The context in which this project was developed, is the context of a need, felt in the 3 participating schools. All teachers in this project noticed that there is something missing, something essential lacking to educate the teenagers of today’s society. Our students don’t seem to be motivated enough, our students seem to want to work and learn, but only for the result on their report card, not because they want to know more, or because they want to be able to do more. With this project we want to fill that void. We are convinced that the opportunities this project offers, will motivate students. We are sure that if they can experience what it means to be an active member in their own community, if they can experience the values that they share with international peers, if they learn about the possibilities that a united Europe offers them, that then they will be motivated to be the best version of themselves. The participants are students aged 15 to 18. In each school 10 to 15 students per school year can participate directly in the project. We specifically chose to work with this group because they are almost ready to step into adulthood, but before they do so, we hope to fill their backpack with useful and meaningful skills and knowledge to enhance their chances in life.Through this project we aim to raise teenagers who no longer sit back, but instead, take up their responsibility and take part in the democracy they live in. To do this we will work with 6 topics, divided over 2 school years. During the 1st school year a 1st group of students will focus on the following topics: my region and my country, my cultural habits and traditions and finally each other’s culture and habits. During the 2nd school year a 2nd group of students will first get acquainted with the results created by the students from the previous year so they have a firm base to start from. Then they will elaborate on that work by linking regional and national cultures to a bigger and united Europe. The topics they will cover are: the history of Europe, Europe’s institutions and Europe’s chances and challenges in the future. To reach these goals the project work will consists of an alternation between project work at each school and student exchanges. During each school year every school will host once and travel twice. During each travel only half of the students of each school will take part in the physical exchange. This way it stays feasible to work with host families and it also safeguards the quality and functionality of the the group work during the exchanges. At the same time, all students have the opportunity to travel once.The research carried out in each school separately will be shared on eTwinning so all students and teachers can keep track of each other’s progress and discoveries. The general topics that will be discussed have been decided beforehand, but as we aim to make our students more engaged and participative, there is also room for students’ input. This means that the exact results cannot be listed, it might be blogs, vlogs, presentations, quizzes, art works,... . Teachers will also use eTwinning to exchange lesson plans, ideas for effective group work, evaluation forms etc. Besides eTwinning, the students will also develop a website on which they post updates in between and during the exchange. Via this medium, we aim to inform a larger group of ‘indirect’ participants such as parents, ...It is unquestionable that an international experience benefits all schools in general. First of all, we believe that a combination of enhancing students’ knowledge about Europe, its history, its opportunities, but also its challenges and the real life experience of a European project offers, will lead to an impact on several levels. For the students it will significantly change their vision of themselves and their roles in society, but not only for those participating directly, but also to the rest of students of our schools since all of them will benefit from the shared experiences taken place during these two years and afterwards. Students will get the chance to grow and develop a wide range of skills and competences. Their creativity and willingness to look at situations from different perspectives will be encouraged. Furthermore, they will practice both their language and ICT-skills. And with the support from UCLL through the Skillville platform they will develop the key competences needed to succeed in higher education.On school level, the impact will benefit more students and teachers than involved in the project, as lesson plans and teaching methodologies can be shared during teacher meetings or projects. This will lead to a healthier school environment in which motivation and involvement from both teachers and students will be an added value to regular school life. In addition, a sustainable relationship between all partner schools will lead to more possibilities for further cooperation.

"Light of the futureIt is getting brighter and brighter on earth. The light bulb has changed life dramatically. It is now a thing of the past and its successors, especially LED technology, make it possible for many regions to shine brightly for almost 24 hours a day.Bright street lamps that emit light in all directions - every night billions of insects die there, migratory birds lose their orientation, and even we humans experience that artificial light influences our sleep because we are tuned to a day-night rhythm. Day/brightness means activity, in the night/at darkness the organism switches to recovery. But in metropolises it gets brighter and brighter, video screens and billboards compete until midnight for the favour of the customers and activate our body when it should be recovering.Research is being conducted worldwide to find ways to reduce the flood of light to a healthy level. Physicists, biologists, physicians and engineers are working on the lighting of the future - a light that neither wastes energy nor unnecessarily illuminates the night sky, does not kill insects and, thanks to special color spectra, also lets people sleep undisturbed. After all, it is not a question of making cities completely dark. It's about lighting them more sustainably and intelligently.At the first meeting (kick off), the international research project ""Loss of the Night"" will be presented to the students, among other things with a touring exhibition. They get to know the app ""Loss of the Night"" and apply it. There will be an exchange about the importance of lighting and lighting situation in the respective partner cities.In the meantime, the pupils scientifically record how bright the respective region really is, whether there is light pollution and analyse the actual state. A networking with politicians takes place to find out whether there are already measures for reduction.At the next meeting an exchange of the determined values for light pollution in the respective region takes place via the data of the app ""Loss of Night"". The effects of light pollution will be presented and discussed by the individual partners on the basis of the selected priorities.Ideas for reducing light pollution are then collected and together we develop a vision of the light of the future.Until the final meeting, work will continue on the implementation of the concrete project: ""How can light pollution be reduced in my city?"" These project results will be presented at the final meeting of all participants.These ideas are presented to local politicians."

Over the last few years, there has been a noticeable increase in the number of reports on psychological diseases among European students. Conditions such as anxiety or depression may cause difficulties among the affected students meeting their requirements. It has an impact not only on one’s self-confidence but also on the students’ performance. In many cases, they show poor performances in school and find themselves exposed to social problems more often. An increasing number of psychological diseases among students concerns almost every European school and therefore poses a serious problem for European societies.The transnational Erasmus+ project called “Mental Health for European Youth” addresses this issue. The participating schools in Homburg (Germany), Linz (Austria), Veroia (Greece) and Mafra (Portugal) have set themselves the task to prevent psychological problems among students by developing strategies strengthening psychological stability actively. Therefore, students, aged 15 to 18, will be working together transnationally in those four countries for a period of two years in order to develop sustainable improvements together and then implement them locally. The group will be made up of a heterogeneous mix of students, hence making it possible to include students with need for support such as special needs students and those with financial issues. During the two years, the students will be dealing systematically with different aspects of mental health and transnational student groups will meet at all of the four locations to exchange experiences and to carry out joint project activities. All partner schools will prepare and post-process these activities, implement them at the locations as well as develop and disseminate them.In a first project phase, the participants will deal with theoretical backgrounds of mental health and create a booklet. Following on from there, the students will then design and build tools that will contribute to mental well-being. In a next step, the students will use the power of art and theatre to raise awareness of the issue and possible ways on how to deal with it. In a final component, students will get to know different coping strategies through sports and games so as to promote mental well-being.This project, its implementation as well as its dissemination will support the participating schools and facilities in coping with this social problem sustainably and institutionally. The students taking part in the international exchange will broaden and strengthen their intercultural competences, their language and ICT skills as well as their cooperation capability, organizational skills and structured working. Dealing with the prevention of mental problems and coping strategies will help the participants to gain valuable perceptions for their own educational and occupational future and, therefore, enhance their resilience and own strength. Experiences abroad as well as getting to know different languages and cultures can reform their view of the European Union and make them become committed Europeans. Being an active European prepares them for further studies or life within Europe.Since all partner schools will have an increasing number of students and teachers concerned with the tools to promote mental health and well-being, with the dissemination of project activities, they will become active participants and contributors to creating a positive atmosphere of well-being in their schools. Furthermore, the local, national and international dissemination process will benefit other schools in the field of promoting students' mental health and well-being.

What we intend to do through our project are raising awareness about climate change covering water scarcity, deforestation, pollution, drought and flood, and directing students to make beneficial lifestyle changes to alleviate negative effects on the environment, and emphasising positive thinking, optimism by making students internalize that every action that they will take into for the protection of the environment whether in the dimension of small or large will find a positive respond not only nationally but also globally for the future of the world, and contributing to reduce absenteeism and early school leaving by making the students engage in the school related activities, and developing students' self-confidence and skills such as ICT, critical thinking, collaboration, communication, problem solving, creativity, foreign language, soft skills, and also making them get rid of their prejudices towards different nations.Threatening impacts on the natural environmental and life on Earth for generations to come, climate change is one of the greatest challenges facing all the nations. Educational institutions have responsibility for preparing present and future generations to understand climate change through active social learning that develops the capacity for personal and societal transformative practice. Therefore, we’ve decided to create our project concerning climate change to meet this need at our schools through project-based learning and cooperating with different countries since environmental issues affecting the whole world must be handled globally.Our methodology is discovery and activity based, and solution oriented. Instead of providing students ready information, we will direct them to research and discovery. They will prepare presentations, write essays about the information they gather, and take decisions negotiating environmental issues as a team, and put into actions their plans that they will determine by collaborating with their peers from different countries, which will provide a long lasting awareness about climate change and make them productive EU citizens who care environmental issues and struggle to protect environment. It is also solution oriented as we will raise awareness about climate change, and students will internalize environmental issues, develop positive life changes by taking responsibility to protect environment.200 students aged 16 to 18 and 25 teachers from partner schools will directly take part and approximately 1000 people will be included indirectly through the events to be done in LTTAs and dissemination activities.Teachers will guide and motivate students, do necessary preparations for LTTAs, arrange informative meetings, supply information flow between partners, carry out eTwinning project, realize dissemination activities and inform the school board about the process, cooperate with youth centres, establish Environmental Awareness Club, and write evaluation report. Students will create presentations, write essays, participate in eTwinning project and do the activities in the scope of eTwinning, create logo, poster, Erasmus+ corner, and join photography competition, LTTAs, and take the surveys, attend the project meetings regularly.We have planned 4 LTTAs. The objectives of the first LTTA is to train teachers about climate change and ICT. It is because teachers will be mentors, so they must be competent in environmental issues, and also ICT as the presentations will be created via web2 tools. In the other LTTAs, students will realize the club meetings, exchang ideas with their peers, present their presentations, and determine their action plan to be realized at their schools to combat with environmental issues, do brainstorming and join events at partner schools by collaborating youth centres.For dissemination, YouTube channel, Facebook and instagram accounts will be created. The project website with 4 language options(English,Italian,Turkish and Greek) will be designed. eTwinning project will be carried out as subproject. All the news and outcomes will be shared in the project dissemination tools and eTwinning project journal. Three informative meetings will be arranged at each partner school. E-magazine and e-book with free accessible will be created ,printed out and also delivered to the other schools in the region, which will supply permanent record of the project.Our project will be completed in 2 years, but the connection between partners will continue through Environmental Awareness Clubs to be established as an extracurricular activity at partner schools. Through these clubs, an event will be done every year on the determined dates by collaborating with youth centres, so the cooperation and sustainability of the project will be continued, which will also enable youth centres to benefit from the project in terms of working with school communities and raising awareness about climate change in wider dimension.

Context and objectives: This project is designed to investigate the ethical process of European food production and consumption with regard to improving young people’s awareness of where food comes from, how it is consumed and most importantly, how it is wasted.A common area of social capital was identified as being lacking in large areas of Europe. It became clear during the planning of this project that there is a lack of participation among young people in society regarding food ethics. Society in general but more importantly young people, are becoming increasingly unaware of where their food originates and how it makes its way from ‘field to table’. A main objective is to explore whether a more ethical approach to the production, consumption and waste of food in Europe can lead to a healthier lifestyle and heightened awareness, while at the same time contribute to a sustainable and cost-effective food cycle.The project consists of 4 themes:• European production methods• Food packaging• Policies behind determining expiry dates and European food waste• Import and export in individual European countries and consumer choice.Participants: Sortland Videregående Skole (Norway), 5geniko Lykeio Veroias (Greece), Maria-Ward-Schule Aschaffenburg (Germany), Harlindis en Relindis College (Belgium)Project leaders: Neil Clarke (Norway), Maarten Hermans (Belgium), Eleni Kostopoulou (Greece), Ulrike Reidl (Germany)24 subject teachers (6 from each school)120 students from the participating schools24 students on transnational learning activitiesActivities:European Production Methods:Individual school partners will delve deeper into the food production methods of their own region and country. Each partner is to identify a readily available and highly consumable area of regional food production that is considered to have unethical or unsustainable practices. Food Packaging:This activity allows students to realize if they really can influence policy change of companies and their products that are seen to be unethical or unsustainable. It is designed to raise students’ awareness with regard to food packaging. Policies behind determining expiry dates and European food waste:This activity will investigate expiry dates and how they are determined and then concentrate on food waste where expiry dates are concerned. Import and export in individual European countries and consumer choice:This activity enables students to track their country or region’s trends regarding the import and export of food. Students will focus on both the import and export of food regarding their own countries and regions. Methodology:All of our activities will be implemented by a wide range of innovative teaching methods both in and outside of school, incorporating:Critical thinking, digital competence, collaboration and team work, communication skills, personal and social responsibility and metacognition.Results envisaged:- Increased participation among young people in society.- Students, their families and teachers gain a healthier lifestyle by being critical of what type of foods they choose to buy and continue doing this long after the project is finished.- Reducing household food waste.- Enabling young people to explore the possibility of influencing local, national and European policies and decision making processes concerning ethical food production- Empowering young people while at the same time teaching them the skills of dialogue, compromise and diplomacy when working with external stakeholders.- Providing an active contribution to social capital through the promotion of a sustainable food cycle which boasts of quality and cost-effectiveness. The main area of impact is intended to change the students' perception of food in general and their attitude towards its consumption. By doing so we hope that the students will change their attitude permanently and consequently their behaviour in all matters regarding food in the long termLong term benefits:The paramount resource in maintaining our findings are the participating students themselves; in other words, a human resource. At the heart of this project is the element of empowering young people and confirming their role in society. We hope that this project really does get students and their families to look at food in a more ethical manner. They will have gained a greater understanding of the food chain from a European perspective and will be able to implement their new-found knowledge by changing the way they consume food. This change will be an ethical one; it will improve their health, improve their conscience regarding the treatment of livestock and hopefully lead to more sustainable food chain for all actors involved. If our participating students and their families do this, it means our project ethos could live on indefinitely through the choices participants make.