This chapter follows ideas and visions that IT experts and the public debate have identified as projects that ‘move the horizon’ and make ‘mass production of knowledge less relevant’. Determination of theme and problem is transferred to projects that also require students to participate in the necessary innovative projects from a societal perspective, namely projects on the climate crisis. This follows project themes that research programs under Nordic and EU auspices have made profile-building. In extension of this, the Climate Crisis and Green Transition are considered a global theme in a political sense, but also as an official focus area that the universities, research environments and partners involved are behind. Following in the footsteps of these efforts also means following the projects’ intentions to have an impact on other parts of the education system’s project developments. For example, the Technical University of Denmark has launched climate projects aimed at upper secondary schools, just as the EU has developed a major resource page on similar projects. In this sense, Project Climate Crisis is already available as project and source collections on the respective institutions’ websites. At the same time, the Climate Projects exemplify the current challenge of involving AI technologies to gain new experiences. Against the outlined background, Project Climate Crisis is implemented in a testing interplay between the IT expertise’s project draft, the thematic necessity of the climate crisis and a KB/Chat session, which is challenged for project development and dependent on Chat’s constructive assistance. Specifically, this means that the analysis follows the implementation of Project Climate Crisis as a process, but primarily focuses on close analyzes of Chat’s project contributions, proposals and handling of the project.