Innovation Center

Teachers from K-12 voluntarily engage in activities related to the Innovation Center’s work areas. They contribute to Hisar School’s leadership role in the education world by working on a broad spectrum of tasks, including project development, organizing events, creating tools and teaching materials, and policy formulation.

At the Innovation Center, our dedicated volunteer teachers continuously enhance their skills in various fields where technology and innovation play a role, from entrepreneurship to natural disasters. This focus on development leads to the initiation of numerous projects for students and the school, transforming the school’s significance in students’ lives. By bridging the gap between the school, the business world, and universities, our teachers ensure that our students graduate as well-equipped and future-ready individuals.

The Hisar School Innovation Center Student Committee empowers students to become changemakers in sustainability and innovation. By fostering creative and critical thinking skills, the committee supports students in developing and implementing projects aligned with the Sustainable Development Goals (SDGs).

Committee members actively participate in sustainability initiatives, represent Hisar School in various events, and collaborate on projects related to clean water consumption, energy efficiency, recycling, and food waste prevention. Open to middle and high school students, the committee provides a dynamic space for young innovators to shape the future with impactful solutions.

At Hisar School, we aim to engage with parents who are national and international leaders in the fields of technology and innovation. This collaboration allows us to stay updated on current trends, bring innovations from the business world into education, support internal projects within the school, and create networking opportunities to contribute to the development of projects.

Our school is committed to continuous transformation and development to meet today’s and tomorrow’s needs. This commitment is supported by the vision provided by our Technology and Innovation Advisory Board, which acts as a compass guiding us towards the future. This guidance enables us to nurture students who are well-prepared to create the future. The core goals and responsibilities of the committee are as follows:

• Review educational objectives and outcomes to ensure Hisar students are well-prepared for future technologies and the world.
• Renew, implement, and integrate STE(A)M and related curriculum programs to encourage creativity across all disciplines by embracing interdisciplinary, multidisciplinary, and transdisciplinary approaches, which are essential features of the K-12 structure.
• Provide innovative technology and infrastructure solutions for areas needing improvement at Hisar School.
• Propose methods to increase students’ awareness of the social and public policy impacts of technology and support the integration of social innovation principles into lesson content.
• Instill the fundamental principles of entrepreneurship and intellectual property rights in Hisar students, mentoring them through the design process, prototype creation, and business model development to bring their ideas to life.
• Facilitate best practices initiatives by connecting Hisar School with experts from different educational institutions, universities, the business world, and the public sector to promote ongoing and future STE(A)M projects.
• Support the development of Hisar School’s STE(A)M strategy and action plan.,

Through these efforts, Hisar School successfully exemplifies how to manage educational processes with methods that are ahead of their time, fostering an environment where students can understand and internalize current technology and innovation.

An Exclusive Collaboration with University College London

Hisar Schools, in partnership with University College London (UCL) Racing, is launching an 8-week Engineering Training and Certification Program designed for high school students interested in STEM and engineering. This unique collaboration provides students with the opportunity to receive university-level training from UCL engineering students while working on real-world projects.

Why Join This Program?

• International Certification: Participants will receive a certificate of participation and achievement approved by Hisar School Innovation Center and UCL Racing.
• Hands-on Engineering Experience: Students will engage in design, mechanics, electronics, and coding, gaining experience through an electric vehicle project.
• Career Advantages: A significant step toward future career goals, offering early exposure to university-level engineering concepts.

Program Structure

The program is divided into two phases:

1. Common Sessions (First 4 Weeks): All students participate in general engineering courses covering fundamental principles and project-based learning.
2. Specialized Tracks (Last 4 Weeks): Students choose between Mechanical Engineering or Electronics and dive deeper into their selected fields.

Topics Covered:

• Engineering design process
• Physics fundamentals in engineering
• CAD & solid modeling
• Circuit design and simulation
• Arduino programming & hands-on applications
• Real-world industrial case studies

Application & Selection Criteria

• Open to 9th and 10th-grade students.
• 50 students maximum; applications will be reviewed based on student interest and academic balance.
• Recommended for students with 85+ grades in Physics and Mathematics.

Program Format & Certification

• Online sessions with live participation via Google Meet.
• Conducted in English with interactive project-based learning.
• Certificate of Completion for students who meet participation and project submission requirements.
• Those successfully completing the program will receive priority acceptance for advanced training.

Message from UCL Racing Team

Eren Sait (‘24), a Hisar School alumnus and a UCL Mechanical Engineering student, shares his thoughts on the program:

“As a former Hisar student and current UCL Racing team member, I see this program as a unique opportunity for my fellow Hisar students. This experience allows you to explore engineering at an advanced level, connect with university students, and gain hands-on knowledge beyond high school education. Even if you don’t pursue an engineering career, the problem-solving mindset you’ll develop here will benefit you in any field.”

This collaboration is an unparalleled chance to explore the world of engineering and innovation with guidance from one of the world’s top-ranked universities. Apply now and take the first step toward becoming a future engineer!

High School Inventors Competed and Learned at the Robotics Tournament!

On January 11-12, Hisar Schools hosted the Hisar VEX V5RC Robotics Tournament, bringing together young talents from all over Turkey. The event provided a platform for students to showcase their creativity in science, technology, engineering, and mathematics (STEM). The tournament aims to increase interest in robotics and software engineering, one of the most promising fields of the future.

About the VEX Robotics V5RC Competition

The V5RC Robotics Competition, an international organization, is designed to equip students with essential 21st-century skills such as problem-solving, collaboration, communication, and strategic thinking. During the tournament, students compete with robots they design and program themselves, allowing them to enhance both their engineering knowledge and teamwork skills. Furthermore, this competition fosters interest in STEM education while supporting future engineers and innovators.

Details of the Hisar Tournament

Organized by the Hisar School Innovation Center, the tournament welcomed over 400 students from Istanbul, Ankara, Bursa, Samsun, Eskişehir, Kocaeli, Gebze, and Romania. This large participation highlighted the international scale of the event, reinforcing its role as a meeting point for young talents. A total of 38 teams competed, engaging in 67 ranking matches. Four teams were randomly paired by the tournament system—forming two alliances: the blue alliance and the red alliance—and competed fiercely to complete tasks and earn the highest scores. With offensive and defensive strategies, teams combined their STEM expertise with essential 21st-century skills, making the tournament an exhilarating two-day experience.

Highlights of the Tournament

One of the most remarkable aspects of the tournament was the involvement of 25 Hisar School students and university students, who volunteered throughout every stage of the event, from planning to execution, within a 1,000 m² competition space. The event also supported the “Girl Powered” initiative within the VEX ecosystem, which aims to provide equal opportunities for girls in STEM fields. Furthermore, the tournament met the requirements to be classified as an “Open Tournament”, allowing participation from teams worldwide.

Winning Teams

While all teams demonstrated outstanding performances, the following teams earned special recognition for their achievements:

• Tekirdağ Ebru Nayim Science High School (Tekirdağ, Turkey): Excellence Award winner, proving its outstanding performance.
• Samsun TAKEV High School (Samsun, Turkey): Won the Tournament Champion Award as part of its final alliance.
• İbrahim Özaydın Vocational and Technical Anatolian High School (Istanbul, Turkey): Secured Tournament Finalist and Robot Skills Champion awards. Another team from the same school won the Robot Skills 2nd Place award.
• Istanbul Airport Vocational and Technical Anatolian High School (Istanbul, Turkey): Stood out as a tournament finalist.
• Darüşşafaka Educational Institutions (Istanbul, Turkey): Winner of the Build Award.
• Hisar School (Istanbul, Turkey): Winner of the Create Award.
• Ankara Doğa College Çayyolu Campus Science and Technology High School: Winner of the Design Award.
• TÜBİTAK Science High School (Kocaeli/Gebze, Turkey): Winner of the Energy Award.
• Istanbul Metropolitan Municipality Technology Workshops (Istanbul, Turkey): Winner of the Innovate Award.
• AutoVortex (Voluntari, Romania): Winner of the Judges Award.

We congratulate all our participating teams and schools for their incredible success in the tournament!

Hisar Mechatronics is a community that provides interdisciplinary learning experiences in science, engineering, and technology, encouraging students to develop innovative projects. With teams focusing on VEX Robotics, electric vehicles, and renewable energy systems, students have the opportunity to enhance their design, engineering, and problem-solving skills.

By participating in international competitions, students gain firsthand experience in the engineering world, while collaborations with universities and industry partners provide access to advanced training programs. Hisar Mechatronics remains committed to nurturing future engineers and promoting the STEAM culture. For more information:

Hisar Mechatronics VEX Robotics Team
Hisar Mechatronics Racing Team
Hisar Mechatronics Energy Team
Hisar Mechatronics Business Team

The Green Power STEAM Club is a middle school club designed to immerse middle school students in hands-on engineering challenges focused on renewable energy and sustainable technologies. 

Students strengthen their engineering design abilities while actively engaging in the scientific process. In the club, students will develop critical engineering design skills as they engage in real-world projects, solve engineering problems, and work on cutting-edge technologies.  

The club helps students deepen their understanding of the fundamentals of physics and chemistry, fostering critical scientific thinking skills. They demonstrate how hydrogen fuel cells work in action, learning about energy production, experimenting with hydrogen-powered cars and 3D design, and gaining hands-on experience with technology. 

Our students gain the knowledge and skills in this club that will allow them to continue working in mechatronics teams at the high school level. In this sense, they work as junior mechatronic engineers in this club.

Current Project: Hydrogen Cars: One of the exciting projects students are currently working on is the design and construction of hydrogen-powered model cars. This project allows students to explore the principles of hydrogen fuel cells and their application in transportation, giving them a hands-on understanding of alternative energy solutions for the automotive industry. They will design, build, and test their hydrogen-powered cars, learning about the engineering challenges involved in using hydrogen as a clean energy source.  In addition to building the cars, students will interact with various sensors, control systems, and data analysis tools to monitor and optimize the performance of their vehicles, providing them with a deeper understanding of the role science, engineering and technology play in the future of sustainable transportation.

Upcoming Project: Mechatronics and Robotics: Students will be introduced to mechatronics, combining mechanical, electrical, and software engineering to design and create automated systems and robots. As junior mechatronic engineers, students will work on building projects such as their hydrogen-powered cars, incorporating elements of automation and control systems.

Small Steps for a Sustainable Future, Big Changes for the World!

As the Hisar School Innovation Center Student Committee, we launched the “RecyclableChristmas Tree” project to promote sustainability and raise awareness of recycling. This project provided a fantastic opportunity to demonstrate our commitment to the environment in a tangible way and involve the entire school community in the process.

Project Process

1. Collecting Recyclable Materials

As high school students, we spent a week collecting recyclable waste across the school. Our middle school friends also contributed by bringing materials from their homes to designated collection areas. Long and thin materials such as plastic bottles, toilet paper rolls, and milk cartons were especially preferred for this project. Our teachers also supported the initiative by bringing recyclable materials from their homes and contributing to the project alongside us.

2. Constructing the Recycled Tree

As the middle and high school committee, we carefully sorted the collected materials. Using minimal pollutants, we combined them to form a tree structure. With the support of the Visual Arts Department, we painted the tree to give it a more natural appearance.

3. Decorating the Christmas Tree

We displayed our completed recycled tree in the middle school lobby and held a special decoration ceremony with the participation of our middle school friends. The students wrote their messages for a sustainable future on message cards made from recycled paper. These messages, forming the tree’s leaves, gave our tree a meaningful and complete appearance.

4. The Future of the Recycled Tree

Our tree continued to be displayed even after the New Year. This special creation, built with our collective efforts, will keep growing every year with increasing participation and new “leaves” being added.

Through this project, we once again recognized the crucial role of individual contributions in building a sustainable world. As the Hisar Schools Innovation Center Student Committee, we will continue our efforts tirelessly to become even more environmentally conscious and to spread awareness of recycling!

A New Learning Experience in Sustainability

The Hisar Schools Innovation Center Student Committee has launched an innovative learning program as part of the Sustainability Year initiative to explore sustainability from a global perspective. The “Introduction to Sustainability” course by Jonathan Tomkin, offered on the Coursera platform by the University of Illinois, has been enriched with interactive sessions to enhance students’ knowledge of sustainability.

An Interactive and Collaborative Learning Environment

This program enables students to go beyond individual learning and engage in a collective learning environment where they can exchange ideas. Participants not only complete course modules but also take part in interactive discussions, gaining new perspectives on sustainability topics.

Program Structure

• Over the course of 7 weeks, designated modules are completed weekly.
• Students watch course content and explore deeper insights through assigned questions and additional readings.
• Online meetings include course summaries, evaluations of supplementary resources, and interactive discussions using methods like the World Café approach.
• By the end of the program, participants develop a profound understanding of sustainability, preparing themselves as more conscious individuals for the future.

Student Outcome

This program not only enhances students’ knowledge of sustainability but also helps them develop critical thinking, discussion, and collaboration skills. While examining sustainability topics from a multidimensional perspective, students also contribute to Hisar Schools’ sustainability efforts.

Led by the Hisar Schools Innovation Center Student Committee, this program stands out as a pioneering initiative that offers students the opportunity to deepen their knowledge and awareness of sustainability. Through interactive sessions and group activities, students will continue to explore ways to contribute to a more sustainable future.

At our school, we place great importance on integrating the United Nations’ Education for Sustainable Development Goals (ESD) into our curriculum. We emphasize global citizenship and design projects that enable students to apply classroom discussions to real-life situations, encouraging them to think from a local-to-global perspective.

As part of this vision, we have actively participated in Global Social Leaders (GSL) and its Global Goals Competition, where we develop and implement social impact projects. GSL is an international leadership program that empowers young people to drive social change, focusing on leadership, teamwork, and problem-solving through real-world initiatives that align with the United Nations Sustainable Development Goals (SDGs). With the guidance and support of GSL mentor teacher, our students develop projects and address sustainability.

Our Student Committee & Mission

The Innovation Center Student Committee, established in the 2023-2024 academic year with 12 volunteer students, is dedicated to identifying societal challenges and developing sustainable solutions. The committee started to take baby steps with projects designed by two groups, each focusing on a different SDG-related initiative:

• One group worked on publishing a children’s storybook that promotes sustainability.
• The other developed a creative writing program designed for students in disadvantaged schools, helping them enhance their storytelling and writing skills.

Through these efforts, our students’ work was recognized in the learning category at the GSL Global Goals Competition, receiving an award for social innovation and sustainability.

Our Projects & Achievements

In previous academic years, we have successfully completed multiple projects and have continued to expand our work this year. Our current projects include:

1. Dreamer Readers

This project aims to promote sustainability through storytelling. Students write SDG-themed children’s books that encourage young readers to imagine a sustainable future. Alongside the books, we create activities that develop reading skills and provide opportunities for children to illustrate their dreams, fostering early engagement with sustainability concepts.

2. Purpose Pen

Aligned with SDG 4: Quality Education, this initiative focuses on improving writing skills and supporting educational equity. The project includes:

• Developing lesson plans that enhance writing skills.
• Conducting creative writing sessions in disadvantaged schools.
• Providing children with the tools to express their creativity, imagination, and talents through writing.

Both Dreamer Readers and Purpose Pen were recognized in the GSL competition for their impact on social innovation and education.

3. Sustainable Fashion Project

Last year, our middle school students worked on a project tackling the fast fashion industry by redesigning and repurposing clothing, promoting sustainable consumption and circular economy principles.

4. Rainwater Harvesting & Upcycling Projects

This year, our committee expanded with new members who initiated two large-scale sustainability projects:

• A rainwater harvesting project to promote water conservation.
• An upcycling initiative focused on creative reuse of materials to reduce waste.

Looking Ahead

As we continue our journey, we are preparing for the next Global Goals Competition with four project groups under the Innovation Center. With a growing team and new initiatives, we remain committed to creating impactful, community-driven solutions that align with the Sustainable Development Goals.

The transition to zero waste at Hisar Schools was not merely an operational change but a student-led transformation initiative. The Innovation Center Student Committee, in collaboration with the student union, honor council, class representatives, and students involved in environmental projects, organized workshops to design an effective zero-waste system for the school. Focusing on classrooms, the cafeteria, and common areas, students analyzed needs and developed accessible, feasible, and sustainable solutions.

A public forum was held specifically for the cafeteria to discuss how waste management could be improved. Students evaluated the current system and worked on a strategy to ensure proper waste separation. Proposed solutions included coded waste bins, easy-to-use and efficient sorting stations, informative boards, and hygiene-focused approaches. Special emphasis was placed on integrating organic waste into composting, separating plastic and glass waste, and establishing dedicated recycling points for cafeteria products.

During the implementation phase, students examined existing waste management systems and designed a model tailored to Hisar Schools’ needs. This model was structured to be student-driven, efficient in maintaining cafeteria flow, and effective in raising awareness. Key proposed solutions included:

• Card-based exit system: Ensuring cafeteria waste is sorted before students leave
• Coded waste bins: Color-coded and open bins to help users dispose of waste correctly
• Hygiene- and speed-focused design: A practical, streamlined waste management system suitable for cafeteria operations
• Informative boards and daily updates: Visual guides to remind students of the process and encourage participation

This initiative was more than just an effort to establish a waste separation system; it was a model where students played an active role in decision-making, took ownership of the process, and developed a strong sense of environmental responsibility. Led by the Innovation Center Student Committee, this project reflects Hisar School’s commitment to sustainability and its dedication to fostering student engagement in meaningful change.

With the 2024-2025 Sustainability Year theme accelerating sustainability efforts at Hisar Schools, the need for a long-term strategy and a guiding framework became evident. While ongoing efforts had a clear purpose, ensuring a holistic approach and a shared vision among the entire Hisar Community led to the development of the Hisar Schools Sustainability Policy.

To achieve this, the Sustainability Policy R&D Group was established, representing the entire school community. Members were selected to represent their divisions in policy development, create innovative sustainability projects, conduct research, and support awareness initiatives. The group’s role includes enhancing communication between academic and institutional sustainability efforts to ensure a holistic approach.

Preparatory Workshop and Consultation Process

Before initiating policy development, a consulting firm was engaged to ensure all group members had a shared knowledge base and a strong foundation. The process began with an online training session, introducing sustainability beyond academics by incorporating environmental, social, and governance (ESG) perspectives.

Following this, a face-to-face workshop was conducted to discuss sustainability priorities, establish ESG-driven goals, and define the core steps of policy development. The roles of the Sustainability Committee and the R&D Group were clarified, stakeholder input was gathered, and recommendations for integrating the policy into the school community were developed. This workshop laid the groundwork for strategic decisions to be implemented in the next phases of policy development.

Stakeholder Analysis

Following the workshop, the first step was conducting a stakeholder analysis. The Hisar Community and external stakeholders were identified, along with their levels of engagement and collaboration.

The Hisar Community consists of:

• Students
• Staff
• Parents
• Advisory Boards
• Alumni
• In-School Service Providers
• Catering Services
• Security Services
• Cleaning Services
• Transportation Services

Additionally, other stakeholders who share the responsibility for our planet’s future were identified to ensure a more inclusive approach.

Defining Sustainability Priorities

Following the stakeholder analysis, a Sustainability Priorities Survey was conducted among the Hisar Community and stakeholders. Based on a detailed analysis, the following priority areas were identified for Hisar School’s Sustainability Policy:

Asynchronous Workshop: Evaluating Policy Articles

With sustainability priorities identified, the Sustainability Committee moved forward with drafting policy articles. To evaluate the draft policies, an innovative approach was introduced through an “Asynchronous Workshop.”

This workshop was designed to increase stakeholder engagement and allow for contributions across different time zones. Conducted over four weeks, the process replaced traditional face-to-face meetings with an online platform, where participants shared their feedback and suggestions at their convenience. This flexible and interactive approach ensured that everyone had an equal opportunity to contribute.

Throughout this process, members of the Hisar School Executive Committee and the Sustainability Policy R&D Group engaged online to:

• Evaluate draft policy articles
• Ask clarifying questions
• Provide insights on areas for improvement
• Suggest revisions

Finalization of the Sustainability Policy

After the feedback process was completed, the Executive Board consolidated all inputs and finalized the policy articles. The Hisar School Sustainability Policy has been structured as a flexible and continuously evolving guide.

The finalized policy can be accessed through the following link…

The Global Schools Program is an international initiative aimed at helping schools develop an integrated educational model that aligns with sustainable development, environmental awareness, social responsibility, and good governance principles. The program provides interdisciplinary curricula, hands-on projects, and stakeholder engagement strategies to equip students with the knowledge and skills necessary to adopt sustainable lifestyles and address global challenges. Inspired by UNESCO’s Education for Sustainable Development (ESD) framework, the program encourages schools to incorporate sustainability into policy-making, strategy development, and regular reporting. Through this approach, it seeks to foster students’ leadership and problem-solving abilities, contributing to the creation of a fairer and more livable future at both local and global levels.

Since joining the Global Schools Program in 2021, Hisar School has been committed to supporting the Sustainable Development Goals (SDGs) and equipping students with the necessary knowledge and skills to promote sustainable development.

As part of this initiative, Global Schools Advocates—teachers recognized by the Global Schools Program—play a strategic and visionary role in aligning education systems with international sustainability standards. These advocates lead efforts in policy-making, strategic planning, and collaboration with stakeholders to implement the whole-school approach to education for sustainable development. Their advocacy efforts help spread sustainability awareness on both local and global scales, empowering students and educators with knowledge in environmental, social, and governance (ESG) areas. By doing so, they support the future-oriented transformation of educational institutions.

As of the 2024-2025 academic year, four teachers at Hisar School serve as Global Schools Advocates:

• Class of 2021: Nihan Şehsuvaroğlu (2024 Mentor – Continuing)
• Class of 2021: Özge Aydemir Kaya
• Class of 2023: Tuğba Ucuzcu
• Class of 2024: Utku Öztekin (Continuing)

The Eco-Schools Program is an international initiative that promotes environmental sustainability in schools and encourages eco-friendly lifestyles. The program advocates for the establishment of ecological committees, the regular assessment of environmental performance, and the implementation of tangible environmental projects. This approach aims to increase environmental awareness and promote the efficient use of natural resources through the active participation of students, teachers, and parents.

With its step-by-step framework, the program enables schools to develop environmentally friendly strategies while also helping students cultivate lifelong sustainability habits. By fostering environmental consciousness at both local and global levels, Eco-Schools contribute to building a sustainable future in harmony with ecosystems.

As a result of the evaluation conducted by the Turkish Environmental Education Foundation (TURÇEV) under the International Eco-Schools Program, Hisar School has been awarded the Green Flag, recognizing its commitment to sustainability and environmental education.

Adapting the ESD Framework for Primary Education: A Tailored Approach at Hisar School

At Hisar School, the Education for Sustainable Development (ESD) Framework, published by UNESCO, is implemented with commitment as part of the Global Schools Program, ensuring a K-12 integrated approach. However, to further internalize the process and maximize its educational impact, Hisar Primary School teachers went beyond to develop a more tailored and effective approach.

Although the ESD framework provides a global structure applicable across all grade levels, its objectives and actions were not entirely aligned with the cognitive and pedagogical development of primary school students or the national curriculum standards in Turkey. As a result, teachers faced challenges in directly mapping the ESD objectives to their lesson plans.

To address this, a dedicated working group of teachers meticulously reviewed all 255 objectives outlined in the ESD framework and rewrote them with age-appropriate language and targets for Grades 1-2 and Grades 3-4. Additionally, the group developed a structured program specifying how each objective would be assessed through classroom activities.

Below is an example of how this revision process was carried out, which was repeated for all 255 objectives, ensuring that sustainability education at Hisar School is grounded in a strong pedagogical foundation.

An Example of Revised Objectives

Original ESD Objective:
The learner understands the local, national, and global distribution of extreme poverty and extreme wealth.

Revised Objective for Grades 1-2:
The learner recognizes that while some people have very little, others have a great deal, and understands that this may vary in different places.

Revised Objective for Grades 3-4:
The learner acknowledges that some people have very limited resources while others have access to many opportunities and understands that this disparity can exist both within countries and globally.

ESD-Supporting Activities for Primary School Students

• 1st Grade: An inquiry-based activity will be conducted based on World Children’s Rights Day.
• 2nd Grade: Rights and Freedoms Unit “I Have the Right to Be a Child” Activity
• 3rd Grade: Life at Home Unit / Wants and Needs
• 4th Grade: Rights, Freedoms, and Responsibilities Unit / Children’s Rights

These initiatives demonstrate Hisar School’s innovative approach to sustainability education, ensuring that students at all grade levels develop a deep understanding of sustainability through age-appropriate objectives and activities.

Hisar School continuously develops its curriculum within the framework of the UN Global Schools Program, adopting an approach that places sustainability at the core of its education system. Our academic programs are aligned with the United Nations Sustainable Development Goals (SDGs) to ensure that students grow into individuals who are aware of and responsive to global challenges.

As a result of these efforts, 933 curriculum alignment have been established, with SDG 10: Reduced Inequalities emerging as the most frequently integrated goal. In terms of learning dimensions, the highest correlation was observed in cognitive learning, indicating that sustainability topics are predominantly addressed at the knowledge acquisition and comprehension level, while also presenting opportunities for growth in social and behavioral learning.

At Hisar School, our sustainability education initiatives are led by four Global Schools Advocates. These efforts, carried out in alignment with the whole-school approach, aim to enhance the sustainability capacity of both educators and students, positioning Hisar School as an innovative, globally aligned, and socially responsible model institution.

In the system that aligns Sustainable Development Goals (SDGs) with in-class activities, it has been observed that school-wide efforts related to SDG 10: Reduced Inequalities and SDG 5: Gender Equality stand out from other initiatives. Detailed analysis indicates that these efforts have primarily been driven by small-scale projects conducted in language, social sciences, and natural sciences disciplines.

Through the curriculum mapping system, our teachers have not only aligned Education for Sustainable Development (ESD) learning outcomes but have also identified their impact on different learning dimensions.

As seen in the graph, cognitive learning objectives surpass other dimensions with over 400 alignments, whereas socio-emotional and behavioral learning objectives exhibit a relatively balanced distribution.

Although educational literature suggests that behavioral learning objectives have a more lasting impact on deep learning compared to the other two dimensions, the long-term nature of behavioral learning projects has led to a lower number of activities in this area. Despite the challenge of measuring behavioral learning outcomes, it is anticipated that the time allocated to each learning dimension is approximately equal, considering the rationale explained above.

Hisar School is transitioning to a zero waste system in the 2024-2025 academic year. With four different school divisions catering to distinct age groups, the daily routines and waste generation patterns vary significantly across the campus. Therefore, unlike an industrial facility, the waste management approach must be tailored to fit the unique structure of an educational environment. Additionally, as part of the whole-school approach, Hisar Schools aims to integrate institutional sustainability efforts directly into students’ learning experiences, ensuring that both the purpose and implementation of such initiatives contribute to their education.

As part of this transition, detailed waste assessments and analyses have been conducted at all school levels, including classrooms, common areas, and cafeteria usage. At the preschool and primary school levels, the study was carried out by teachers and administrators. In middle school, class representatives, the Innovation Center Student Committee, and the school administration collaborated. In high school, the process was led by the Innovation Center Student Committee, involving the Honor Council, class representatives, and students actively engaged in environmental projects.

Analysis and Planning Process

The working groups examined the following aspects to determine the most effective zero waste solutions for each school division:

• Types of Waste Generated
• Existing Challenges
• Key Priorities
• Current Waste Management Solutions
• Future Expectations

Based on these analyses, customized solutions were developed for each grade level. By integrating learning with the zero waste initiative, a foundational plan was established and incorporated into the Zero Waste Management Plan. The waste collection system is designed to address different types of waste, with 82 designated collection points strategically placed across the campus, considering the volume and nature of waste generated in each area.

Waste Collection and Distribution Plan

Waste Management Plan

As sustainability initiatives expanded at Hisar School, an intensive training program was launched to enhance internal expertise and strengthen institutional knowledge. In alignment with the goal of achieving the Sustainable Development Goals (SDGs) through education, the school continued its participation in the Global Schools Program and Global Schools Advocacy efforts, while also incorporating professional learning programs focused on sustainability specialization.

17th Sustainability Expertise Certification Program by the Turkish Capital Markets Association

The Sustainability Expertise Certification Program was developed by the Turkish Capital Markets Association (TCMA) and the Sustainable Education, Development, and Excellence Association (SEGM) to train professionals equipped with technical skills and in-depth knowledge in environmental, social, and governance (ESG) principles. The program consists of 5 modules and a total of 68 hours of training, covering key topics such as sustainability management, sustainable finance, environmental policies, social responsibility, and governance frameworks. Through this program, participants have gained advanced expertise in sustainability and its practical applications.

TÜRMOB Sustainability Training

The Sustainability Training provided by the Union of Chambers of Certified Public Accountants of Turkey (TÜRMOB) covered critical aspects such as the historical development of sustainability, ESG criteria, the Turkey Green Deal Action Plan, emission control, sustainable finance, and auditing standards. This 71-hour program also included training on GDS 3410 and GDS 3000, key international auditing standards for sustainability reporting, equipping participants with specialized knowledge in sustainability compliance and financial oversight.

Through these training programs, Hisar School has strengthened its institutional sustainability framework, empowering educators and staff with specialized expertise to implement sustainability policies more effectively.

A New Learning Experience in Sustainability

The Hisar Schools Innovation Center Student Committee has launched an innovative learning program as part of the Sustainability Year initiative to explore sustainability from a global perspective. The “Introduction to Sustainability” course by Jonathan Tomkin, offered on the Coursera platform by the University of Illinois, has been enriched with interactive sessions to enhance students’ knowledge of sustainability.

An Interactive and Collaborative Learning Environment

This program enables students to go beyond individual learning and engage in a collective learning environment where they can exchange ideas. Participants not only complete course modules but also take part in interactive discussions, gaining new perspectives on sustainability topics.

Program Structure

• Over the course of 7 weeks, designated modules are completed weekly.
• Students watch course content and explore deeper insights through assigned questions and additional readings.
• Online meetings include course summaries, evaluations of supplementary resources, and interactive discussions using methods like the World Café approach.
• By the end of the program, participants develop a profound understanding of sustainability, preparing themselves as more conscious individuals for the future.

Student Outcome

This program not only enhances students’ knowledge of sustainability but also helps them develop critical thinking, discussion, and collaboration skills. While examining sustainability topics from a multidimensional perspective, students also contribute to Hisar Schools’ sustainability efforts.

Led by the Hisar Schools Innovation Center Student Committee, this program stands out as a pioneering initiative that offers students the opportunity to deepen their knowledge and awareness of sustainability. Through interactive sessions and group activities, students will continue to explore ways to contribute to a more sustainable future.

At our school, we place great importance on integrating the United Nations’ Education for Sustainable Development Goals (ESD) into our curriculum. We emphasize global citizenship and design projects that enable students to apply classroom discussions to real-life situations, encouraging them to think from a local-to-global perspective.

As part of this vision, we have actively participated in Global Social Leaders (GSL) and its Global Goals Competition, where we develop and implement social impact projects. GSL is an international leadership program that empowers young people to drive social change, focusing on leadership, teamwork, and problem-solving through real-world initiatives that align with the United Nations Sustainable Development Goals (SDGs). With the guidance and support of GSL mentor teacher, our students develop projects and address sustainability.

Our Student Committee & Mission

The Innovation Center Student Committee, established in the 2023-2024 academic year with 12 volunteer students, is dedicated to identifying societal challenges and developing sustainable solutions. The committee started to take baby steps with projects designed by two groups, each focusing on a different SDG-related initiative:

• One group worked on publishing a children’s storybook that promotes sustainability.
• The other developed a creative writing program designed for students in disadvantaged schools, helping them enhance their storytelling and writing skills.

Through these efforts, our students’ work was recognized in the learning category at the GSL Global Goals Competition, receiving an award for social innovation and sustainability.

Our Projects & Achievements

In previous academic years, we have successfully completed multiple projects and have continued to expand our work this year. Our current projects include:

1. Dreamer Readers

This project aims to promote sustainability through storytelling. Students write SDG-themed children’s books that encourage young readers to imagine a sustainable future. Alongside the books, we create activities that develop reading skills and provide opportunities for children to illustrate their dreams, fostering early engagement with sustainability concepts.

2. Purpose Pen

Aligned with SDG 4: Quality Education, this initiative focuses on improving writing skills and supporting educational equity. The project includes:

• Developing lesson plans that enhance writing skills.
• Conducting creative writing sessions in disadvantaged schools.
• Providing children with the tools to express their creativity, imagination, and talents through writing.

Both Dreamer Readers and Purpose Pen were recognized in the GSL competition for their impact on social innovation and education.

3. Sustainable Fashion Project

Last year, our middle school students worked on a project tackling the fast fashion industry by redesigning and repurposing clothing, promoting sustainable consumption and circular economy principles.

4. Rainwater Harvesting & Upcycling Projects

This year, our committee expanded with new members who initiated two large-scale sustainability projects:

• A rainwater harvesting project to promote water conservation.
• An upcycling initiative focused on creative reuse of materials to reduce waste.

Looking Ahead

As we continue our journey, we are preparing for the next Global Goals Competition with four project groups under the Innovation Center. With a growing team and new initiatives, we remain committed to creating impactful, community-driven solutions that align with the Sustainable Development Goals.

Hisar School Sustainability Manifesto

At Hisar School, we firmly believe that the future of our planet is in our hands and that each of us carries a significant responsibility in creating a more sustainable world. As a strong and united Hisar Community, composed of educators, administrative staff, students, parents, and alumni, we are not mere observers—we are active contributors to the solutions.

In the 2024-2025 Academic Year, where sustainability has been chosen as our core theme, we invite you to support the innovative solutions we will introduce to raise awareness of our social responsibilities and reduce our ecological footprint, guided by the United Nations Sustainable Development Goals (SDGs).

This manifesto marks the beginning of Hisar’s Year of Sustainability. Throughout the year, we will continue to share exciting developments with you. The Hisar School Sustainability Policy will outline clear actions and goals to guide our ongoing environmental and social responsibilities. In line with our sustainability strategy and objectives, we are committed to strengthening holistic development in both academic and administrative processes.

By reinforcing our sustainability efforts at Hisar School, we are confident that we will build a future we can all be proud of—together, making a lasting impact.

Social Media and Email Communications

Sustainability-focused initiatives at Hisar School have been actively shared with the community to inform the Hisar Community about completed projects, enhance awareness, and strengthen engagement. These communications have also increased the visibility of ongoing sustainability efforts, allowing the community to take ownership of the process as a whole.By providing the Hisar Community with opportunities to track the school’s tangible sustainability actions, these updates have facilitated new collaborations and expanded the overall impact of sustainability initiatives. Information has been disseminated through social media platforms (Instagram and LinkedIn), the school website, and email newsletters, ensuring effective communication.

1. Energy Conservation and Carbon Emission Reduction Initiative

A key focus at Hisar School has been the responsible use of high-energy-consuming smartboards by ensuring they remain turned on only when in use. This initiative aims to increase energy efficiency and reduce carbon emissions, demonstrating how small individual behavioral changes can generate significant environmental benefits.

2. Meat-Free Monday and Water Footprint Awareness Campaign

Since the 2023-2024 academic year, Hisar School has implemented the Meat-Free Monday initiative to highlight the environmental impact of dietary choices in line with the principle of responsible consumption. By reducing meat consumption twice a month, the initiative aims to conserve water resources and lower the school’s carbon footprint, emphasizing how small adjustments at both individual and institutional levels can lead to significant benefits for the planet.

3. Student Council Elections: A Call for Active Citizenship

The Student Council Elections at Hisar School promote democratic participation and active citizenship, encouraging students to engage in the decision-making processes within their school. By running as candidates and voting, students contribute to building an inclusive and sustainable school culture. The announcement regarding this initiative also helped reinforce awareness of democratic participation and civic responsibility, aligning with the United Nations Sustainable Development Goal (SDG) for Peace, Justice, and Strong Institutions.

4. Parent-Teacher Association’s Marine Conservation Initiative

Through the Hisar School Parent-Teacher Association (PTA), a donation was made to TURMEPA on Teacher’s Day in honor of all school staff. This initiative aimed to raise awareness of water conservation and the sustainability of marine ecosystems. Contributions from parents supported efforts to keep the sea clean, reduce waste, and emphasize the importance of protecting marine environments. By sharing this initiative, the Hisar Community’s awareness of sustainability was enhanced, encouraging a collective commitment to marine conservation.

5. Physical Accessibility Assessment and Recommendations Report

Hisar School conducted a Physical Accessibility Assessment and Recommendations Report to enhance inclusivity and accessibility on campus. Led with student participation, this study analyzed the current accessibility status and proposed improvement measures. The initiative aimed to raise awareness of accessibility issues, promote best practices, and strengthen a sustainable and inclusive school environment.

6. Earthquake and Emergency Preparedness Awareness Initiative

Hisar School has implemented a seismic monitoring system to continuously assess the structural safety of school buildings and enhance crisis management protocols. By utilizing sensor-based analysis, the earthquake resilience of buildings is regularly reported, and potential risks are proactively assessed to ensure the safety of the school community. The announcement of this initiative has played a key role in raising disaster awareness, making safety measures more visible, and reinforcing a culture of sustainable risk management at the school.

7. Reusable Bottle Initiative: Reducing Waste on Campus

Hisar School has launched an initiative to encourage the use of reusable bottles as part of its waste reduction efforts. By promoting sustainable alternatives to single-use plastics, the school aims to instill responsible consumption habits among students while significantly reducing overall plastic waste on campus.This initiative aligns with the school’s broader commitment to sustainability and environmental responsibility, demonstrating that simple yet effective actions can collectively contribute to a more sustainable future.