PhenoConnect – Phenological studies in diverse habitats in Europe generate a transnational and coherent view of environment. Erasmus Project

Project Title

PhenoConnect – Phenological studies in diverse habitats in Europe generate a transnational and coherent view of environment.

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Environment and climate change; Natural sciences; Inclusion – equity

Project Summary


”PhenoConnect – Phenological studies in diverse habitats in Europe generate a transnational and coherent view of environment” is a transnational and interdisciplinary project designed for students from the 8th to the 12th grade. The central theme of the project is phenology, which documents seasonal natural phenomena over longer periods of time using selected monitoring species and so makes them comparable. Schools from different environments participate in the project, as each habitat is home to very specific species for phenological documentation. The schools are located in Norway and Austria, each in a border region with other countries, so that habitats from Norway, Russia, Finland, the Czech Republic, Austria and Slovakia are included in the project.


The diversity of habitats and their protection are topics that inspire students and create a high motivation to learn. Since phenology offers many points of reference, participants can access PhenoConnect through zoology, botany, geography or mathematics. This results in a wide variety of students and fields of interest, a transnational area of work and a longer-term joint project.


By participating in PhenoConnect, students first collect phenological data in their school environment, evaluate it and virtually share it with partner institutions. At the same time, they develop an understanding of their habitat and thus increase regional appreciation. Through the international exchange, a knowledge acquisition about other habitats in Europe takes place simultaneously. The knowledge about the discussed types of monitoring increases the personal competences in several disciplines. Based on the comparisons of the different habitats, the participants form a picture of a networked and coherent European natural space. The regular exchange with the pupils from the partner institutions about the recorded data helps the participants to establish contacts in Europe and promotes their interest in further transnational activities.



A wide variety of work is involved in the project: For example, the operation of the measuring instruments, the reading of the values, the input and processing of the data, the documentation with photographs and videos, the type determination of the monitoring species, the reading of the phenological stages, the writing of the study materials and interim reports as well as the organisation of the virtual meetings. The diversity of the work also increases the diversity of the participants. All relevant information is digitised and made available to others via app or eTwinning, giving pupils meaningful access to the digital world. As the exchange with the partner institutions is always in English, participants improve their language skills. 



Three activities are included in the project, in each of which a maximum of twelve students participate as travelers. The habitats and monitoring species, which the participants have learnt in advance through virtual contact, can now be discussed and documented together directly on site. In addition, the activities serve as a link between the individual school locations: Since the facilities have been chosen in such a way that the relevant species are to be documented first in one region and then in the other, the physical mobilities strengthen the understanding of a cohesive Europe.

The activities run over several weeks, as phenological monitoring only makes sense over longer periods of time. Because the educational structures of the participating institutions are similar (private schools oriented towards the pedagogy of Dr. Maria Montessori and accompanying students in small groups from the 1st to the 12th grade), external learning units are also integrated into the stays abroad. This facilitates project management, although this was not a prerequisite for participation in the project.



As the project continues, the students become more and more intensively involved in the contact with the partner schools and prepare interim presentations and learning materials for their peers. Peer learning applied in this way supports the students in acquiring knowledge and has a positive effect on their basic skills and social competences.


The partnership of the participating institutions should remain for the duration of the project, the inclusion of phenological data should be integrated into the curricula of the institutions and thus PhenoConnect should have an effect beyond the project period. The project is designed in such a way that other institutions (worldwide) can continue this project, as experienced project partners the participating institutions are happily available to help other schools interested in PhenoConnect.

EU Grant (Eur)

Funding of the project from EU: 125273 Eur

Project Coordinator

Dorfschule Montessorihaus & Country: AT

Project Partners

• Privatschule “Schola” des Vereins Schola – Schule für selbstbestimmtes Lernen”
• Marchschule-Montessorihaus des Vereins “Montessori Campus Marchegg”-Verein zur Förderung der nachhaltigen Bildung auf Basis Maria Montessoris vereint mit den neuesten wissenschaftlichen Erkenntnissen
• Verein zur Förderung neuer Perspektiven in der Bildungslandschaft
• Tana Montessorischool