While environmental education has gained prominence in recent years, the specific environmental impacts of digitalization remain insufficiently addressed within the broader educational framework. This article presents the findings from the pilot implementation of the EcoDigital Curriculum part of the Erasmus+ KA2 project "EcoDigital: Taking Action for Reducing the Environmental Impact of Digitalization," that aims at enhancing environmental awareness and encouraging sustainable digital behaviors in students. The EcoDigital Curriculum was piloted in schools in Greece and Romania, involving 207 students and 15 teachers. It provides comprehensive educational content on topics such as the role of digitalization in daily life, the use of cloud services, the environmental footprint of digital technologies, digital waste and strategies for reducing the digital carbon footprint. The EcoDigital Curriculum also includes activism and live-action role-playing (larping) as innovative pedagogical tools to promote sustainable digital behaviors. A mixed-methods approach was used to gather data from both teachers and students, utilizing observation forms, surveys, and feedback tools. Teachers evaluated student engagement, learning outcomes, and their overall satisfaction with the curriculum, while students evaluated their learning experiences and reported on how the lessons influenced their digital habits. The study collected both quantitative and qualitative data from Greece and Romania, allowing for a comparative analysis across different educational contexts. The results highlighted a high level of satisfaction among teachers, who praised the curriculum for its relevance to students’ lives and its potential to raise awareness of the environmental impact of digitalization. Teachers also noted the EcoDigital Curriculum’s success in fostering critical thinking, communication, and collaboration skills. However, some suggested areas for improvement, such as incorporating more interactive elements, extending lesson duration, and including guest speakers to provide real-world insights into digital sustainability. When it comes to student feedback, they had positive views. Primary and secondary school students reported that the lessons were engaging, easy to understand, and enjoyable. Many students indicated that the EcoDigital Curriculum led them to reconsider their digital habits, with several planning to reduce digital waste. Students also demonstrated a keen interest in further exploring environmental protection related to digital technologies. Many reported sharing the knowledge they gained with family and friends, which will help in amplifying the EcoDigital Curriculum’s impact beyond the classroom. Overall, the EcoDigital Curriculum proved to be an effective tool for combining digital literacy with environmental education. It successfully engaged both students and teachers, contributing to the development of digital awareness and environmental responsibility. The insights gained from this pilot will guide future refinements and broader implementation of the EcoDigital Curriculum.

Keywords: Environmental education, sustainability, curriculum development, environmental awareness, green digital skills.