We are a Polish non-profit organization that has been actively implementing agency-driven environmental education in schools since 2017, empowering young people to solve local problems using digital technologies.
We train teachers - transforming schools into centers of environmental education.
See what children have achieved through our projects – students have created around 100 different prototypes, some of which have been implemented. Read also about our other achievements.
"For the bench project, we collaborated with local businesses. Entrepreneurs, seeing the engagement and creativity of students, their innovative ideas, became open to cooperation and financing these ideas. My students, on the other hand, felt that what they were creating made sense, was needed, and could be 'sold' on the market. All of this drives their motivation. And me? I feel a sense of agency, that our actions improve the state of nature. I feel important and needed in what I do."
Jola Gizelska
Nature and Biology Teacher at Primary School in Kaczanowo
"Cooperation and good relations between local government and schools in environmental and climate education are important for introducing young people to social life. When a teacher is a mentor rather than a lecturer, young people, by combining knowledge with practical activities in the local environment, transform from passive observers into creators of shared space, turning ideas into actions. Openness to dialogue on both sides paves the way for involving young people in formulating local policies. The local government gains aware and active residents who, through their engagement, also influence the business environment. The school integrates different social groups around activities for the environment and climate."
Ewa Kowalik
Deputy Mayor of Polkowice for Social Affairs
"Such projects bring new energy and concrete results to the school. Children gain a sense of agency and belief in their power to change their surroundings, thanks to the opportunity to independently carry out the entire process of change from idea to implementation."
Justyna Szelęga
Principal of the School and Preschool Complex in Lewin Kłodzki
"These two days were very intensive, but enormously motivating and inspiring. We covered a vast amount of material starting from climate education, then moving through psychology, mindfulness, and field activities. We were equipped with materials, knowledge, and support that will help us implement the project. Added value certainly comes from connections that will last for a long time. Such events incredibly drive us to action, not only in the Code for Blue project but also in life."
Kinga Pietrusiak
Physical Education Teacher from Primary School No. 51 in Wrocław
„I am very satisfied with the opportunity to participate in the project. I have broadened my horizons. Regarding hown live more ecologically, how I can live in an environmentally friendly way. It turns out that there aren't few people for whom ecology is an important part of life. There are quite a lot of us. If someone likes doing something, being part of a bigger whole, then I definitely recommend it. Code Students are very satisfied and eagerly participated in the activities; we even had to implement selection due to the large number of interested students. For me, the most difficult part was that I had to give way to the children. Until now, I was the person who set the tone, who determined what we would do, but now I had to step aside. It was the youth, the topic of rivers, water, and broadly understood ecology that were at the center. This is a completely new experience.”
Anna Czaja
Powiatowy Zespół Szkół w Środzie Śląskiej, matematyka
„The topic of rivers was close to me. I treated it as an unruly element of the environment and explored various aspects of water with my students. We even got to small-scale water retention. Now I have many ideas for future classes. The workshops in Powsin were very inspiring - I especially liked the combination of empathy and design thinking. That was something that's missing in the school routine. Like outdoor lessons - we go outside to see the world that's beyond the window. School should prepare for life, not just provide knowledge ex cathedra.”
Dorota Jasiak
Primary School No. 1 in KonstancinJeziorna, geography, German
"I believe that design thinking from the program Code for Blue perfectly fits into current educational trends. Teachers are increasingly trying to adapt their lessons to the needs of students by introducing more activating forms of teaching. In our school, we already have appropriate conditions to implement this method on a larger scale, not just within projects. We have a well-equipped technical workshop, ideal for creating prototypes. This means we can apply this method in practice, in an environment ready for such activities. Thanks to this method, students learn to collaborate in groups, acquire skills in quick decision-making, prototyping, and error reduction, which are competencies that are crucial in today's job market."
Angelika Kossakowska
Szkoła Podstawowa Nr 20 im. gen. Władysława Sikorskiego w Białymstoku
"Field education combines many elements - not only knowledge but also physical activity, which is particularly important to me as a physical education teacher. Outdoor lessons allow students to directly experience reality, which makes them remember more. It's fun for them, and they are able to later talk about their experiences, express their opinions, which is much more valuable than just listening, reading books, or watching movies that quickly fade from memory. I would like field education to be used even more in our school, especially in other subjects. Thanks to it, students can better understand and observe the nature around them, as well as develop empathy and sensitivity to what is happening around them."
Angelika Kierat-Syrowy
Primary School No. 26 named after Rodło in Zabrze, physical education teacher
"Workshops from the program Code for Blue were very interesting because they allowed me to practically apply the design thinking method, which I hadn't used to such an extent before. Although I had heard about this method, only now did I have the opportunity to really practice it. What struck me most was how engaging this approach is. Thanks to simulations and persona analysis, I felt emotionally connected to the character I was representing. This engagement made me truly experience that person's situation and fight for their needs, which was surprising to me. I felt as if I were the creator of the solution myself, which fully captures the essence of this method. Thanks to this experience, I will be able to better conduct workshops with children, as I understand how emotionally engaging this method can be and how important it is to first feel its effect on your own."
Marzena Fedorowicz
Arkady Fiedler Primary School in Budzisław Kościelny
