MILESTONES

The land of the former railway line between Linares and the Linares-Baeza Station forms the Camino de Úbeda Greenway. It presents a series of interesting natural, historical, and scenic features, which can be made known to the public by renovating this greenway with educational content and reforestation. The route has significant scenic potential and can also serve as a leisure and recreation area for the citizens of the Municipality of Linares and the surrounding region. The very nature of the route is ideal for the establishment of a greenway that acts as a link between a large number of routes, sites, and elements of interest that currently exist in the surrounding area and that would otherwise go unnoticed. These interactions can also continue with another greenway that begins at the end of this route: the Guadalimar Greenway.

The greenways have been established as recreational infrastructure and transformed into healthy trails, featuring elements aimed at environmental outreach, implemented in our project with students as part of Project-Based Learning (PBL) and Service Learning (SLL).

It is a somewhat neglected area, with erosion and landslides, road surface problems, and damage from vandalism over several years. In addition, intensive reforestation is necessary. Collaboration with other educational centers to carry this out has been a success, always supported by the City Council, which has also been heavily involved.

This project has proposed measures aimed at disseminating the area's values, highlighting the creation of an itinerary with educational stops and interpretive panels, allowing the greenway to act not only as a route, but also as a space for environmental education and knowledge of the environment, its unique features, and its history. Considering all of the above, this paper, after analyzing the current situation of the route, proposes measures to adapt its route and disseminate its main values.

Finally, integrating the SDGs of the 2030 Agenda is crucial in any type of project, and even more so in the one we are dealing with. Several of them have been integrated, and we would like to highlight number 11, which is bringing natural spaces closer to cities, and number 17, which is seeking alliances and collaborations to achieve our goals.

FUTURE

New course, new challenges, building on what we've already learned to improve and beautify our environment. We work from modesty, we want to continue, little by little and consistently. We want more trees in our city, in your city, in our surroundings. Our actions can bring many benefits:

• Youth Engagement and Education
• Community Health and Wellness
• Urban Heat Mitigation
• Biodiversity
• Water Resource Protection
• Recreation
• Air Pollution Reduction

Nothing and no one is indispensable—not a person, a place, or a job, but we are all necessary. Paulo Coelho

ASSESSMENT

Project-Based Learning has been shown to expand students' knowledge and develop their skills, making them more competent individuals and empowering students to be the protagonists of their learning.

Important changes are taking place in all areas of society, and education cannot ignore these changes. These projects value the ability to solve problems, be creative, innovate, make decisions, work in teams, and a long list of other things that have little to do with knowing facts, dates, and other meaningless content for students.

What do we want to teach?

As teachers, we must carefully select content when designing a generative project or topic. It must be motivating, comprehensive, and connect with previous learning experiences, and, above all, be related to situations in students' everyday lives—something relatable.

Clearly, carefully selecting the content to work on is key, but it wouldn't make much sense to work on the content if we don't know what we really want students to develop, what competencies (learning to learn, initiative, communication in different languages, math and science, cultural expression, etc.), or what thinking skills we want them to acquire through that content.

How do we want to teach it?

The "how" is the part where students must put into practice everything we have previously designed. We moved from simple activities that only measured content to performances (activities that involve thinking). We were able to propose scenarios in which students were the ones who had to think and put their knowledge into practice in different contexts to advance in their learning process.

Project-Based Learning

When we talk about developing thinking skills, we may also be plagued by a question: How can I, as a teacher, know what my student is thinking and whether they are acquiring the thinking skills I have set out to develop? A culture of thinking is generated. This makes thinking visible, helping students become aware of it and, in turn, becoming a tool for teachers to assess their students' progress in the skills they develop.

To address diversity and taking into account multiple intelligences, this project ensures that the desired information reaches students through different channels, fostering their strongest intelligences and helping them develop their weakest ones.

Assessment consists of judging and grading something; assessment, on the other hand, evaluates something and offers feedback and suggestions for improvement, so that the student themselves can establish improvement plans and thus become aware of the areas in which they need to improve (they must be the protagonists of their own learning).

In this process, I propose various tools, including self-assessment rubrics, which are very useful, as they make it clear to students what goals and understandings they need to achieve and allow them to compare their achievements and establish improvement plans. Furthermore, the proposed teamwork is motivating and encourages creativity and reflection.

CUESTIONARIO

PLANNING-PROJECT TIMELINE

The project timeline includes all the actions that have been carried out for several years. During these years, many setbacks have arisen, but these haven't prevented its development. The most significant setbacks have undoubtedly been the drought and COVID-19. However, we have learned from our mistakes and are gradually achieving our goals by improving our environment and promoting environmental education.