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Η παρούσα διατριβή διερευνά τα καινοτόμα στοιχεία και τις προβληματικές παραμέτρους των εταιρικών σχολικών συμπράξεων, με βάση τη συμμετοχή δύο ελληνικών σχολείων σε ευρωπαϊκή σχολική σύμπραξη (Comenius 1). Στη συνέχεια, προχωρά σε σύγκριση των δύο προγραμμάτων σε σχέση με τα κριτήρια αξιολόγησης που προσδιορίστηκαν πριν την έναρξη της έρευνας. Για το σκοπό αυτό, δόθηκαν συνεντεύξεις από τους εμπλεκόμενους εκπαιδευτικούς και απαντήθηκαν ερωτηματολόγια από τους συμμετέχοντες μαθητές και τους γονείς τους. Οι μεν εκπαιδευτικοί αναφέρθηκαν σε ζητήματα όπως η ιστορία και οι στόχοι των σχολικών συμπράξεων, τα οφέλη που αποκόμισαν μαθητές και εκπαιδευτικοί, τα προϊόντα που παρήχθησαν, οι μεθοδολογικές παράμετροι που πλαισίωσαν τα εν λόγω σχέδια, η διαχείριση των συμπράξεων, η αξιολόγηση και διάδοση των σχεδίων καθώς και το μέλλον παρόμοιων πρωτοβουλιών. Οι δε μαθητές ρωτήθηκαν για τους στόχους του προγράμματος, τα οφέλη που αποκόμισαν από τη συμμετοχή τους σε αυτό, τις μεθοδολογικές παραμέτρους που συνόδευσαν την εφαρμογή των σχεδίων, ενώ προέβησαν και σε αξιολογικές κρίσεις για το περιεχόμενο και τις δραστηριότητες των εν λόγω προγραμμάτων. Οι γονείς των εμπλεκόμενων μαθητών έκαναν αναφορά στους στόχους των προγραμμάτων, τα οφέλη που αποκόμισαν τα παιδιά τους από τις συμπράξεις και το βαθμό συμμετοχής των παιδιών τους και των ιδίων στα εν λόγω προγράμματα. Σε αυτό το πλαίσιο, επιχειρήθηκε σύνθεση των αποτελεσμάτων των ποιοτικών και ποσοτικών προσεγγίσεων με τη βοήθεια της τριγωνοποίησης (εκπαιδευτικοί, μαθητές, γονείς) και για τα δύο προγράμματα, και αξιολογήθηκαν τα αποτελέσματα της έρευνας σε σχέση με τα ερευνητικά ερωτήματα. Οι ενδιαφερόμενοι συμφώνησαν σε αρκετά ζητήματα, ενώ δεν έλειψαν και οι διαφορετικές εκτιμήσεις για το περιεχόμενο και τις δραστηριότητες των εν λόγω συμπράξεων. Αν και, όπως διαπιστώθηκε, οι σχολικές συμπράξεις συνιστούν φορέα αλλαγής στο σύγχρονο σχολείο, δεν έχουν διερευνηθεί από το αρμόδιο υπουργείο οι δυνατότητες για την ενσωμάτωση των καινοτόμων στοιχείων τους στην επίσημη εκπαίδευση. Ωστόσο, είναι σαφές πως η φιλοσοφία των σχολικών συμπράξεων και των υπόλοιπων προαιρετικών προγραμμάτων βρίσκεται στη σωστή κατεύθυνση. Αυτό που πρέπει να ληφθεί υπόψη είναι το θέμα της διαχείρισης της εκπαιδευτικής αλλαγής που προτείνεται μέσω των σχολικών συμπράξεων, της δημιουργίας δομών παρακολούθησης και αξιοποίησης των δεδομένων, της συνεργασίας όλων των φορέων που εμπλέκονται στην εκπαιδευτική διαδικασία, της επιμόρφωσης των εκπαιδευτικών και της συνεπούς υποστήριξης του εγχειρήματος. / The present thesis investigates the innovative elements and the problematic parameters of school partnerships, on the basis of the participation of two Greek schools in a European school partnership (Comenius 1). Then, it continues with the comparison of two programmes in relation to the evaluation criteria determined before the beginning of the research. To this end, involved teachers were interviewed and questionnaires were answered by the involved students and their parents. The teachers referred to subjects such as the history and the objectives of school partnerships, the profits acquired by students and teachers, the products, the methodological parameters, the management of the partnerships, the evaluation and distribution of the programmes as well as the future of similar initiatives. The students were asked about the objectives of the programmes, the profits they acquired through their participation, the methodological parameters of the programmes, while they also proceeded to the evaluation of the content and the activities of the programmes in question. The parents of the involved students referred to the objectives of the programmes, the profits their children acquired through the partnerships and the degree of their own participation and their children’ s participation in the programmes in question. In this framework, what was attempted, was a composition of the results of the qualitative and quantitative approaches in the framework of triangulation (teachers, students, parents) for both the programmes, and the results of the research were evaluated in relation to the inquiring questions. The participants agreed about various subjects, while there were some different opinions about the content and the activities of the partnerships in question. Although, as it was realised, school partnerships constitute an institution of change in modern schools, the possibilities for the incorporation of their innovative elements in formal education have not been investigated by the Ministry of Education. However, it is a fact that the philosophy of school partnerships and other optional programmes is in the right direction. What should be taken into consideration, is the subject of the management of the educational change proposed through school partnerships, the formation of structures for follow-up and exploitation of data, the collaboration of all institutions involved in the educational process, the teachers’ training and the support of the effort.

Nature-based Solutions (NBS) are currently considered among the most effective tools available to city administrations and urban planners to tackle the negative effects of climate change.This umbrella concept comprises a large set of different low-impact technical solutions that are inspired/supported, or copied, from nature. NBS are particularly valued as they can help cities foster sustainability and enhance resilience, while providing social benefits and new economic opportunities. NBShave been selected as a priority by the European Commission.Existing literature does not provide a clear, unique definition of NBS nor sufficient empirical support to demonstrate long-term change in communities and affected territories, particularly for participatory actions, as these are often difficult to analyse, measure, and assess. Adapting NBS-based strategies to local contexts is always a challenge – not only in terms of physical interventions, but particularly in terms of creating common understanding and long-term impact. Yet, dissemination activities, exchanges and debates across local and global actors are often considered as ‘collateral’.Starting from these premises, the study investigates the role of communication across local and global networks in NBS projects to explore which elements favour or hinder collaboration and knowledge creation, looking for possible seeds of transformation that might go undetected due to their intangible, non-quantifiable nature.Through a case study and a set of qualitative interviews, the challenges of understanding and adopting NBS will be tackled among the local and the global, revealing the importance of transdisciplinarity and a set of enabling conditions to facilitate transformative learning, and the role of flexible, adaptable participatory approaches to enhance collaborative open innovation. Possible ways forward and challenges towards forms of participatory governance will also be included.The analysis is clustered per themes to investigate the dynamics of dissemination activities, living lab settings and collaboration among international partners, as well as the overall influence of the European dimension; it ends with challenges and opportunities for the future of living labs and collaboration after the closure of the project. Meaningful examples and best practices shared by the2interviewees will guide the analysis. Additional topics and concerns as expressed freely by the participants will be outlined.As outlined in the closing section, reiteration of concepts and multiple opportunities to learn, experience and exchange about NBS are needed at local and global level. To support such collaborative effort, it takes one or more skilled facilitators as well as project frameworks to enable cross-sectoral collaboration and spontaneous inputs, towards innovative, long-lasting strategies to contribute in the global battle against climate change in cities.In the conclusions, through experiences and suggestions from the participants, possible strategies and actions will be reported, inviting for further transdisciplinary research by highlighting how intangible and practical items contribute to nature-based thinking. As to say: “to be inspired by natural processes in all aspects of urban development to create more holistic approaches to sustainable cities'' (Randrup, et al., 2020, p. 2).