Abstract Summary
Schools, as dynamic learning microcosms, encompass diverse members—students, teachers, administration, and support staff—each contributing unique roles, capabilities, and perspectives shaped by experiential and cultural backgrounds. Despite being integral to their localities, schools are often overlooked as active participants in energy transitions. Internally, students’ evolving, and diverse identities could all positively contribute yet they often feel limited by stereotypes. Externally, shifting demographics, infrastructural updates and societal issues could become drivers in activating participation, yet a shared understanding and vision is missing. Greengage initiative has a two-fold purpose: explore engagement profiles that enforce inclusive and diverse contributions and explore micro learning interactions that help a community develop contextual understandings of the social and technical issues that shape who they are as a community of change
