Testimonial from a committed actress, Nina Marceddu, Senior Education Advisor and Eco-Delegate Coordinator at François Brossette College in Cours.
In May 2025, the Institut de l’Engagement and the CNRS launched the’Introduction to Planet First Aid Two online awareness courses for 10-14 year olds and 15-25 year olds. Using everyday situations, they address the essential issues of climate and biodiversity, while also offering concrete and accessible actions for engagement. Along with eco-delegates, Nina Marceddu was among the first to test and improve the course before its official launch.
What does the role of eco-delegate coordinator involve?
The role of eco-delegate coordinator primarily involves leading the sustainable development aspect within the establishment, by developing the knowledge and skills of the eco-delegates [eco-delegates participate in implementing ecological transition in their classes and establishments, through actions and projects carried out throughout the year] initially, by encouraging student and staff initiative, by implementing concrete actions, and by raising awareness among the entire educational community.
What motivated you to offer the Planet First Aid training to your students at your previous college (Collège Fontaines de Monjous in Gradignan)?
In my previous establishment, I was keen to go beyond the training framework to recognise and value pupils' commitment. The ability to develop their knowledge and certify it motivated me to offer the Planet First Aid Initiation programme. The asynchronous format of the Initiation was a real advantage, allowing me to work through each module at different times, revisit them as needed, take more time on certain ones, and use it as I saw fit, depending on our progress in the sessions.
How did you manage to integrate this course into your existing educational projects?
The course was designed around specific, regular slots for all the eco-representatives. This allowed each module to be structured with time for reflection on how to implement actions. The module on food led students to the idea of reviewing practices and operations in the canteen and proposing actions against food waste, as well as thinking about raising awareness among their peers. The module on fast fashion, in turn, inspired the idea of collecting clothes to donate during a ‘Green College« week.
How do you perceive the level of ecological awareness of the eco-delegates in your institution? In your opinion, what factors does this level depend on?
At the Fontaines de Monjous secondary school, a town centre school with a Social Deprivation Index (IPS) of 127, many pupils travel by bike. They already possess ecological knowledge and awareness, cultivated in primary school as well as within the family. The issue of sustainable development, and ecology more broadly, has been a prominent topic for some time and is integrated into the common core of knowledge, skills, and culture (S4C). It is therefore not surprising that younger generations are more sensitive or aware of this theme.
In my current college, a rural college with an IPS of 98, the pupils seem equally passionate about ecology. Surrounded by agricultural land, vineyards, and forests, the pupils are keen to preserve their environment. The establishment works in partnership with local nature preservation associations or those that explore local routes. This is why I will also use the Initiation to First Aid for the Planet with the eco-representatives from this establishment.
Is there any data, content, or information from the course that particularly struck you or the students?
In Monjous, it was definitely the module on fast fashion that sparked the most interest and questions from the students. They not only discovered more information but, above all, enjoyed the content provided.
Generally speaking, undertaking this course with the students has been relevant in every respect. I myself developed my knowledge on the subject of sustainable development, in order to be able to answer various questions. I was able to interact differently with the students, to praise them for their participation, involvement and commitment. They felt useful and proud to test this introduction «ahead of time». The content is precise, fun, varied and smooth, and the platform is clear and simple to use.
The micro-challenges and staged examples truly strengthened student engagement, their desire to implement actions within the establishment, and they were able to draw inspiration from them.
Do you think this course could benefit other members of the educational team? Who in particular?
Some teachers expressed a desire to get involved with the project, using the various modules in their subject area. Unfortunately, this did not materialise. Nevertheless, I believe it could be relevant, as the course complements the concepts studied in class and brings something new in terms of pedagogy.
In general, staff interested in sustainable development and wishing to contribute with eco-delegates in schools could take advantage of the introductory course, either for their own enrichment or to work on it and implement it with students.
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