The most significant change is that “trained” pupils and their families are more likely to select products that have fewer packaging in stores. And they are even more trying to repair broken devices before they decide to buy new ones. “It does not need to be raining right now, it’s enough to drift,” says Hana Ansorgová, director of Recycling Games, and adds: “Differences in attitudes between pupils from participating and unconnected schools are in percentages in most parameters. For example, when purchasing products with fewer packages, the effect of the program is, in my view, very significant. Pupils who have graduated from ECOALPHABET give them clear priority. Compared to the same old children, the difference is 24 percent. ” ECOALPHABET teaching materials have already six parts. All are aimed at promoting environmental education from kindergardens, through primary to secondary schools. The first five parts are focused mainly on the collection and recycling of used electrical appliances and batteries as well as on environmental education in a broader context. The last sixth part Could we live without waste? goes deeper to the core of the problem, and it is not only waste to recycle, but it is even more important not to create them. Children who learn about a friendly relationship with nature learn at school, then help with their enthusiasm to alter habits in their families. The INESAN survey results only confirm that the promotion of environmental education in schools makes sense. It is also worth mentioning that the survey has mapped out the change of pupils’ attitudes after one school year, when they met with the recycling theme. Given such a short time, they can be considered positive and very encouraging.