeing a noticeable increase in pollution, impacting biodiversity in the area, the academy initiated environmentally based projects to engage students and develop their real-world critical thinking, leadership and problem-solving skills.
At the academy, students can participate in various workshops and projects according to their interests and abilities, which centre around science, technology, engineering, mathematics, arts, sports, and leadership. The model is unique in that it offers high-performing students a space to engage in secondary learning after their regular school day is complete, with flexible hours. Students develop projects, conduct scientific research, and perform artistic works, with teachers taking on the role of mentors to provide guidance. An example of one such initiative, the Climate Action Project, had students exploring the differences between weather and climate to prepare a joint negotiation protocol through interviews with community members. They assessed the impacts of climate change at the local and global level, wrote and painted about a new type of sustainable school, reviewed the climate movement work done by other schools worldwide, and planted seedlings in the academy's garden centre. Each project is designed with an interdisciplinary approach to ensure the involvement of students across all age groups.
Through this project-based model, there has been a 95% increase in environmental awareness. Students have improved their research and analysis skills, gained media literacy, and initiated social transformation. Through the Climate Action Project, involving 3.4 million students from 151 countries, they have shown leadership in international cooperation and learnt the value of teamwork and collaboration. Students have been given national and international opportunities to showcase their projects and recognised in the national press, while the school qualified for the Associated Aquamarine Blue School Certificate and received many other national and international awards and accolades. The outputs of projects have been shared with other schools and communities, creating a wider impact to drive long-term change. Parents have become more interested in the academy, with students joining specifically to participate in these projects.
By providing a space where highly talented, logical, and sensitive students are motivated to take part in meaningful and impactful projects, the academy is developing environmental leaders with the capabilities to drive real change.
