Tourism in the time of globalization and how to avoid that overcrowding and neglect destroy the natural wealth and the sustainability of touristic resources are the factors that generated the answer defined nowadays as Ecotourism. This concept involves environmental, economic and social issues which vigilance is of crucial importance to ensure the survival of natural and historical patrimony. Putting together the tourist potentials of the participating European countries, the objective was that our students had the opportunity to know the different realities and reflect on thepractices and their consequences.In this way it is possible to awaken a common conscience that will help preserve the natural and cultural wealth of Europe. International meetings have been organized to involve students in the development of good ecotourism practices and have included the knowledge of cultural and natural richness, conservation projects and normative approach and their consequences.During the first mobility (Spain) they got familiar with the fundamental concepts of Ecotourism and had the opportunity of comparing the effects of human intervention on some touristic spots throughout the years. During the second one (Portugal) they approached the three main sectors directly involved in tourism: institutions, professionals and consumers. At the third mobility (France) each international team was given the opportunity of being creative and presented an ecotourism accommodation in which they have worked on all environmental aspects related to the theme: materials, construction,organization, philosophy, energy, etc. During the fourth meeting (Germany) each country set a stand with typical referents and food of their places and the exposition was visited by students, teachers and families. ICT tools were also applied to work on sustainable tourism as a way of preserving the environment. Furthermore, during all meetings, many parallel activities (exhibitions, visits to natural parks, eco-sport activities, …) and mixed internationalteams projects offered the students a glance at the different European realities and gave them the opportunity of collaborating with their international partners in the creation of a more responsible way of living tourism.Digital and/or physical materials such as magazines, ebooks or websites have been created after each mobility to collect the work and results obtained by the students. These materials have been shared with the respective school communities for their benefit and they will be used as referents for future projects and future student generations. This project has fostered the creation and improvement of an awareness of the necessity of giving ananswer to the problems created by the abuse of mass tourism activities. In the long term this is a way of creating future conscious citizens, able to value and help to respect the environment and european natural and historical richness.

CONTEXTThe project was initiated to respond our students’ needs to acquire and improve their know-how in terms ofdeveloping mobile applications, a skill which they will use even after the school years, no matter what careers they may choose to follow. We want our students to become the active users of the mobile developing tools instead of being a passive consumers of the of mobile apps.TARGET GROUPWe address our project to the students ( 400 students) of 15-18 years old, who are old enough to be a creative recipients of information given during the project. The students come from a different cultural background and many of them have not only to face some obstacles: economic, cultural, financial but also strive to overcame them. The participants of the project will be chosen from this target group based on their digital skills, language skills, school results. The students facing any mentioned obstacles will get an additional support. In the four planned meetings there will take part 110 students attending LTTAs – 22 per country with an additional number of 24-24 students from the host institution for whom a grant is not given but who will attend the activities.The project will also help the IT teachers who will improve their material base and ensure the sustainability of the project results. In the meetings there will be IT and English teachers involved – 8 teachers on every meeting, so a number of 32 teacher mobilities are involved.OBJECTIVESThe project’s aim is to give our teachers and students the necessary tools and framework for working together, sharing the ideas and good practices and also for learning how to develop the mobile applications.. By providing this framework, we intend to achieve a number of topic-related objectives as well as objectives related to the interculturall dialogue that the project presupposes:O1- at least seventy percent of the pupils in the target group will become familiar with the requirements of mobile app development.O2- at least fifty percent of pupils will contribute to the creation of new mobile apps actively.O3- at least ninety percent of pupils participating in TMs will improve digital skills.O4- at least eighty percent of students and teachers will develope knowledge of foreign cultures.O5- at least seventy percent of students and teachers will develope communication skills in English and other languages of the partners.O6- all students and teachers will develop tolerance, nutual respect and intercultural understanding.O7- all project team members and students will improve organizational, team work and data manipulation skills.MAIN ACTIVITIESTurkey – organises C1 (Joint Staff) – Nowember 2018 prepares project logo.Portugal - organises C2 - Mar 2019; prepares the Facebook page of project and manages it.Poland - organises and C3 - May 2019; coordinates valuation dissemination.Macedonia – organises C4 - Nov 2019; prepares eTwinning project account and manages it.Lithuania - organises C5 – April 2020); prepares and manages the website of the project.METHODOLOGYThe project involves 5 main stages: initiation (identification of needs and partners), planning (action plan, methodologies, resources), implementation (organization of activities before, during and after the transnational events), evaluation (throughout the entire project, in steps, but also at the end of the project), finalization (reporting, elaboration of impact study, sustainability plan).

The program 'Immigration, Stereotypes and Racism' came to the center of attention of the political timeliness in Greece, Europe and the whole world just a few months after the submission of our application.The shift of attitude towards these issues and the preparation of our societies for the reception of immigrants, gained major significance, fighting against racist behavior and abrogating stereotypes which are found in xenophobia and intolerance.Students 15 - 18 years old and teachers from six European countries cooperated in this journey, whose main aim was 'human'. Greece, Portugal, Spain, Latvia,Turkey and Italy share many common features regarding immigration, as all of them have experienced immigration of their native population towards other countries and have constituted and still constitute countries of reception of immigrants and refugees.Besides the obvious human dimension of the issue, the fundamental keystones, around which all activities evolved, were the reinforcement of the disadvantaged students (therefore immigration was the background of our thought), the reinforcement of digital skills and forging an active citizen.Led by the triptych knowledge, sensitization and action-effect, we materialized our goals, which aimed both at countable and non-countable results. Through empathy our students sympathized with the tragedy of other people, who are forced to expatriate in any period. Students clarified different notions and realized the necessity for respect towards human rights as well as for undertaking initiatives, in order for them to contribute to resolving issues which concern their microcosm as well as the whole society. Within the context of formal and informal learning, contemporary and non-contemporary education, through collaborative learning, students evolved their creative and critical capabilities and simultaneously reinforced their linguistic abilities.Our aim was first and foremost, the groups of students of the Erasmus team of all schools, along with the teachers of pedagogical teams. In a systemic way, the whole school communities of students and teachers, along with the wider local communities, parents and local authorities became receptors of our results. Finally, informing and updating various authorities and services who were linked to our topic, was a constant and uninterrupted process, along with the local authorities of every rank, the supervising authorities of education and the Mass Media of Information (local and national) .Our common activities were organized either in person during our mobilities or through virtual meetings. Students were initially acquainted and interacted before every mobility through etwinning platform. In particular, they enriched our website with material from each one of the program's stages, aiming at the interaction of the participants, the diffusion of our results and the long-term impact and they created and promoted our logo through electronic voting. They interviewed immigrant students and employees, they photographed, painted and organized a photography and painting exhibition, they participated in various experiential games and wrote a script, they directed and took part in theatrical games, they produced videos and organized a multicultural festival, they studied and presented extracts from a theatrical play, they studied and presented the history and legislative framework of immigration in each country, they created comic books and completed various questionnaires of need detection and assessment.Furthermore, our national teams individually carried out various activities for the preparation and organization of various mobilities, and within the framework of the diffusion of our results to various destinations. An artistic competition, speeches, interactive events, and the program's reaching out to the wider society, all took place many times and in numerous ways.All these activities aimed even further, through art and culture, for us to be able to create the necessity to each one of our receptors, to guard the rights of every human, and of course the rights of immigrants/refugees, who are entitled to a peaceful place of residence, under dignified circumstances. Besides, it is good to remember that anyone of us could have been in their place. Our further aim was, being knowledgeable of the legislative framework and using conventional and digital means for distant intervention, to illustrate ways in which political circumstances can be democratically formed in conjunction. Finally, our goal was to bring to the surface the fact that European civilization is a living, dynamic creation of the civilizations which constitute Europe. Therefore, Europe has the ability to humanely welcome new populations, who migrate due to necessity and to ensure a peaceful environment for everyone, Europeans, 'native people' and newcomers, where the human and civilization are the fundamental priorities, as a timeless answer to the riddle of Sphinx.

"Once upon a time.... A ""danced tale"" totally imagined and created over several months by the students and the teacher. From reading, they write and through the meeting of professional artists, they stage and choreograph their common history. The place of arts subjects in school curricula reflects the priority given to art education at the elementary and secondary levels, which is conducive to the learning of creativity in schools. In the context of a strong drop-out rate in many European countries, reinforced by recent migratory movements, educational actors are confronted with new pedagogical challenges. Project managers aware of the transnational nature of these concerns, which affect different countries in Europe, wish to optimize their practices by experimenting with this approach among partners facing the same problems (Portugal and Italy). More and more authors are interested in this issue, which concerns many educational systems. The Annaba association, supported by the National Education Department, has been working with school institutions and municipalities in Indre et Loire since 2003 to support the pedagogical work of teachers. Dance and culture is a path to success for many students from sensitive suburbs. Through these experiences, participants change the way students and families view their teachers and the school, thus creating the basis for pedagogical effectiveness. The project has two objectives: to reduce the drop-out rate among sensitive and multicultural populations in these neighborhoods; and to improve understanding and communication between target audiences: teachers, students and families. Project managers aware of the transnational nature of these concerns, which affect different countries in Europe, wish to optimize their practices by experimenting with this approach among partners facing the same problems (Portugal and Italy). The transnational character of the project is a priority. It should allow comparison between the means used in these approaches and the effectiveness of the results obtained in different countries. To do this, the teachers of the partner countries produce an educational briefcase, nine commented tales and a DVD. The students imagine, write and stage their original creations with teachers and families: nine danced tales presented on stage and deposited in the library."