With regard to the scientific debate which highlights the potential of joint climate planning, there are few concrete experiences in Europe where this approach has been applied. This contribution focuses on critical methodological and application aspects of the processes underlying the development of Joint Plans for Sustainable Energy and Climate in the supra-municipal area as emerged from the direct participation of the authors in the Joint_SECAP project funded by the Interreg Italia-Croatia programme. This paper presents a comparative analysis of nine case studies in Italy and Croatia with a focus on fundamental aspects of the planning process: the governance model, shared knowledge framework, risk and vulnerability assessment, and participatory process. The analysis and comparison of the Joint_SECAP experiences confirm that joint climate planning, developed in the framework of the European Covenant of Mayors (CoM) initiative, is effective for creating synergy between local authorities and for defining and implementing strategies and actions for adaptation to the territorial scale. Finally, the research indicates some recommendations to overcome the barriers that impede the spread and effectiveness of this approach to climate planning. In particular, it highlights the need to enhance collaboration between local authorities, regions, and CoM coordinators.

This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century.