5.3.1.1.1. Results from the Reflective Journals. Most teachers chose the activity sequence entitled Dear Future Generations (the description of which can be found in 4.3.1.1), therefore it was tried out in seven groups, with the participation of 87 students. Five teachers wrote about their experiences of the lessons where they used the worksheet and using content analysis, and some emerging themes were found about their experiences. In their reflective journals, three teachers addressed why they had selected this worksheet: they all referred to the fact that this is certainly useful for the students, they are already familiar with the issue, but this worksheet approaches the topic from a newer perspective. Johanna though mentioned that her students “feel overwhelmed by this topic” as it “comes at them from different directions”, so it may be a better choice for students who have not been exposed to this topic that much as her students in “privileged circumstances” (T/FG-J-1). Two teachers, Bella and Hédi mentioned that their students were already excited by the fact that they were doing something out of the ordinary in the lessons and the material “sparked their interest in the very beginning” (J/FG-B-1). Most of the participants stated that the warmer generated a lot of engagement from the students as it was about the future, they went into “lengthy conversations” (J/FG-A-1) and some groups mostly depicted a more negative and some groups a more positive future, which the teachers could react to in different ways. Hédi described her experience in the following way: “I was taken aback because they envisaged a dark future. When we shared the ideas, it turned out I was the only optimistic person” (J/FG-H-1). The video provoked a strong emotional response from the students; however, this response was different, based on the composition of each group. Bella’s group “enjoyed the video” (J/FG-B-1), and Izabella’s group found it “powerful”, according to her testimony, “you could cut the air in the room” (J/FG-I-1). Alma stated that watching the video kept her students on the edge and they were really “unhappy” (J/FG-A-1) when it had to be stopped for the activities. In Johanna’s group, there were mixed responses to the video: some students found it “phoney and cheesy”, while some students were truly “touched” (J/FG-J-1).

5.3.1.1.2. Results of the Student Feedback. The students’ feedback was analysed using descriptive statistical procedures in the case of the Likert-scale items and using content analysis in the case of the open-ended questions. Eighty-five students gave feedback on the lesson sequence based on the video Dear Future Generations. First, they were asked to rate how much they enjoyed the activity sequence on a scale of 5. Based on their answers, they seem to have enjoyed the sequence (M = 4.00; SD = 1.10), with 35 students (41.2%) stating that they enjoyed it very much and only 4 students (4.7%) saying that they did not enjoy it at all. The students were also asked to what extent the activity sequence helped them develop their language skills, which they rated with an average of 3.65 (SD = 1.16), with most students (n = 32) rating this question a 4. They were also asked to answer a question about the extent to which the sequence helped them develop their 21st-century skills, which they rated with an average of 3.56 (SD = 1.09), with most students (n = 30) marking 4. According to the students, the top three skills the activity sequence helped them develop were communication (57), critical thinking (35) and perspective-taking (31).

They also mostly found the sequence interesting (n = 13) and useful (n = 38). Concerning the language development use of the sequence, students noted that it expanded their vocabulary (n = 20), developed their speaking (n = 8) and listening skills (n = 11). Respondent 64 also remarked on how useful the sequence was for speaking skills development: “during these lessons we had lots of oral tasks, such as forming an opinion, discussing, debating. I think these were useful for practising because I tend to stay quiet in class and wait for others to say something.” In their open-ended answers, they also reflected on the 21st-century skills the sequenced aimed to develop: some of them appreciated working with the other students (n = 4) and some liked that through the writing activity they could boost their creativity (n = 3). Most students noted that the activity sequence taught them something about the world, they learnt new information from each other’s presentations and through researching topics mentioned in the video. Some students though put down negative comments about the uselessness of the worksheet and complained that this topic is already known to them, and it is boring to deal with climate change all the time. As Respondent 14 phrased it: “We always talk about global warming and I didn’t like the video either, I found it really annoying. He was overreacting, so I just didn’t pay attention to him.” However, some students really liked the video and the accompanying exercises and felt that it is useful to be reminded of current issues. According to Respondent 66, “making a presentation and discussing with classmates help see things from a different perspective” and in Respondent 6’s words, “it is really good to see videos like these because it reminds people to be aware and the health of the Earth is very important”.