From the perspective of Alpha Omega Research & Consulting (P2), WP3 Leader

16–17 July 2026 · Perugia, Italy · Erasmus+ ALKI project (KA220-SCH)

Meeting Information

Dates	16–17 July 2026
Host	Università degli Studi di Perugia (P5)
Venue	University of Perugia, Department of Philosophy, Social and Human Sciences and Education – Palazzo Stocchi
Address	Piazza Francesco Morlacchi, 30, 06123 Perugia (PG), Italy
Language	English
Alpha Omega's role	Partner P2 · WP3 Leader (Instructional Guide & LTTA preparation)

Project Partners

Partner	Organisation
P1	PDETh (Greece) – Coordinator
P2	Alpha Omega Research & Consulting (Greece) — leading this report
P3	Doukas School (Greece)
P4	Idea-Re (Italy)
P5	UNIPG (Italy) – Host of TPM2
P6	Doğa Schools (Türkiye)
P7	La Salle-Buen Consejo (Spain)

1. Overview of TPM2

The 2nd Transnational Project Meeting of the Erasmus+ ALKI project (“AI Learning and Knowledge Integration for Future-Ready Environmental Crisis Solutions”) took place on 16–17 July 2026 in Perugia, Italy, hosted by Università degli Studi di Perugia (P5). The meeting brought together all seven partners to work through the topics mandated by the project proposal for this stage: guidelines for learning design development, adjustments to the ALKI Instructional Guide, preparation of the Learning, Teaching & Training Activity (LTTA) and intra-school training, platform functionality, dissemination, and next steps.

Day 1 combined a project status overview, the presentation of the WP2 survey and analysis results, and the sessions led by Alpha Omega on the ALKI Instructional Guide and LTTA preparation. Day 2 covered the digital platform and dissemination strategy, the WP4 student empowerment activities, and closed with a Steering Committee meeting that reviewed overall project progress and confirmed pending action items.

ALKI trains students and educators to respond to environmental crises with AI-supported tools.

2. Alpha Omega's Role at TPM2

As WP3 Leader, Alpha Omega Research & Consulting (P2) held the agenda's central working block on Day 1 and contributed to the WP2 discussion:

11:15–13:00 – WP2, AI-enhanced learning design guidelines: Alpha Omega gave feedback from the curriculum perspective, alongside Idea-Re on the technology perspective.
14:00–15:00 – WP3, ALKI Instructional Guide – adjustments to classrooms: Alpha Omega presented the current draft of the Instructional Guide and the adjustments needed based on the WP2 survey findings.
15:00–15:45 – WP3, partner feedback round: a feedback round with school partners P1, P3, P6 and P7, agreeing on country-specific adaptations and the revision timeline ahead of the LTTA.
16:00–16:45 – WP3, LTTA preparation: Alpha Omega presented the selected tools for the LTTA, alongside P7's logistics update and UNIPG's draft Ethical AI Use Framework.
16:45–17:30 – WP3, intra-school training preparation: with PDETh (P1) and UNIPG (P5), confirming the cascade model for intra-school training in Month 9.

3. WP3 Progress: The ALKI Instructional Guide

Delivered to date: draft v3 of the Instructional Guide (framework, tools, bots, 8 scenarios, games, 8 materials); the AI Tools Framework, with six categories, classification labels and regional versioning; and the full LTTA design draft, a 5-day L.A.R.S. programme.

What Alpha Omega asked of the room: feedback on the Guide's draft from every school partner, agreement on country-specific adaptations, and a revision timeline that holds until the LTTA.

4. Inside the Instructional Guide

One working document, usable either as standalone parts or as a complete 28-hour programme, built from seven components:

Component	Content
Pedagogical framework	Six learning theories, the L.A.R.S. model, three crisis phases.
12 free AI tools	Live monitoring, forecasting and analysis platforms.
5 custom AI bots	Crisis advisors, deployable in Gemini, ChatGPT or Claude.
Research base	13 validated initiatives, each with a concrete ALKI adaptation.
8 scenarios	Four crisis types across pre-, during- and post-crisis phases.
Games & activities	Nine game activities plus eight cross-cutting activities.
8 materials	Role cards, facilitator packs, misinformation cards, journal.

5. Five Custom AI Crisis Advisors

Alpha Omega designed five expert AI personas, deployable in Gemini, ChatGPT or Claude, each with a defined persona, knowledge anchors, SEL-based behaviour rules and safety rules aligned with the UNIPG Ethical AI Use Framework:

Crisis Advisor: calm generalist; acknowledges emotion before technical detail.
Flood Forecaster: senior hydrologist; probability and uncertainty in evacuation.
Seismo: seismologist; magnitude vs. intensity, the golden 72 hours.
PyroSense: wildfire intelligence; wind, spread rates, evacuation ethics.
HeatWatch: public health specialist for Europe's deadliest hazard.

Deployment principle: the bots are conversational, never autonomous — the AI informs and the human decides. Access is age-differentiated (ages 11–13 teacher-mediated; ages 14–17 direct use through school accounts), and platform terms are verified per country before the LTTA.

6. Educational Scenarios

Eight scenarios cover four hazard types — flood, earthquake, wildfire and heatwave — across the pre-, during- and post-crisis phases, each specifying tools, AI advisor, game mechanic, learning theory and an eco-anxiety component. The scenarios are anchored in real events: the Thessaly and Valencia floods, the Crete and Türkiye–Syria earthquakes, the Rhodes and Evros wildfires, and the 2003 European heatwave.


Flood scenarios — anchored in the Thessaly and Valencia floods.	Wildfire scenarios — anchored in the Rhodes and Evros wildfires.

7. Alignment with WP2 Survey Findings

67–71% of teachers across the three countries name using AI tools in teaching as their top training need (80–87% in Spain and Türkiye have never received AI training). The Guide's answer: every scenario runs on free AI tools and custom bots teachers can adopt in their own classroom the same week.

2nd most requested area is critically evaluating AI-generated information (54.8% Türkiye, 40% Greece & Spain). The Guide's answer: dedicated misinformation materials and transparent labelling on every AI tool and bot.

Confidence gap: crisis simulations rank high as a need, yet confidence in leading one is among the lowest items in all three countries. The Guide's answer: two-page Scenario Facilitator Packs with fixed timings and scripted debriefs — any educator, ten minutes' prep.

Barrier acknowledged: lack of time and materials is the most agreed obstacle to teaching preparedness in every country; everything in the Guide is free, printable, and needs no specialist equipment. Alpha Omega openly noted that country-specific calibration — scenario difficulty, hazard emphasis, cultural fit — is still pending and depends on partner input.

8. Revision Timeline Agreed at TPM2

31 July 2026: feedback consolidated — all partner input from TPM2 integrated into a single revision plan.
Mid-September 2026: version 4 circulated, with country adaptations, shared for a two-week review.
Two weeks before the LTTA: content frozen; LTTA materials printed and packed.
After the freeze: translation begins — Greek, Italian, Spanish and Turkish versions prepared by P2, P4, P6 and P7.

9. The LTTA: Learning, Teaching & Training Activity

A five-day training programme, structured on the L.A.R.S. model (Learn · Apply · Reflect · Share), will take place at La Salle-Buen Consejo in Puerto Real, Spain, in October 2026 (Month 8), for 12 educators plus 3 trainers.

Design principles, derived from the WP2 survey: experience first, analyse second; make, do not listen — the week produces working materials, not notes; three AI tools taught to mastery instead of twelve to acquaintance; and every method used is documented in the Instructional Guide so any partner can run it again.

Selected AI tools: Google Flood Hub (predict — ML flood forecasts up to seven days ahead), NASA FIRMS (detect — near real-time satellite fire detection) and FutureGuessr (generate — AI-generated images of real places under future warming scenarios). USGS ShakeMap remains open for discussion as an earthquake-coverage substitution.

Five-day structure: Day 1, Foundations (shared baseline, the ALKI Disaster Fresk, the framework named); Day 2, Scenario Design (live simulation, then groups build an original regional scenario); Day 3, AI Assistant Development (each group builds and stress-tests a working classroom AI assistant); Day 4, Tool Integration & Simulation Game (hands-on rotation through the three AI tools, then the Idea-Re simulation game); Day 5, Peer Training & Multiplication (micro-teaching, national multiplier plans, post-training measurement and certificates).

10. Ethics Integration Across the Programme

One ethics discussion per day, anchored to the UNIPG Ethical AI Use Framework: teaching frightening content honestly without harming students (Day 1); how close is too close when simulating real disasters (Day 2); accountability and bias when AI is confidently wrong (Day 3); acting on AI predictions and who is accountable (Day 4); and cascading responsibly to colleagues before they use AI with students (Day 5).

11. Quality Assurance & Impact Measurement

The LTTA is designed to produce evidence, not only training: selected WP2 survey items are administered before and after the week to measure impact on the project's own instruments, and the Solidarity Survey runs pre (Day 1) and post (Day 5). Three rubrics are in development — material curation, micro-teaching observation and AI bot review — targeting the exact confidence gaps the survey identified. Participant outputs enter the Training Kit only after a quality pass by Alpha Omega.

12. Simulation Game: Primary & Contingency

The primary option, proposed for discussion with Idea-Re (P4), is the Idea-Re simulation game: LLM-driven, with the scenario evolving with every team decision, covering all four crisis types and regionally configurable per partner country. It is the centrepiece of Day 4 afternoon, and educators' structured feedback from the LTTA feeds back to P4 as user testing. A lightweight, AI-generated browser game is held as a reserve option, with its trigger date to be agreed among partners.

13. Partner Action Items Relevant to Alpha Omega

Proposed for confirmation at the Steering Committee, and echoed in the Day 2 Steering Committee meeting's list of pending deadlines:

Alpha Omega (P2): sends the pre-LTTA pack in September — account setup, one short pre-reading, and the pre-training assessment form.
All partners: participant names and short profiles by early September; Partner Tool Input tables to Alpha Omega; AI tool registration to UNIPG before the LTTA.
Idea-Re (P4): game availability confirmation for October, and a view on the reserve option and its trigger date.
UNIPG (P5): the Ethical AI Use Framework, to anchor the Day 3 ethics discussion.
La Salle (P7): rooms, wifi, one laptop per pair and printing access for the LTTA; to confirm whether trainees can be given access to paid LLMs.

The Steering Committee also confirmed TPM3 will be held online in Month 13, hosted by Idea-Re (P4).

14. Projected Impact: The Knowledge Transfer Cascade

Per the project proposal, the training delivered by Alpha Omega and partners is designed to cascade: 15 educators and trainers at the LTTA in Spain (October 2026) train 50+ teachers through intra-school training in five schools (Month 9, on the Day 5 multiplier plans), reaching 660+ students through workshops, hackathons and school missions across four countries. Each trained educator also receives their national survey data as recruitment and advocacy material.

Closing

TPM2 in Perugia confirmed Alpha Omega Research & Consulting's Instructional Guide and LTTA design as ready for partner feedback, with a clear revision path to the LTTA in Spain this October. As WP3 Leader, Alpha Omega now moves into the revision phase agreed at the meeting — consolidating partner feedback by 31 July, circulating version 4 in mid-September, and preparing the pre-LTTA pack for participants.

Alpha Omega Research & Consulting · Partner P2, ALKI project · alpha-omega-rc.org

Project number: 2025-1-EL01-KA220-SCH-000364988. Co-funded by the European Union. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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