Even if Information and communication technologies constitute one of the sources of climate degradation, this sector can now provide a plethora of solutions to mitigate and adapt to this adverse impact Indeed, ICTs have a major role in improving environmental performance and addressing climate change across all sectors of the economy. ICTs can help reduce energy consumption and manage scarce resources. High-impact areas include urban infrastructures, buildings and the energy sector. ICT applications also enable monitoring and responding to pollution, biodiversity loss, land use patterns, desertification, etc... Today, many governments have established policies and programmes on ICT covering increasing Green ICTs applications and promoting environment related. The purpose of our paper is to expose the potential role that Information and Communication Technologies (ICTs) play at different stages of the process of climate change, from contributing to global warming to mitigating its impact on environment and developing solutions either in other sectors like energy, transport and buildings.

Accelerated and unpredictable technological development, uncontrolled exhaustion of natural resources and the lack of ecological awareness lead to the violation of the nature’s balance. Along with the escalation of ecological problems the mankind encounters, the need and interest for education in the field of environmental protection emerges. Therefore, the need for raising awareness of environmental protection as an ambient that ensures the present and future existence of the human kind has been recognized. One of the main priorities and interests of every country is to protect the environment, and exactly this priority requires a thorough change in man’s relation towards the environment, in that way securing further advancement of mankind.
In this paper, the authors recognize the need for ecological education as an opportunity for improving ecological security, in particular at the example of the Republic of Serbia.

In this paper, we describe a solar oven (solar cooker) project that we introduced to the Arab school, ALhuzayyiell, located in the city of Rahat in the Negev. Although the use of solar energy for cooking is well established, it is not generally popular—a situation supported by the results of a questionnaire that we distributed to the students at Beit Berl College. With this project, we demonstrate that it is possible to bring complex ideas—albeit very important ones to humanity—to school-age children, starting from kindergarten.