Education in school or in community organizations

In the Pasavček project, the focus lies on rule learning that contributes to road safety (correct use of child restraint systems and seatbelt use, but consequently also rules for pedestrians, passengers, etc., depending on the age of the children and the learning objectives of the teachers). The project initially started as part of the international EUCHIRES project and is thanks to its success still active today.

Children and adolescents are among the most frequently involved road users in road traffic accidents and often suffer the most severe consequences, also as passengers in vehicles. Consistently ensuring that children are properly buckled up while driving could significantly reduce this risk.

In the Pasavček project, the focus lies on rule learning that contributes to road safety (correct use of child restraint systems and seatbelt use, but consequently also rules for pedestrians, passengers, etc., depending on the age of the children and the learning objectives of the teachers). The project initially started as part of the international EUCHIRES project and is thanks to its success still active today.

Children and adolescents are among the most frequently involved road users in road traffic accidents and often suffer the most severe consequences, also as passengers in vehicles. Consistently ensuring that children are properly buckled up while driving could significantly reduce this risk.

The first major challenge was to make this pastoral action known within the Church's own structure in Ourense. The CEE's Road Pastoral Department was created in Spain more than 50 years ago, but in many dioceses, no initiatives are carried out and priests are unaware of it. The surprising thing was that families, communities, and neighbors, as soon as we began working on these initiatives, began to follow us, asking for more action, and feeling supported in the loneliness caused by the loss of a loved one, a friend, a neighbor, or a car accident. Every year, the number of people participating in the scheduled sessions increases.

The core problem is that children in Greece grow up with little or no mobility education. There is no structured cultivation of what it means to be a responsible, aware participant in shared road environments. Most students have never experienced what it means to move safely, to share space, or to recognize the needs of vulnerable users (such as people with disabilities, pedestrians, or cyclists).
Our initiative targets children aged 0–16 and promotes safe and sustainable mobility through education in schools in the Municipality of Chania, Crete. We do not approach road safety simply as accident prevention — we view it as a cultural issue: How do we perceive movement in public space? How do we respect pedestrians, cyclists, and especially children?
Our programme fills this gap by offering an immersive, experience-based approach through Virtual Reality (VR) technology — placing children in realistic traffic situations where they learn by living the experience, not just reading about it.
The goal is not just to “prevent harm.” It is to help them move through the world with awareness, respect, and a sense of belonging in a community that moves together.

Children and young people (till 25 years old) make up 41% of the world’s population (United Nations, 2024) and about 25% of this age group is represented in the EU population (Eurostat, 2024). They are an active group, often dependent on public space for movement and social interaction. Yet, that public space is not designed with them in mind, nor does it reflect their world and needs. This has consequences. Every day in Flanders, an average of 10 students (aged 3 to 18) are involved in traffic crashes on their way to school (VIAS Institute, 2019–2023). Over 60% of those victims were walking or cycling. In Europe there were still 455 fatalities amongst children and 2 388 fatalities amongst youth which shows that mobility is not yet inclusive, safe and of high quality for all.
Poorly adapted public space brings dangers and challenges, but it also has more subtle barriers. Children and young people are becoming increasingly less physically active. Regular movement is however essential for both their physical and mental health. One way to encourage this movement is by promoting walking and cycling from an early stage and at a young age.
Inadequate public space also negatively affects the independence of children and young people. About a quarter of students in Flanders are driven by car even for short trips between home and school. That’s unfortunate, because travelling independently helps children learn how to navigate their environment, assess risks, and interact with other road users. This builds confidence and equips them with the skills—and the right—to travel alone.

The 'EuroTarn' Association was set up in 1997 (by myself) to encourage young people to discover the countries of the European Union, and thus learn about other European cultures and languages. The association's motto from the outset was to inspire young people to 'move in a moving world'.
Between 1997 and 2007, we developed Universities exchanges with various regions. In 2007, we created some actions to attract young people (in the Tarn area) to be more interested in Europe, and to develop their 'European citizenship' and their feeling of belonging to a same European community; And Road safety was one of the very first topic that we decided to tackle with the very first European day of Road safety in April 2007. Therefore we decided to run campaigns to talk about Road safety and... Europe, and we decided to start to visit schools to educate young people.

The main road safety challenge that was addressed by the project is driving under the influence (DUI) and the impaired judgement and delayed reaction time as consequences. Driving under the influence of alcohol or drugs significantly impairs a driver's cognitive and motor functions, leading to poor decision-making and slower responses to hazards.

ARV-auto battles this challenge by:
o Creating awareness campaigns: Implementing targeted public education campaigns highlighting the dangers of impaired driving and promoting sober alternatives such as designated drivers and ride-sharing.
o Supporting law enforcement: Collaborating with local police on sobriety checkpoints and enhanced DUI patrols, especially during high-risk periods (e.g., weekends, holidays).
o Doing policy advocacy: Supporting stricter DUI laws, including lower blood alcohol content (BAC) limits and the use of ignition interlock devices for repeat offenders.

Program design to solve several road safety challenges for higher school students:

1. Expand Knowledge About Safe Road Traffic Practices
Many students lack formal education on road safety beyond basic traffic rules.
• Providing comprehensive road safety theory, including updated traffic laws, defensive driving techniques, and situational awareness.
• Teaching risk assessment skills, such as identifying potential hazards and understanding the impact of speed, fatigue, and distraction.
• Simulations and case studies that help students understand real-world consequences of unsafe driving behaviors.
2. To develop knowledge about the safety and use of micromobility vehicles.
Promote the correct use of bicycles, e-scooters and other micromobility vehicles as an alternative to promote green mobility culture.
• Offering specific modules on micromobility, covering legal regulations, safe riding practices, and correct equipment use (e.g., helmets, lights).
• Demonstrating shared space etiquette, including how to safely interact with pedestrians, cars, and other micromobility users.
• Promoting vehicle maintenance awareness, like checking brakes, battery levels, and tire conditions.
3. Road safety awareness, road culture and sense of responsibility.
Road safety is not only about knowledge and traffic roles, but also about attitudes and behaviors.
• Workshops on respectful and ethical driving, emphasizing patience, empathy, and mutual respect among all road users.
• Addressing aggressive driving behaviors, such as road rage, tailgating, and inappropriate honking.
• Fostering civic responsibility, encouraging students to act as positive role models and promote safe practices in their communities.