Due to migration movements , the influence of globalization and diversification tendencies in society, there is a need to strengthen inclusion in Europe to avoid social disharmony. It is important to encourage intercultural awareness and to create social cohesion within our diverse societies helped via digital and thinking tools. Language learning through digital tools and critical thinking fosters social inclusion and integration of citizens with different cutural, religious and educational backgrounds. Also, it helps people to exchange and to converge as well as to broaden their way of thinking and to increase employability. This project helps to achieve digital literacy based on the information we get from technical devices, which are shaping how adults and youth interact with each other in school, at home, and at large. How youth use multiple forms of media and technology, in concert with their commitments to community dialogue and social justice, as they learn to be participants in civic and democratic practices. Students can become aware of how to process the immense load of information we are facing nowadays and how to deal it efficiently. Three Adult Education Institutions from Spain, Austria and Italy took part in the project and all 3 have a very diverse learner groups and many immigrants: 1.- EOI Ronda, an Official Language School , which offered the efectiveness of blending learning and generational gaps teaching approach. 2.- Institut für Interdisziplinäre Bildung: Offered THINK Innovativ,THINK Interdisciplinary, THINK outside the Box. They support schools in the development and implementation of an eEducation school concept for the school location. 3.- Euroform RFS: Offered its experience and contribution in innovative learning methods towards visually impaired people using IT aids, and specific devices meant to cope early leavers and also with adult learners with the aim of filling the gap between traditional training methods and the ones related to visually impaired people. They are specialized in training and career guidance a wide range of courses, as IT and languages, in several sectors. Each partner organized a schedule of LANCET meetings to work in three spheres: digital tools, critical thinking and blended learning. partners from Italy presented he digital tool KIALO, a Visit to “World International School of Torino”, International private school, promoter of critical thinking development, and the Management meeting @ Euroform RFS office was explained. Also, they presented the tool Animaker (https://www.animaker.com/). A platform for beginners, non-designers & professionals to create Animation and Live-Action videos (linked to visual thinking concept). It helps to team up our students into multiple workgroups, share projects and get instant feedback, and it instantly tracks our students’ progress with creative assignments. Austria presented a virtual lesson on BEEBOT'S, A SIMPLE TOOL TO LEARN NOT ONLY CODING where we got an insight into elementary robotics and programming with the help of codes. Learnig Coding encourages the analytical & foresighted thinking. Partners from Spain predented G-Suite & Moodle:• Google tools and services tailored for schools and homeschools; Manfred Spitzer´s reseach which shows that society changes due to the use of TV, Video, Computers and Mobiles, digital gadgetsin general, for instance, the more TV children watch the less (and lower) education they get, plus less attention by theirparents; blended learning, Technology approach: benefits and drawbacks. We increase our competence in the above areas, through learning from each other, from organizing and participating in workshops and from participating in the language classes of our partner institutions. We want to focus on learners as well as teachers and want to increase the intercultural and digital competences of adult educators and their qualifications in the area of social inclusion. Blended learning offers a new field to improve digital skills for adults with little time to attend formal learning. Comparative analysis given by each partner´s experience teaching in these fileds has enhanced the European dimension of our transnationality. And with critical thinking skills we can be trusted to make decisions independently, and will not need constant handholding. The participation in project implemention results in self-confidence, self-esteem , opportunities to gain enjoyment and satisfaction from joint work for the favour of the Educational Institutions. The project builds the use of digital media, thinking tools and blended learning to develope different types of intelligence as well as the individual identity and pride of success. By implementing the porject´s goals we acquire various skills necessary for the current job market and in interpersonal contacts and ongoing projects.

The project arose from the detection by the Spanish partners of difficulties experienced by teachers and students of the blended learning modality who use a Moodle platform adapted by the Junta de Andalucia, and the high rate of desertion among these students.The main objectives of the project were to detect these difficulties in the use of the platform, propose solutions and complementary digital tools, as well as initiatives to reduce the desertion rate. Finally, to present to the Andalusian educational authorities the project conclusions as improvement proposals for blended learning and the adoption of a better common model.The partners:•two public institutions dependent on the Consejería de Educacion of Junta de Andalucía, The Secondary School Arroyo de la Miel, and the Language School of Fuengirola, promoters of the project.•Institute for interdisciplinary education, a small non-profit association from Linz, with a view to support equal opportunities for unemployed persons, migrants and women on the labor market and learning opportunities; with experience in counseling and design of training courses.•Centro Internazionale per la Promozione dell Educazione e lo Sviluppo, non-profit organization from Palermo, Sicily (Italy) devoted to promote the integration of different sectors of society in risk of exclusion through training; with ample experience in Erasmus+. •Aintek Symvouloi Epicheiriseon Efarmoges Ypsilis Technologias Ekpaidefsi Anonymi Etaireia, training consulting company from Piraeus, (Greece) focused on course design using different resources, including educational platforms; with ample experience in Erasmus+.Although the project arises from and focuses on the needs of two particular members, the final aim was the collective enrichment by sharing good practice and solving difficulties experienced by all partners, adopting common models and procedures. Activities: dissemination of project start, common knowledge of the project terms, intern agreement signing, Mobility tool+ access, setting up a basic structure for communication and information exchange through a Google account (Drive, Calendar). Design of plan for joint action, task assignment among partners until first transnational meeting, agreement on meeting calendar. Creation of common database for dissemination initiatives, logo, blog, website and Facebook account. Presentation to show blended learning platform features. Design of two surveys to be conducted through Google Forms to know the opinion of the platform users, teachers and students; translation into English of the surveys, four in total, to facilitate suggestions and changes by all partners. With the collected data, a Spanish-English report was prepared for the partners´consideration and discussion. With the collected data, a Spanish-English report was prepared for the partners´consideration and discussion. Taking into account the conclusions of the report, partners made different proposals. The final outcome was transferred into a document which included improvement proposals and which was sent to the Dirección general de educación Permanente, responsible of blended learning education in Andalusia. It was also sent to the institutions that participated in the survey about the platform as well as to the language School Teachers´ Association for their members´ knowledge. Selection of free digital tools to complement the ones already present in the platform to facilitate the teachers and students´ labour, promoting a bigger participation in the platform through gamification. Selection and presentation, by every partner institution, of their features and common election of those deemed more appropriate. Selection of personnel, from among the institutions´staff, to be trained in the utilization of these tools and the later implementation and dissemination in their institutions, as well to acquire knowledge about the students´opinion on the digital tools and provide their own, all through a common form designed by the coordinators of the institutions. Designing a Google Forms survey about student desertions, writing a report with survey results and proposal of prevention initiatives on final document.The final result came out as planned and the foreseen impact greater due to the involvement of other institutions (schools that contributed data to the platform survey and received feedbacl regarding the results and conclusions of the project). Common measures were adopted for improvement of blended learning at every institution.

"Children and youths who are unable to attend regular classes for a longer period of time due to illness or crisis situations require special school care in hospitals. Communication and collaboration with the respective schools of origin is of particular importance in order to provide the children and adolescents with the best possible content. At the same time, however, the aim is also to enable those affected not to fall out of their social structure in the classes of origin.The overall aim of the project is therefore to improve communication between hospital schools and the schools of origin of the sick pupils. However, this does not only concern the contact between teachers, but also the contact between children and young people. In order to achieve this, three guidelines are drafted, which deal with:+ the optimal IT infrastructure in hospital schools, + the possibility of direct participation in the school of origin through digital media and means of communication,+ and the prerequisites for proactive participation via digital media in order to be able to continue to participate in the social class structure of the school of origin.Due to the different digitalisation strategies of the schools in the different countries, the project profits substantially from the exchange of knowledge and practical know-how. The structure of participants in this project is broad:+ Educators in hospital schoolsTeachers from hospital schools refer to their practical knowledge and, together with teacher training and further training centres, create optimal conditions for schools to work together.+ Teachers at schools of originThe ""Heilstättenschule Linz"" alone will cooperate with about 500 different schools of different types in different regions of Austria during the project period. In each of these schools of origin at least one teacher (but mostly several) is involved in the exchange or contact with the hospital school. The Dothan School in Bielefeld also cooperates with approx. 450 schools of origin during the two years of the project. The participating hospital schools thus act as large multipliers of the project results within the education system already during the project period.+ affected children & adolescentsIn the course of the project, approx. 600 sick pupils per year will be cared for at the Linz sanatorium school, at the same time the Dothan school in Bielefeld will care for about 350 children and adolescents per year. By rolling out the project results in all countries, the number of children and young people reached is increased many times over.+ Pupils from the schools of originDue to the abstinence of the comrade due to illness, a clear stress situation arises within the class. Through digi.LIKE, sick pupils remain in the social structure of the class, which also prevents the children and adolescents of the schools of origin from breaking off their relationships.+ Collaborating hospitals Schooling in hospitals is an essential part of the treatment concept. The students experience situations similar to everyday life and a continuation of social relationships, which results in an accelerated healing process.+ Places of teacher trainingThe ""Pädagogische Hochschule der Diözese Linz"" (PH Linz), the German-Bulgarian Education Centre (DBBZ) and the ""Institut für interdisziplinäre Bildung"" (IIB) have expertise in teacher education, school development and media education. They make their knowledge available and profit from the results for their further work with (prospective) teachers.Prior to the first project meeting, a detailed analysis of the work steps and needs in the hospital schools will be carried out. Afterwards, three guidelines will be worked on in the planned meetings. In addition, the results of the guidelines and preliminary considerations will be tested at the hospital classes in Linz and Bielefeld.The results of the project will be implemented in the working methods of the participating institutions, which means that the communication structures of the hospital classes with the schools of origin will change. At the same time, PH Linz, DBBZ and IIB will incorporate the findings and results of the project into the training and further education of pedagogues.These measures are expected to lead to a lasting sensitisation in the work with sick pupils. At the same time, awareness will be raised with regard to the burdens on teachers and children and youths in regular schools. The implementation of the results in the work of the participating institutions results in a clear long-term benefit."

The rapid advance of technology has placed new demands on educational institutions and has dramatically affected all aspects of education, challenging curricula, learning and teaching spaces and practices, assessmaent and recognition procedures, posing the need for continuous teacher and school staff professional training and education. While ICT offers tremendous opportunities for innovation in education and training, it doesn't guarantee it. Both recent EU research and school staff and teachers have consistently pointed to the main challenges that schools need to adress in order to consolidate progress and make efficient use of technology.With the above background, the main objectives of the project are: -develop, implement fully and evaluate a complete digital learning management system, with all accompanying functionalities, resources and materials, along with an exploitation strategy and campaign for any organisation to use it.-promote the opening of education through the creation and implementation of open source digital learning environments, thus promoting life-long learning, flexibility, innovation and creativity in educational approaches- to promote the use of innovative digital tools for recognition of skills and competencies, which allow for better recognition, transparency, visibility and transferability of students' learning outcomes. - to support teachers and school staff in implementing and developing innovative teaching and assessment methods through improving their digital skills and their competence in other relevant areas. The direct target groups of the project are teachers, school leaders/administrators and families while the indirect target groups are school pupils and students. The project will involve around 600 direct participants and 2000 indirect participants. The most important results to be expected during the project and on its completion are the following:1. The Digital Schools for Enhanced Learning Achievement Competence Framework and Open Badges Validation System 2. The Digital Schools for Enhanced Learning Achievement Complete Learning Management Digital System 3. The Digital Schools for Enhanced Learning Achievement Training course for teachers and school staff4. The Digital Schools for Enhanced Learning Achievement Toolkit for Teachers and Educators5. The Digital Schools for Enhanced Learning Achievement Toolkit for Parents and Families6. The training events for staff members and teachers .The introduction of learning management systems in schools will lead to renewal of education, will boost innovation and will lead to more efficient procedures, better quality of education, and improved learning outcomes for students. The improvement of key skills and competences of the involved participants will lead to increase in quality, innovation, cooperation and openeness in both educational methodologies and governance and management approaches.

"The aim of the ""CriThink"" Project is to share experiences to find an effective way how to work with the theme of ""Critical Thinking"" especially for people 55+. We want to find good examples from other countries, so partners from different parts of Europe has been invited to the project. In order for the discussion framework to be as broad as possible, the emphasis was on making all invited partners pay attention to this topic, but in a different way. We want the know-how to be exchanged and the synergies between partners to be found despite their cultural and historical differences. At the same time, we want to inspire each other in educational concepts.The starting point for the ""CriThink"" Project is the experience Právě teď! o.p.s. (Aplicant) from their lectures entitled ""Information and Disinformation"". During courses, the lecturers have repeatedly verified that, regardless of their educational attainment and despite their great life experience, seniors have a problem with Critical Thinking and often confuse ""critical thinking"" and ""criticize"".The primary target group of the project are seniors 55+ , who are unable to adequately process large amounts of information comes from the Internet . The secondary target group are the families of seniors, especially grandchildren (young children), who are also a very vulnerable group due to the instant perception of the world.The CriThink partnership brings togethere professionals and seniors organisations who will together work on the following outputs:1/ good/best practices when teaching to older adults;2/ methods and learning styles for that particular target group (pedagogy vs andragogy ; Kolb’s cycle, Honey and Mumford, etc.);3/ basic specification of cognitive distorsion;4/ preparation of documents and suggestions for ICT toolbox;The project partners (consortium) will do need analyze in each country, then find common starting points to work with the topic. Thus, local good practices, experience and expertise will be shared during Transnation Meetings and Skype Calls. All this information will be published by the consortium members on the project website, on their site and on social networks. The activities have an impact locally, regionally, nationally in Czech Republic, Slovenia, Austria, Poland, Portugal, Lithuania.The inability of critical thinking also leads to differences in the understanding of the contemporary world, and this leads to conflicts between generations. We believe that if we restore critical thinking capacity and the ability to argue with it in an older generation, this project can also reduce intergenerational misunderstandings or conflicts."