The urgency of the climate crisis requires environmental education and communication to be accessible to all, including those with disabilities. In the absence of comprehensive access to climate change education and information, certain groups face marginalisation, which not only places them at risk but also hinders their involvement in environmental initiatives. To address this need, the CROMA-GreenSCENT methodology was developed. This educational methodology integrates accessibility, sustainability, and educational engagement through a pilot program designed to provide inclusive learning experiences. It was formulated through a collaboration between the CROMA program, which focuses on socio-economically disadvantaged primary school students, and the GreenSCENT Horizon 2020 project, which uses digital tools to enhance environmental awareness. The CROMA-GreenSCENT methodology is structured into three distinct phases. The first phase comprises initial training sessions for trainers focusing on accessibility and sustainability by experts in both fields. This is subsequently followed by an implementation phase, during which trainers facilitate six interactive sessions using digital tools like 360-degree cameras, where students engage as researchers to craft immersive, accessible stories about their school’s sustainability. The program concludes with a feedback and evaluation phase to assess educational impacts and refine the methodology. Throughout all three phases, trainers maintain interaction with researchers to receive ongoing feedback and support when needed. This paper delves into the development and execution of the methodology over these three phases and presents recommendations based on the learning and insights gained from the program.

Keywords: Environmental Education, Accessibility, Sustainability, Inclusion, Immersive Education.