The background of the project manifested itself in the intertwined topics related to young European living environments in the field of tension between mobility, integration, digitalization as well future perspectives for young Europeans. The project resulted from a multilateral deepening of a privately organized exchange with a French partner school which was implemented in 2017.It has been our primary goal to explore young people's living conditions in Europe, analyzing opportunities and perspectives as well as challenges along the way, particularly in the context of recent political developments which have fundamentally altered the socio-political arrangement in Europe. We paid special attention to the aspects of migration, integration, mobility and digitalization. C1: 5 students participated per school. Since the students were accomodated in host families, there were 15-20 of our students involved in this activity. Principally, all those students who successfully applied for the project were eligible to participate.C2/C3: Up to 6 students participated per school. Since the students were accomodated in host families, all 20 of our students involved in this activity. Primarily those students from our partner schools not yet involved in other activities were eligible to participate.C4/C5: 7 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here: migration and integration), age and scheduling/termination.C6/C7: 7 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here: IT technology and digitalization), age and scheduling/terminationC8/C9: 6 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here:youth unemployment), age and scheduling/termination, and in this case additionally linguistic inclination.Concerning the accompanying teachers: The teachers are/were internationally experienced colleagues, some of them with COMENIUS/ERASMUS+ experience or who have organized bilateral exchanges in the past. Moreover, teachers were selected according to specific skills (e.g. Spanish teachers accompanying the trip to Zaragoza) or migratory experience.Description of acitivties: (for details, cf. interim report [C1, C6, C7] and section 3.1):C1: Migration and integration of young, unaccompanied refugees in CelleC2/C3: Integration in Germany on regional and national levels, digitalization of workC4/C5: Integration in the NetherlandsC6/C7: Digitalization in EstoniaC8/C9: Youth unemployment and future prospects for young people in SpainResults:Project website Germany (https://erasmusplus-hbg.webnode.com)Project website Netherland (https://erasmuseu.myportfolio.com)A blog by the Spanish partner school (http://gargalloerasmusplus.blogspot.com/)Published on the dissemination platform as well as on the German project website:C1: intercultural cookbookC2/C3: booklet summarizing our topical work as well as excursions and activitiesC4/C5: interviews with integration projects and presentations on the activitiesC6/C7: brochures on the manifold areas of digitalization of public life in EstoniaC8/C9: A magazine summarizing the work results from Spain.Long-term benefits:Particularly in the context of recent challenges to intercultural skills in the realms of migration, integration and mobility, Europe's young population takes a central role as these youth will have to face and deal with the consequences of these macrosocial developments on political, social and economic levels, and therefore must be prepared accordingly. As a result of our project, participants have delevoped an exceptional degree of value-based competency, which enables them to deal with the manifold requirements emanating from the increasing mobility of the most diverse cultures and ethnicities. The innovation of our project was therefore to be detected in developing and fostering those personal as well as social skills which remain disregarded in educational discourse. Through constant communication with the exchange partners as well personal meetings during mobilities, intercultural skills were enhanced significantly. This was further supplemented by the integrative aspect of personal friendship, thereby resulting in a lasting and sustainable impact on project participants, as a number of real friendships, continuing to this day, have developed following the mobilities/activities.

"The project ""Students' empowerment through school environment"" is prepared by the schools from Estonia, Turkey, Slovenia, Sweden and Bulgaria.The purpose of the project is to improve and modernize environments of the partner schools (modern solutions for physical environment, distance learning, active participation of students in the school life, reduction of bullying, supporting atmosphere, students’ involvement in making decisions, etc.). The project works with five aspects of learning environment: physical, intellectual, social, psychological and digital.The expected project results are:1. 5 students' exchanges are successfully arranged with at least 100 students and 40 teachers;2. 5 digital infographics are made as a result of the mobilities, they reflect schools' new position and pursuits on the ideal environments and their ideas are implemented at schools;3. 5 analyses of the school environments (one for each school) are made in the participating schools, which state the schools' current learning environments (their advantages, disadvantages, needs for a change). The analyses are made based on the research carried out in each partner school in October-November 2020. The participants of the research are students, teachers and parents (at least 60 persons).4. The students' key competences are reinforced and developed, which is proved by their self-reflections and teacher's observations.5. The participating schools' learning environments are improved and they are empowering, student-friendly, person-centred, creative, sustainable and effective. The result is measured with the research made in May 2022 in each partner school. Working on achieving the results we will make our schools more attractive for the students and in this way reduce early school leaving and disadvantage.The age of the students in the project is 13 - 17 years. There will be 5 students and 2 teachers from each partner school in every students' exchange. Both teachers and students will be selected in the beginning of the project.In the present project we plan only students' exchanges, which will allow us to achieve the project results. Each mobility is dedicated to one of the aspects of learning environment at school. Every time there will be different teachers (one new teacher and one coordinator -the same in every mobility) and students taking part in the mobilities.Each partner is responsible for their aspect of the learning environment:Narva Vanalinna Riigikool - digital environmentProfilirana matematicheska gymnasia ""Konstantin Velichkov"" - intellectual learning environmentTarsus Mehmet Akif Ersoy Ortaokulu - social learning environmentGagnefs kommun - psychological learning environmentGimnasia Brežice - physical learning environmentBefore each mobility there will be virtual exchanges in eTwinning. This preparatory work will allow the students and teachers get to know each other before the actual mobility takes place. They will feel more comfortable and relaxed and they will know a lot about their countries and cultures. It will save our time during the students' exchange. Moreover, the students will be prepared for the topic of the mobility, think about it, collect ideas and it will help them during their work in international teams.The level of the project success will be measured with the following tools: evaluation after each learning programme, final evaluation, monitoring checks, quality control questionnaires, individual and group reflections, observations and sharing the achievements and changes.The main impact for the participating schools will be a thorough analysis of the all the aspects of learning environment, plans for improvement and infographics to use as visualizations of schools' pursuits and principles in creation of their learning environment, developed by the teams of students and teachers."

In the European economic region companies collaborate although their local, regional and national conditions are very different. There are countries with a weak and with a strong infrastructure. Whereas in the northwestern part of the European Union almost every citizen has got a job and there is a high demand for skilled workers, the eastern states of the EU are struggling against unemployment and the younger people hardly see any professional opportunities in their countries. This project had two major goals: On the one hand, it has created a better consciousness for the European economy among young people who have just started or are about to start a career. They learned what it takes to be an entrepreneur. Therefore, they had to examine the local markets before they could come up with an innovative and attractive product, which was easy to market afterwards. During the whole project the focus was always on the entrepreneurial thinking of the adolescents. Procedure: After having agreed on a cheap location (Bulgaria), they searched for suitable employees throughout Europe. Possible candidates who responded to the job advertisements were invited to an interview. After having filled the vacancies the students started to design and finally produce their product. Another important aspect the students had to deal with were marketing strategies: how to promote the product throughout Europe? In the end, they agreed on flyers and commercials. On the other hand, the students have learned that they could also search for a suitable workplace as skilled workers outside of their country. They gained some first experience how to do this and what to think of: Where and how do I have to apply? How to prepare for an entrance test or a job interview?Most of these questions were answered during the visit of some big companies and the following talk to the company representatives (vocational, international and personal experience as well as a good command of foreign languages). The project and its participants (aged 16-22)Through the use of role plays the students learned to embody the role of an entrepreneur (making decisions, founding a company, searching for suitable employees) which improved their entrepreneurial skills. On the other hand, they also took the role of an employee/ job candidate who applied for a job (social and professional skills, experience, etc.).First, the students analyzed and compared the education system of the participating countries and the resulting career opportunity of each degree with the goal to strengthen the students´ willingness migration. Here, the issue of how to integrate vocational migrants was discussed. Finally, after the project the students realized that globalization does not only take place in European submarkets but also in European schools, in this case in projects and the support when it comes to searching for an apprenticeship or a work placement. The language spoken during the project was basically German, supported by some English. This was a benefit for all participants, because non-Germans could elaborate on their German skills and, if necessary, use English to clear up some points.

"The present project was continuation of the previous Erasmus+ partnership project ""United Colours of Creativity"", which was realised in 2014-2016.The partnership institutions were Narva Vanalinna Riigikool and Ahtme Kool (Estonia), Agrupamento de Escolas Gardunha e Xisto (Portugal), Gimnazija Brezice (Slovenia), Janina Porazińska Special Education School Complex in Ignaców (Poland), Tarsus Mehmet Akif Ersoy Ortaokulu (Turkey).The project was focused on solving the challenges we faced in the previous project: necessity for individual learning plans for the project participants, bigger responsibility of older students and more complicated tasks, which would require longer preparation of youngsters. We used the similar (but adjusted and renewed) programmes we had developed in the previous project but worked more on their individualization (so that they would provide more challenge for students of different age and abilities) and flexibility. We concentrated on priorities of inclusion, employability and active citizenship and helped our youngsters to develop 21st century competences by means of individual learning plans, reflection, self-assessment and record of achievement.The project measurable objectives were:1. To develop a form of individual learning plan and record of achievement for international integrated programmes 2. To exchange best practices in using learner-centred approach 3. To arrange international learning experience for 64 students from 5 countries 4. To support students in acquiring skills in techniques of the following kinds of art: music, painting, paper art, theatre, dancing5. To develop the project participants' creativity, skills of communication, team work, organisation, decision making, their intercultural competence, fluency in English, etc6. To strengthen teachers' profiles through arranging 4 international learning programmes, getting experience of teaching multicultural miltilevel groups, realising learner-centered individual plans (at least 100 plans are made and realised during the project totally: for participants of mobilities and local students, who take part in international programmes) All the objectives were fully achieved.The project participants were teachers and students of the partner organisations:1. The project coordinators: they were selected on the project application stage according to their own wish to continue or start working in the present project (we have a balance of 3 ""old"" and 3 new coordinators).2. Teachers of the partner schools, who took part in international mobilities. They were the teachers of arts, handicrafts, music, English and extra-curricular activities (theatre). They were selected according to their motivation, previous experience, knowledge of English and readiness to learn and work using learner-centred approach.3. Students of the partner schools. Students in the age of 12 - 18 were involved in local and international project activities. They were both mainstream and with special educational needs (various mental disabilities, down syndrome, autism spectrum, deaf-mute, etc.).4 students from each partner country took part in the project mobilities (the total balance of students with and without disabilities was 50/50).The project met the priorities of social inclusion, strengthening the profile(s) of the teaching profession and supporting schools to tackle early school leaving (ESL) and disadvantage.The project activities and results can be followed at eTwinning: https://twinspace.etwinning.net/58323/home New memories, discoveries, teamwork and challenges we met would be with us all our life and they influenced our values, views, way of teaching and working in general. Once again we realised that arts, love, respect, support, openness, trust and good will can make our students and ourselves more educated, kinder, more tolerant, better and happier people, who take care of their society and the world."

The project „Encounter, understand and appreciate” is designed for teachers and students aged 15-17 from 6 partner schools form Poland, Bulgaria, Romania, Italy, Greece and Estonia. The aim of the project is to raise the level of key competences and skills, especially the ability to speak mother tongue and German language, which are permanent elements of our cultural heritage and thanks to those to we want to awake an interest among young people from Europe and their local communities, in issues of national and ethnic minorities and promoting tolerance, openness and empathy towards representatives of other cultures. In this project, the students will discover cultural heritage of national and ethnic minorities not only in form of tangible materials such as buildings, monuments, clothing, artefacts, historical and archaeological sites in the area; but also intangible ones those very well known and those already forgotten or entirely unknown such as customs, expressions, knowledge, abilities and oral traditions and through the proces of digitalization (videos, records, images) together with the acquisition of journalistic skills to revive them and save from oblivion. The active involvement of the young people in interactive workshops, simulation games, preparation of city presentations and exhibitions, creation of photobooks and interactive guides, project will make local communities aware that national and ethnic minorities living in our neighborhood in various historical periods have significantly contributed to shaping the cultural heritage of our regions. All activities have been planned so that the direct and indirect participants of the project, during each local and international activity, acquire and deepen basic and key skills, in particular the ability to communicate in a foreign language, use of TIC, the ability to consciously use the media and acquire knowledge about regional heritage. Participants will gradually learn the secrets of journalism. They will learn what the journalist's work is all about, how information is built, what distinguishes the gossip from the news, what journalistic ethics is and how to critically receive the media message. They explore the ability to ask difficult questions and conduct interviews, take part in photo workshops and improve their ability to write articles. At the final stage of the project, they will create an inter-school editorial and set up an online newspaper in which they will publish their articles, photos and interviews, also after the end of the project. Discovering the significance of European cultural heritage will contribute not only to raising awareness of common history and values, and to strengthening the sense of belonging to the European community and social integration, but also helps to develop the initiative and entrepreneurship of young people, which will lead to the development of skills necessary for later professional activity. The application of a holistic approach to learning languages based on diversity, learning and applying innovative teaching methods by teachers and including teaching digital skills in curricula will be the key to counteract the poor performance of writing skills in both a foreign language and native language. The project will have a positive long-lasting effect on all participating schools; the teachers and students will benefit from the project by improvement of ICT skills, flexibility of the pedagogical framework and internalisation of the schools.