"""Art and ICT against bullying and cyberbullying"" (A & ABC) is a project of Strategic Partnerships of cooperation for innovation and the exchange of good practices carried out during 24 months from 2017 to 2019. Its most important horizontal priority has been the social inclusion to which the achievement of high quality skills and competences is added as well as the development of innovative practices in the digital age.The theoretical principle on which the project has been based considers that educational institutions must guarantee the biopsychosocial well-being of the students. This principle is contradictory with the verification of the reality of bullying, and with its new version, cyberbullying, as one of the most serious problems affecting schools. It is necessary, therefore, the creation and maintenance of an institutional culture of respect for personal dignity and diversity in all its expressions.The coordinating institution of the project, based on previous experiences, confirmed how art, given its potential in the creation of a sense of community, constitutes itself as the best possible tool for the consolidation of such a culture. In addition, during the gestation of the project, it was considered that such a sense of community and respect should be projected to a European dimension given the geopolitical trends that are causing a crisis of European identity.With this background, four secondary schools in Spain, Italy, Greece and Latvia, committed to social inclusion and the culture of respect, came together to shape and develop the project. These commitments have been established as a fundamental strategic line in their respective educational projects.A & ABC has adopted a situational approach, in which many agents are usually involved, and advocates a paradigm shift in the treatment of bullying, from a punitive model to a proactive model.With all this, the project has pursued as an objective to know and understand the bullying and cyberbullying problem and to be able to attack it from different perspectives. In this way, the activities carried out have made it possible to achieve the proposed objectives fundamentally related to the culture of knowledge and respect.Such activities belong to different artistic fields: musical, visual, audiovisual, literary and photographic. The students have made a short film, an illustrated text, a video clip and a photo. Through such artistic expressions students have expressed their vision of the problem of bullying and cyberbullying and have shared their work with the entire school community, thus allowing the problem to be placed in the center of attention.Each one of the artistic manifestations has been shared by the project partners during the four learning activities meeting carried out in the respective countries and disseminated through the multiple channels that the project has used. Such dissemination has been part of the key objectives of the project given its theme.For the preparation of all the artistic productions, previous workshops were organized with expert professionals in each of the disciplines. These workshops guaranteed the quality of the productions produced by the students.In addition, during each of the mobilities with students, work sessions and reflection on the theme of the project were organized as well as cultural activities that fostered mutual knowledge, a necessary condition of the proactive approach.The participants were students selected from their participation in the workshops and the realization of artistic productions between 14 and 19 years of the four partner educational centers. Such productions have been a first tangible result with a quantitative scope. To this result has been added a register of cases of harassment and the creation of a permanent observatory of the school emotional climate. This will be articulated through the Tutorial Action Plan of the centers.There has been a direct impact for the learning of social, civic, intercultural competences, sense of initiative and critical thinking. The project has allowed all participants knowledge, appreciation and enjoyment of diversity, both individual and cultural.A more horizontal treatment of the problem of bullying has taken effect in which all the public involved act interconnected. As a result of this treatment, a new methodological approach has been introduced in schools that avoids hierarchical decision-making regarding bullying.In the medium and long term the collaboration and permanent exchange with our partners of educational experiences is guaranteed. In addition, the experience and results obtained will be used in the planning of training plans for all educational sectors."

Our Project was based on the shared awareness that many of the high school dropouts would remain in school if there were successful alternative high school education programs available that were structured to better meet their specific needs. This is the reason why our project was addressed to students who were considered more vulnerable to permanently leaving school than is the average student (at-risk students). As a result, in order to remove at least some of the reasons of the dropouts, we set a model of workshops where students were definitely active, so that being able to have a close look on the most innovative topic a general education school can offer and, as a consquence, being able to take a rational and well informed decision.New technologies (included robots) have been introduced in school curricula and are excellent tools for teaching and learning and a compelling topic for students of all ages. Our goal was to provide enough open source resources for educational activities. We also aimed at using special immigrants-appropriate teaching and learning materials to enable at-risk students to explore the world of robots and to learn about computer science, natural sciences, art and technology (STEAM). The primary focus of our project was on designing a classroom as a flexible, high-tech learning space that could foster collaboration and creativity.The methodology that we used for designing and implementing our robotics-enhanced project integrated the main principles of constructivism, constructionism and problem-based learning. As a result, all the students were actively involved in their own process of learning.Focusing on a particular target students, we aimed at overcoming technical and professional barriers for teachers and students alike. We have also cooperated to the Er4stem Project providing our experience on the field.The activities were related to the real world and they stimulated students involved to address real world issues that are relevant to their lives or communities. Students were prompted, in the course of the project, to effectively use various technologies as tools in the planning, development or presentation of their projects. The project helped students to share ideas, collaborate and team-work; to improve their communicative skills, also working with English, reading instructions, finding information on the internet. They learned to use many digital tools and apps to record data or to present the results of the whole project. They learned to recognize differences and accept them to improve the work of the group; they also experienced sense of initiative and entrepreneurship at many different levels.Furthermore, during the international mobilities, the teachers could experience different teaching methods, such as Clil, learning in the field,modelisation through ICT, GisMapping and Peer to Peer education. So we got two results: 1. Training on innovative teaching methods for teachers; 2.Approach to new topics in robotic field, for students. The educational robotics workshops were characterised by NON -FORMAL approach to the topics and were open to external professionals as collaborators in Bulgaria. Dissemination activities and exploitation of the results of the project were implemented through well-targeted mechanisms. Three main dissemination lines were applied: (1) Internet communication; (2) Publications; (3) Events and Networks. All three lines addressed the three main target groups (the educational community, policy makers, the general public).All intellectual outputs are now available for free use of anyone interested in them at the URL http://www.erasmusrobo.eu In order to make them popular, they were mentioned as open resources in press releases and will be tagged as open online courses. In all dissemination events were informed of the free of charge use of the published materials. The only requested commitment is to rate, share opinions and ideas to improve and further implement the project.

Throughout all the experiences we have had in our internationalization process so far, we have seen how Erasmus+ projects can definitely and positively influence our students in two main ways: improving their academic results and developing a European citizenship consciousness. This time we would like to mix IT with the help to Refugees in Europe, within the framework of our Cultural Heritage. Our objectives are based on the three main priorities of the project: social inclusion, open education and innovative practices in a digital era and social and educational value of European cultural heritage. We strongly believe that this is the way to get innovative didactic units involving new methodologies, student and teaching formation on social inclusion, safe use of social networks, practical use of mobile App and websites, European citizenship consciousness, prevention of ESL, bullying, segregation and radicalization and development of cooperative skills trying to find out solutions to the Refugees problem. Everything enclosed within the school community and local framework. Each country will select 20 students aged 14-16. That makes 100 students in total. Out of them, 10% will be students with educational or social difficulties. The Erasmus+ Programmes coordinator will count on a flexible and open Erasmus Team, formed by 8 to 10 voluntary and tenure teachers (depending on each school) and one parent. The project will involve more people either directly or indirectly (staff, teachers, administration staff, parents, local and regional authorities and associations, and the whole town and surroundings in general). We will use active and innovative methodologies and IT resources, learnt in KA1 projects and put into practice in our home schools, so we can develop cooperative skills when carrying out the different activities. We have prepared a wide range of activities, from cultural visits and artistic exercises to workshops, seminars, expositions and group work to try and find solutions for Refugees counting on digital resources. As far as the results, we would like to achieve a general background knowledge for students and teachers about one of the most important problems in Europe. They will be aware of how cultural heritage, innovative methodologies and sharing ideas with our European partners, can contribute to give us a great opportunity to solve serious problems involving real people like us: students, teachers, parents, all going through a complicated process of getting used to a new life. In order to achieve the optimization of the project dissemination we will develop a 5 levels impact programme: use of the App by authorities and schools, integration of students' knowledge through results into their learning process so they improve their marks and prevent ESL, use of digital media, social networks and digital platforms to disseminate our results and maintain a life-long learning, and, finally, transmission of information personally through seminars, workshops and local/regional newspapers, radio and tv channels. We are convinced that all that will make our internationalization and European citizenship consciousness possible and real.