B.I.S. (Beauty Is Subjective) project, lasting 24 months (2017-2019), has been based on collaboration between three state high schools: IES URBI BHI (Basauri / Spain), Liceo Classico Statale Tito Livio (Milano / Italy) and Athena Campus Pottelberg (Kortrijk / Belgium) which deal mainly with a pedagogical context of multilingualism, inclusion and prevention of aesthetic discrimination. IES URBI BHI is specialized in immersion and multilingual education through CLIL (Content and Language Integrated Learning), and deals with student marginalisation at school through yearly inclusion and socializing programs. Liceo Tito Livio is involved in a process that aims to teach foreign languages in the integrated CLIL methodology and not only as a separate subject. Besides, the school cares about inclusivity and no exclusion at all levels. In Athena Campus Pottelberg multilingualism and immersion are two important lines of action as well as inclusion policies relating to attention to diversity. Concerning participants, there have been 288 B.I.S. target students (ages 15-18, upper secondary students) from the three schools who didn’t have B2 level in English yet and studied English and contents through English. There have been 90 non-CLIL, non-target students. In total, 4142 students have participated and 2480 people have been indirectly benefited from the activities organised by the project. Moreover, one of the main objectives of B.I.S. project is the fact that students acquire English academic language skills mainly related to History of Art and Classics to B2 level, as well as linguistic competences in real-life situations by means of working collaboratively and interacting socially with foreign partners. Another major objective has been to develop artistic sensitivity and aesthetic sense in order to give a critical point of view about the variations suffered throughout history by fashion and beauty canons, which has enabled students to become aware that the concept of beauty is changeable and subjective. Other very important objectives have been those related to improving the ICT skills, multilingual and intercultural competences through interaction with foreign partners and the use of e-ELP (Electronic European Language Portfolio).The most significant activities consisted of generating a collaborative glossary of words tied to classical fashion and body care, a collaborative aesthetic guide and a collaborative timeline about beauty canons. Besides, three times a year, the entire school community interacted with foreign students and teachers through face to face real-life communication. Thanks to that, during mobilities, students conducted workshop activities against aesthetic discrimination. The methodology employed in B.I.S. project has been based on the CLIL teaching learning approach supported by ICT and the cross-curricular teaching. Collaborative work between international students’ groups and between international target teachers has been the basic support to achieve the project objectives as well as the use of e-ELP and the educational intervention to fight against aesthetic discrimination. That way, the expected results have been obtained. Regarding tangible results of the project, it is worth mentioning the glossary of 190 terms tied to classical fashion and body care, the collaborative aesthetic guide of 12 artworks from four museums, the collaborative timelines about beauty canons and the workshops against aesthetic discrimination. On the other hand, intangible results have been proved by assessment for the objectives tied to the improvement of linguistic competences, ICT skills, aesthetic sense, beauty canons, acceptance of one’s own body.The degree of achievement of the objectives in the student final assessment has been highly satisfactory: 53 % of the students got more than 8 points out of 10 in the final assessment. 40 % got between 6 and 8 points. Only 6.5 % got between 4 and 6 points. Concerning the degree of achievement of linguistic competences in English, 85 % of the target students demonstrated B2 level in English in the final assessment, and all of them improved their English language skills. On the other hand, students gained new strategies to accept physical differences and their own body by analysing the beauty canons from a synchronic as well as a diachronic point of view regarding the European cultural history. It should also be emphasised that B.I.S. project has offered an artistic proposal from each country in order to carry a cross-cultural project structurally relevant that has made possible the synergy among the partners. The potential longer term benefits are focused on using, developing, and disseminating most B.I.S. activities, methodology and outputs, by means of ensuring the continuity of project teacher team work and the cooperation between the three schools among them and with the Pedagogy Departments of the three local museums.

The project Innovative Digital Education in an Age of Limited Social development (IDEALS) is an innovative approach to immerse secondary school students in discovery learning through games. This is achieved by a series of workshops, learning activities and digital engagement through an online portal described below. The digital aspect of IDEALS, which is the most consistent part of the whole project itself, addresses the actual crisis which is hindering large scale mobilities and intercultural learning. Having the majority of the students involved in the project interacting trough digital platforms compensate for the lack of actual larger scale exchanges, giving a virtual and safe space for such interactions while connecting each reality.The primary focuses of education are creative skills, linguistic skills, international efficacy, digital competence and lifelong learning. Innovating digital learning platforms and modes of cultural exchange within this changing sphere is paramount to the development of young people in Europe. Dragon Legion, the facilitator of this project, is a European network of role-players, using non-formal education techniques in youth work internationally for the last 6 years.IDEALS will take place in a time where the norm of intercultural exchange and mobilities such as this are impeded by the Covid-19 crisis. To address this our ‘embers’ online shared world portal provides a Bi-lingual platform for international students to play and work together online and to share creative content in a participatory, inclusive environment; a simulated shared setting controlled and adapted by our moderators. The goals are to empower students through a creative environment, encourage their creativity, connect the students together in an emotionally stimulating cooperative environment and to begin our process of intercultural exchange and language development that will run throughout and beyond the 20 months of this project. Through these activities the participants experience how their team members from other countries think, act, and make decisions, in a simulated #real world environment#The participants are students and teachers with varied backgrounds, facing geographical, economical, social, physical and psychological disadvantages. All students are within their last 2 years of high school, at this pivotal age and in such an unstable time for education worldwide the transnational skills, digital competences and self efficacy we will cultivate is critical.The schools and teachers involved will widen their network and teaching tool set, providing the foundation of long term partnerships that could lead to many opportunities of exchange in the future. There will be 3 classes involved (roughly 70 students, depending on the actual class numbers) in our digital platforms, requiring no extra funding or mobilities, 36 of which (12 for each school) will participate in learning mobilities. One teacher and one student ambassador from each school along with 2 Dragon Legion youth workers, will work together to facilitate the exchange, allowing for diverse leadership training and skill sharing in the project meetings, learning mobilities, and through the duration of the project.The activities throughout the project include; Project meetings with all the facilitators in the early stages to clarify and build on the aims and tools used during the project, to set learning goals and confirm role division. Workshops to introduce and engage students in our Embers platforms. Motivational events online to continue transnational cooperation. Sessions to stimulate creativity; co-designing characters, adventures, and the game setting that will be played in the main learning activity, teaching RPG and improvisational theatre techniques and developing on the participants creative efficacy. . The main learning activity will be a week long immersive bi-lingual RPG sessions co-designed by the greater group. This will solidify the cumulative effects of the previous months.The students will finally meet in person in a series of 6 bi-lingual exchanges: the basis of these games sessions has been developed to teach linguistic skill, train soft skills and develop on the cultural exchange the students will have been experiencing throughout but also to cultivate a feeling of success, strength in social skills (both international and local) and heroism that boosts the confidence and active engagement of young and disadvantaged learners.In the long run, the project is also a base for future exchanges and cooperations, integrating and empowering youths from these diverse backgrounds, giving students the possibility to experience Europe, not only as a whole of nations, but as a whole of people, each with its own culture and background. Through these activities the participants experience how their team members from other countries think, act, and make decisions, in a simulated 'real world' environment.

"""On Air Together!"" was a 2-year project which aimed at developing a strategic partnership between 5 European high schools from Poland, the Czech Republic, Romania, Croatia and Greece. Literature, language, journalism, ICT, entrepreneurship and history teachers worked together with the secondary school students (15-19 years old) on creating works of the journalistic character that were shared on the project's online radio platform-website, which currently contains podcasts or videos with interviews, news reports, pieces of reportage and music reviews from each partner school based on the cultural aspects, social phenomena or local problems from students' regions or countries. Firstly, students developed their knowledge about journalistic genres so that the could later try it out in practice. The project consisted of 4 modules focused on 4 different types of radio journalism: interviews, news, music and reportage. Each module contributed to participants' knowledge of different forms of journalism, as well as entrepreneurship and history of the radio. Participants were also encouraged to develop their critical thinking through considering the ethical implications of journalism and their responsible actions in the world of news, mass and social media. During the project, partners maintained an online radio platform-website, organised workshops on various topics, conducted surveys for continuous evaluation, while students and teachers used cloud computing and a variety of media, ICT tools to prepare tutorials, podcasts, blog and social media posts, presentations, posters and many more. All the results are shared on the open license (CC-BY). The variety of products completed within the project developed participants' skills: effective time and task management, communicative and social skills, motivation, positive attitude and responsibility. All those skills are necessary for academic education and professional career. Students learned how to:1. confidently and critically use the variety of ICT tools to produce podcasts, blog and social media posts, infographics, wikis, surveys, posters, etc.2. communicate their ideas and opinions in English in a variety of forms (written, oral, formal and non-formal), developed awareness of intercultural understanding, dialogue and collaboration as well as demonstrated positive attitude and appreciation of cultural diversity.3. identify needs, initiate, plan, manage, execute and evaluate actions with awareness of ethical implications that come with them, assuming different roles and developing motivation and determination in achieving set goals.Whereas teachers learned how to:1. implement different teaching and learning techniques and develop new teaching strategies for partner schools. 2. cooperate transnationally with partner schools and nationally with local partners and institutions, especially local radio stations.With the implementation of the project, the Project Cycle Management (PCM) method was used together with a variety of formal and non-formal activities and tasks. The equipment bought for partner schools as well as the knowledge and competence gained thanks to the project are going to be used to further develop school radios and start student news agencies. The cooperation between partners is also maintained as most of the partner schools cooperate in the new project in 2019."

BACKGROUND OF THE PROJECTIn this project we wished to promote health and wellbeing amongst the young. We emphasized the positive approach to wellbeing and aimed to promote health instead of merely preventing the problems from occurring. In this approach we wanted the adolescents to have a more active role as subjects instead of passive objects. In addition to working on the topic of youth health promotion we also wished to enforce positive inter-cultural attitudes by working in multicultural groups. Through working in partnership we wished to provide opportunities for both participating schools and our students to raise awareness of cultural differences and similarities and to develop empathy and understanding through collaboration. OBJECTIVESOur main objective was to promote health and wellbeing amongst the young. Along with our main objective the project also intended to add international interaction, participation in multiple events, self-confidence and self-expression. Through raising awareness of cultural differences and similarities we aimed to increase empathy and understanding. We wanted that all this had enabled the project participants to become better EU citizens with positive intercultural attitudes and to take more responsibility of their own wellbeing and those around them.NUMBER AND PROFILE OF PARTICIPATING ORGANIZATIONS IN FINLAND(1) Aseman lapset, pre-emptive organisation which helps young in risk to get socially excluded(2) SIEIDI, local game company(3) Saapas organisation, based on voluntary work which concentrates on alcohol and drug-related problems(4) Alvar Aalto Museum, museum dedicated to Alvar Aalto's architecture(5) The Natural History Museum of Central Finland(6) Tähtipalvelut, local bus company(7) City of Jyväskylä(8) University of Jyväskylä(9) J-Nappi, service centre for young adults(10) Veturitallit, culture and youth centre(11) Toivolan vanha piha, historical Finnish milieu with handicraft shops and museumNUMBER AND PROFILE OF PARTICIPATING ORGANIZATIONS IN ITALY(1) Rehab center in Amelia, Tuscany(2) Vatican museum(3) Colosseum and Forum Romanum(4) Major sights in the centre of historical Rome e.g. Pantheon, Fontana di Trevi and Spanish steps(5) Italian YouTuber(6) Piccola orchestra di Torpignattara, a band formed of immigrants DESCRIPTION OF UNDERTAKEN MAIN ACTIVITIES- Attending project ceremonies and parties - Grouping with the participants - Attending lessons in Jyväskylä and Rome - Attending PE - Brainstorming - Analyzing and comparing results of surveys - Visiting project partners - Debating on project's themes - Arranging tasks and fields of responsibilities concerning project's final products- Lectures given by project partners- Gathering information- Workshops - Preparing and presenting the final products- City tours and sightseeing- Local museums and sights- Living local family life with the host familiesRESULTS AND IMPACTS ATTAINED- Promotion of health and wellbeing amongst the young- Taking more responsibility of oneself's wellbeing and those in immediate surrounding- Helping, understanding and empathising more with fellow citizens- Increased positive attitudes towards another culture- Increased self-confidence and self-expression through international collaboration- Improved language and ICT skills in an international setting- Collaboration with project partners, schools (educational staff and managerial staff) and host familiesLONGER-TERM BENEFITSAccording to our questionnaires, the participating students felt that HPIME project will have a positive effect on their health and wellbeing in the future and those around them. In addition, they showed more international mindedness and interest in multiculturalism. This implies that the project will have long-lasting benefits on the participants.

"The aim of the project was preservation and conservation of those values that are found in the surroundings of the schools in the Europen Union and students took part in it. Furthermore an other goal was to give information about these values not only for students but also the local communities and teachers.The project’ aim was to give our students opporunity to get knowledge about the colourful culture, nature, artistic heritage and treasures of Europe. Working together in the framework of workshops students could work out the methods of value protection that can be used in the future as well.The participating students of the five schools were at the same age group, they were 15-20 years old. We planned two transnational meetings (in Turkey and Hungary) where the teachers participating in the project prepared and evaluated the process of the project, but the meeting in Turkey was cancelled because of Covid19. During the project four mobility venues were planned (Italy, Finland, Romania, Hungary) with 100 mobilities whose aim was to carry out the project activities involved in the project. The so-called project days were important parts of mobilities because the countries, schools and the local values were introduced in this way. Another important feature of the project days was elaborating the subtopics (Hungary: ""Human and Nature"", Romania: ""Modern and Traditional Living Together"", Italy: ""Life with Antique Heritage"", Turkey: ""Religion and Tradition in the 21st century"", Finland: ""The heritage of respectful co-existence with nature and forests"" (Alvar Aalto's architecture and design).Students got knowledge about the venues, did researches in connection with the local values, formed international student teams worked and collected materials. During the workshops they worked on good practices about how to preserve and converse these values. These good practices will be used in the teaching-learning process of the partner schools within the different subjects in the future. (Geography, Art History, Literature, History, Art, Drawing etc.). During the project days the relevant NGOs and local organizations were involved in the work. Visits were organized to these units, there were professional talks with the staff. Photos were taken, documentaries were made. During the project students produced project products: PPTs for introduction, a six-language dictionary or phrase book to make communication easier. On the basis of the researches every school released subtitled interviews with a 5-minute duration. The interviews were made with relevant experts in 2-3 topics. Furthermore every partner school prepared a Traveller to provide useful pieces of information about the host town. The end products can be seen in a book called Book of Values which includes the values in the surroundings of the schools, and the preservation and conservation and the good practices of them. Documentaries were collected on a DVD. This DVD is available for all stakeholders. Calendars were produced yearly.To make communication and dissemination easier we established a Facebook group so that the students could get in touch with each other immediately and directly. Project products appeared on the website as well.Furthermore the project results were uploaded on the schools’ websites thus they became available for the local communities, partner schools and participating organizations. We did not use eTwining."