“Making better use of digital technology for teaching and learning” is one of the 3 macro - objectives of the Communication on the Digital Education Action Plan, released in 2018 by the European Union. The year after, the Center for European Policy Studies conducted an analysis detecting “significant differences across member states in terms of the capacity to take up the opportunities of digital learning”, with a great difference between northern countries (the best positioned) and the southern countries, with Italy, Greece and Slovenia in particular ranked close to the end of the list. Then, at the beginning of 2020, the COVID-19 pandemic event upset the world, with enormous consequences also in the worldwide and European educational systems. As a response, when decision makers realized that the educational system was too slow in facing the necessary shift from a fully-traditional educational structure to a partly-digital didactic, many efforts has been performed for the digitalization of curricular educational activities, but less efforts had been dedicated to extra-curricular activities, such as dual education. Acting in the field of dual education in order to digitize processes and tools also means a change of methodologies: traditional dual education schemes, where students are asked to perform mechanical tasks with equipments and machines, are no longer replicable on distance and a new approaches in planning experiences and assessing competence must be developed and tested.For these reasons, the SEED project created an international partnership composed by training and vocational education institutions as well as technological and scientific knowledge providers located in Italy, Spain, Slovenia and Greece to design and test innovative creative-base methodologies (SEED Toolkit) for teachers and trainers of the high schools and vocational schools (15-18 years old) using problem-solving approaches to deliver ready-to-use solution based on real-business cases in order to ensure the continuity in performing extra-curricular activities also on distance. SEED specific objectives are: => To recognize the importance of creativity as a crucial transversal skill for students in order to better face the increasing request of innovation in all sectors of the labour market; => To improve the use of “dual training” as a fundamental pillar for a faster and more profitable access of students in the labour market, especially by ensuring more digitalized and creativity-based methodologies; => To equip vocational education institutions staff with the necessary digital skills to manage on distance dual training experiences based on creative-led methodologies; => To contribute to the empowerment of the EU educational policies by testing and delivering a new creativity-based and digital solution, aligned with EPALE and School Education Gateway.Starting from a specific methodology (Contamination Labs) designed and implemented by Ca Foscari Foundation in Italy, where the connection between schools and enterprises is guaranteed by local labs where students of different level of education are asked to solve problems through creativity-based techniques by releasing “project works” (very close to business plans), the above mentioned objectives will be achieved by an intense cooperation of 24 months between the SEED partners, based on a first activity of baseline study (IO1) aiming at the identification of the starting points in terms of dual education systems actually active in PP countries (IO1.1), creative-based methodologies applied to work-school experiences (IO2) and digital solutions for on distance dual education experiences (IO1.3). The last action of IO1 is the definition of a first draft of the SEED Toolkit (IO1.4), to be then assessed and integrated with local Co-Design Labs (IO2.1) performed in all countries with the involvement of the 3 key stakeholders (teachers, tutors, mentors): this action will pave the way for the definition of the digital supportive technology (IO2.2) enabling the application of the SEED creative-based methodology on distance and leading to the Final SEED Toolkit (IO2.3). Once ready, the SEED Toolkit will be transferred first to internal trainers through a joint international training action (IO3.1 and C1) and then the knowledge will be transferred at local level to local SEED Communities in each of the 4 countries (IO3.2), in order to prepare the field for the User - Testing Experimentation (IO3.3), where the Toolkit will be tested in real dual education experiences (4 countries, 20 teachers, 20 companies and 100 students involved). The feedback collected during the ET Experimentations will drive to the SEED Handbook for on distance Creativity-Based Dual Education. SEED partners will be deeply involved in dissemination and raising awareness activities, in particular by means of 4 multipliers events (2 national and 2 international) to be organized after the release of the SEED Toolkit.

A growing number of cities in Europe are recognizing the benefits of welcoming communities and a welcoming culture for both visitors and newcomers. The aim of the project is to help students develop an understanding of the migration and tourism of young people, the culture, history, geography, society and nature of their communities and how to attract domestic and foreign visitors to them and make them a desirable place to live.As European citizens, our students need to know and think about the communities in which they live and to be aware of what they mean in terms of society, culture, history, geography and the group of people who live there. All communities have their landmarks, symbols and people that make them unique places to live and visit. How do we make our cities inviting and a good choice to visit and what is it that attracts young people to our cities? Our students will explore their towns using a variety of technological, print and non print resources. They will work collaboratively to create brochures and information material for new students just moving into the city or desiring to visit it. They will organize different types of events aimed at aiding newcomers, e.g. fundraising. They will do interviews about experiences with moving to or visiting a new place and create a brochure aimed at someone who is new to the area. It is particularly relevant to train young generations in cooperation across boarders to practice teamwork, solve problems together and open their eyes to the importance of an inviting community.This project is also a unique opportunity to foster the learning of English and work in a multidisciplinary content of many areas such as History, Ethics, Citizenship, Geography, Economics, English, ICT, Entrepreneurial skills, all aimed at increasing the students’ knowledge of and feeling for their community and their peers’ cities and enhancing Inter-cultural dialogue. The main aim is made clear to students that the future depends on our collaborative works in increasing our knowledge of the values that surround us in our neighborhoods and inviting others to enjoy them with us and in our own decisions together with the importance to learn English to communicate. Also, to enhance the collective awareness of the necessity of embracing diversity. In order to develop and to display our researches, students will use the latest digital tools. The project will also raise the students’ awareness of trans-national and cross European shared history and culture. By testing and evaluating the materials about the cities of their partners, the students gain first hand knowledge related to the traditions and cultures of their European partners. As professionals, the teachers are going to do activities that promote the development, control and implementation of innovative practices (methods, tools, curricula, training, use of ICT resources open educational). In an international context both students and teachers benefit as the project contributes significantly to the quality of the methods and promotes their active citizenship and raises their awareness of their surroundings and the current migration situation in the world through intercultural dialogue.We are a team of 6 Secondary Schools from 6 countries. The profile of participating students is young people who are interested in the social participation, international collaboration and eager to live up to challenges such as working in teams and doing oral presentations in English. The participating teachers comprise a diverse team of enthusiastic specialists in their field. They are teachers of Languages, Geography, Technology, History, Economy and Business, Computer Sciences, Entrepreneurship, Principals, European Projects Coordinators, eTwinning Ambassadors. To develop the project there will be different kinds of activities: before, during and after of the project. Before: Management activities, such as schedule of the project, brochures, posters, interviews and presentations to disseminate the project. Developing the project: Trips, Researching and presentations, eTwinning, video, diary, photo gallery, lectures and visits to relevant organizations,web, blog. After: Survey, assessment documents, articles. The methodology will be collaborative, active and participative based on communication and sharing experiences by dialogue. The students will comprehend how important it is for the individual to play an active role in improving and reshaping the surroundings. They will also be improving the English, digital, communicative and cultural skills. Teachers will compare methodology and increase cooperation between all levels of education. The potential longer term benefits will be to develop a fundamental perspective of our future as linked to active European citizenship based on communication and dialogue in resolving matters, building opinions and to be aware of our behaviors and their consequences, making responsible choices.

The main objective of the project Technology in Education and Every Day Life - the Path to Digital Citizenship (TIE) is to teach our pupils to understand and be able to explain the concept of Digital Citizenship and to begin the journey towards becoming digital citizens themselves. We feel that this is of paramount importance and we aim to promote an awareness of the responsible use of on-line Internet resources and technology in every aspect of life, keeping in mind the nine essential pillars that lead to digital citizenship. With this project our pupils will understand human, cultural and societal issues related to technology and practice legal, responsible and ethical behavior. This thoughtful, creative and critical technology use will enhance their individual learning and help them become critical thinkers who behave safely and participate responsibly on-line. Digital literacy is a very worth while objective. Our young people will inherit the future and what is more important than to teach them the rules of the digital world. We are six diverse upper secondary schools from six diverse countries, France, Germany, Iceland, Portugal, Slovenia and Turkey who have all worked together before at one time or another. We know each other well and together we have considerable knowledge in Comenius and Erasmus+ projects. We also share a sincere interest in not only helping our students to become active EU citizens but active digital EU citizens. Furthermore we have on board or team skilled teachers of Technology. The profile of students who will participate: Students aged 16-18, secondary school who are interested in the social participation, collaboration and digital literacy. We hope to take 5-6 students to from each school to every conference and 2 teachers. The teachers' profile: We teach ICT, English, Entrepreneurship and Innovation, History, Economy, Cultural Science, languages. We are European Projects Coordinators and eTwinning ambassadors. Results and impact on the students; they will: 1. Advocate and practice safe, legal, and responsible use of information and technology 2. Exhibit a positive attitude toward using technology that supports collaboration, learning, critical thinking and productivity 3. Demonstrate personal responsibility for lifelong learning, 4. Exhibit leadership for digital citizenship. 5. Master the beginner phase of coding and online games. As preparation for the exchanges the students will make Action Plans suggesting ways in which they can address the challenges and seize the opportunities of migration. After each conference, the 6 partners will create both short-term and long-term tangible and intangible results, to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of social skills, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing reports and creating on-site panels or leaflets to inform non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students. This project will promote the methodology of 21st century education such as the take-up of innovative practices in education and training by supporting personalized learning approaches, collaborative learning, team work and critical thinking, strategic use of Information and Communication Technologies, open and flexible learning, virtual mobility, peer feedback, communication in a foreign language both in written and spoken form and other innovative learning methods. Also, this project will develop basic and transversal skill, digital skills and multilingualism in the field of youth, using innovative and learner-centered pedagogical approaches and develop appropriate assessment and certification methods based on learning outcomes. This project wants to get new synergies between different fields of education, training and youth. To develop the project we will do different activities: before, during and after of the project.  Before/ Management activities: Schedule of the project, Brochures to disseminate the project, Presentations to disseminate the project to parents, school and all staff, the assessment documents.  Developing the project: Trips, Students councils , researching and presentations, Etwinning project, video, diary, making a computer app and games, conference about digital citizenship, web, blog.  Long term benefits: becoming a digital citizen, app, games. Implimenting interest in member state schools to teach digital citizenship.

Although for many years there has been a growing awareness around the world of the necessary essential changes in education systems, there is no consensus on what or how to do it. However, the belief, which stems from cognitive and constructivist theories of learning, that the student needs to be placed at the center of the learning process dominates. Nevertheless, active learning is still a rarity in practice.COVIDOM-19-induced teaching constraints have accelerated the application of ICT, the Internet, video lessons, and video transmission of lectures.Nevertheless, lectures remain the dominant way of teaching either in live teaching or at a distance.At the same time, one-way transmission of information is still predominant.It is necessary to change passive lectures into interactive ones, which will start a more active role of students in the educational process.Frequent and appropriate asking questions to students and encouraging them to seek solutions to problems raised by the teacher, as well as encouraging them to ask spontaneous questions during lectures can significantly raise the quality of acquired knowledge and understanding.The obstacle to this is the personal inexperience of teachers in active learning and the unaccustomedness of students to asking questions and actively seeking answers.The project proposes the development of an innovative tool to encourage interactivity in the AudIT lecture that will have properties not found in the currently available tools for testing knowledge and interaction. It will combine known properties and adapt them to the needs of students and teachers. Innovative features such as scoring unique answers, the ability for students to respond simultaneously both anonymously and under their own name, the ability to direct answers to any application such as mind maps and games will significantly raise students' motivation to actively participate in the lecture.A series of innovative solutions will facilitate the application of tools to teachers regardless of the educational situation, environment and technological equipment in which they find themselves.The innovativeness of the tool is that its use will not require maintenance or expansion of server resources when used by a very large number of users.The primary target group of project beneficiaries are subject teachers in primary and secondary schools.The partner schools in the project will create a core of 50 experienced practitioners who will create methodological guidelines for potential beneficiaries to give them concrete examples of knowledge and ideas on how to apply interactivity in their own teaching.To make it easier for teachers to use AudIT, the consortium partners will also develop an LMS (Learning Management System) with methodological instructions and examples. The LMS system will be designed as self-study material and will provide teachers with additional education and ideas on how to improve interactivity in the classroom with the use of AudIT.AudIT will also monitor interactive expert systems for use (text, recordings, video - designed as a decision tree that will easily and easily lead teachers to answers) and an interactive expert installation system (if teachers want to have a copy of AudIT on their own server - for reliability, adding functionality or privacy to student answers and questions).The project's website will contain text and video instructions, an expert system, and a database of good practice, as well as a directory of more experienced practitioners ready to help new interested teachers.The results of the project will be disseminated through education authorities, professional associations and the media to all EU countries and candidates.It is expected that the long-term results of the project will enable any interested teacher to increase the interactivity of their lectures and other educational activities. Thus, students will begin to take an active role in the process of acquiring knowledge, which leads to the achievement of higher educational outcomes.