<< Objectives >>Our project will run for 2 years (2022-2024) with 4 partners: Belgium, Italy, Portugal and Sweden. It aims, through a scientific, cultural, geographical, environmental, socio-economic and historical approach, at raising students' and citizens' knowledge and awareness of both the issue of climate changes and the importance of developing sustainable agriculture (ranging from food production to consumption).<< Implementation >>Throughout the project, students and teachers will take part in seminars with experts in the topics, roundtables, visits, field activities, workshops, do cooperative work. Students will also be asked to write and post articles about the subject areas of climatechanges and sustainable agriculture, to do preparatory activities, reports, evaluation, etc. on eTwinning, on social media and on the internet site dedicated to our project as well as to take part in videoconferences, to make videos, etc.<< Results >>We expect our project to enable us to develop didactic packs ('Didactic Pack 4 Green and Fruitful' and 'Didactic Pack 4 Green and Healthy'), which will be created by students and teachers during activities, dedicated to Stem subjects, directly connected with the areas of interest of the project (health and environment).Our project will also give our students the opportunity to improve their knowledge and skills in different areas: sustainable development, digital skills, L2 learning.

Diversity is vital as a counterweight against tendencies towards loss of identity and cultural roots in our age of globalization. In today’s expanded Europe, given the increasing ease with where people can cross borders and find work outside their own country, it seems crucial that our pupils are able to tolerate the views of those whose origins and background are different from their own. Valuing and respecting cultural diversity are the keys to countering racism. All individuals must feel free to discover the uniqueness of their culture and identity while developing understandings of the cultural diversity that exists in the world around them. Denying cultural expression means limiting the expression of the unique point of views on life and the transmission of knowledge from generation togeneration. The distrust and fear of difference which often results from isolation from other cultures can be overcome by fostering cultural understanding and by emphasizing the common interests that all Europeans share. Collaborating, We can create a more equal and fairer society that respects and values its diversity. This project is a research into the past of each of the participant countries, through their history, culture, language and customs. The ultimate aim of the project is to discover the links between the different cultures that make up the European Union, compare them and draw conclusions about the differences and similarities that enrich and unite us. As a consequence, the cross-cultural differences actually will come together to find common links and this will be the first step for a better understanding between cultures. We believe that our world's chance is in cultural education for the today students who will be the tomorrow adults. Small steps made by students and their families in some European countries, will lead for sure to a better future for the whole world.The project aims to enhance cultural diversity in Europe and to promote the exchange between different cultural customs present in European societies today. One of the primary motivations behind the project is the strong belief that a higher intercultural competence will make a contribution to a peaceful world. The basics of this project fit with the general framework and principles of the European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); aims about recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.Our partners represent contrasting social and economic backgrounds and a varied collection of communities from across Europe. By working together to deliver our aims we will be successful in showing our pupils, parents, staff and others, how people from different parts of Europe can work together so as to improve relations and create a more cohesive European citizenship. The target groups include teachers, pupils and their families, local communities, NGOs.The study of Cultural Diversity provides students with opportunities to:• help to promote a positive sense of identity and high self-esteem, together with positive regard for the rights and identities of others• acknowledge that people have different belief systems, values and attitudes that result in different actions and behaviours• appreciate the contributions of diverse groups of people to their community and make a contributionto intercultural understandings by means of participation in appropriate events• develop a sense of shared identity with others, as a member of a community at the local and national levels, in addition to a part of the global society• define and critically analyse narrowly nationalistic or ethnocentric views, developing tolerance of the views and lives of others, and understanding of and empathy for people, regardless of their cultural or ethnic background• develop awareness of similarities and differences of beliefs and practices in diverse cultures, and learn to detect and avoid cultural stereotypes and bias• explore different ways in which media and information and communication technologies can portray a global event or story and how these can affect one’s beliefs and attitudes• acknowledge that increased migration, communication and economic interdependence, blur the boundaries between ethnic and national groupsThe project methodology is based on the concept of interdisciplinary teaching as a means to improve the quality of education.Our project brings basic European values such as human rights, tolerance, solidarity, fight against racism and xenophobia, anti-discrimination, equal opportunities, cultural diversity, equal rights of men and women, integration for those with special needs, the importance of knowledge-based society, the ability of entrepreneurship and innovation etc. closer to participants’ everyday life by promoting dialogues and art activities linked to them.

Our main objective is to put human rights at the heart of the learning experience and make them an integral part of our everyday school life and also contribute to form democratic EU citizens who are conscious about how they should be treated and how they should treat others, and support, defend, promote human rights in all respect of life in long term.We have decided to carry out human rights based project because of the fact that human rights are part of each student’s everyday life and schools have responsibility to enable students to make sense of the world around them. We believe that through our project and activities to be done,we will create more inclusive,safer and tolerant school climate in which all the students will be encouraged to take active part in school life,regardless of status,role,and where diversity is an advantage not weakness.Our project will be complementary to a previous eTwinning project.As we obtained satisfying results,we decided to expand the project through Erasmus+ opportunities.The students aged 15 to 18 will be involved in the project.The students in the risk group who are indifferent to school, don’t attend school regularly, tend to drop out , and the ones with fewer opportunities will be also included in the project.Thus,we will contribute to reduce the rates of early school leaving and absenteeism at partner schools.The methodology of the project is activity-based and solution oriented. Approximately,200 students and 50 teachers will take part in the project.Different student groups will be created for each activity.Thus,more students will participate in the project.A common five-episode story will be created via a web2 tool. Each episode that will be converted into series will be shot in each LTTA. The series will enable us to attract the attention of the students and to make them experince the impact of human rights violation on people by living and internalizing.The other project activities are writting essays on role models, creating a project song,2 e-magazines,logo,poster,Erasmus corner,e-book,project dissemination tools,visual presentations,surveys, carrying out eTwinning project, writing evaluation report. We will not consider human rights superficially,but we will raise awareness about all the articles in declaration of human rights on the school communities as any kinds of human rights violation may emerge at schools. Therefore, we've divided 30 articles into 5 parts as we will organize 5 LTTAs. In each LTTA, determined articles will be processed. We believe that through the activites,the students will not only internalize the articles, take responsibility to foster them, but also develop their communicating and writing skills in English,improve their ICT,collaboration, creativity and critical thinking skills.Thus, our methodology is solution oriented.The teachers will become methodologically updated, develop their skills in terms of integrating project based learning into their teaching methodology, be capable of instilling in students a sense of respect toward other human beings and inspire them to become educators and activists who will assist in defense of human rights. The partner schools will become a member of EU community that share a language of equality,non-discrimination,inclusion, respect, dignity, and participation that is crucialto the goal of achieving a more peaceful and just global society.The dissemination plan has been created in the dimension of national and international. Three informative meetings will be organized with the participation of school staff,students, parents, civic and formal organizations, press nad media. All the project activities,documents, news, objectives and results will be shared in the project dissemination tools that are project website, Youtube channel, Facebook, and eTwinning portal. In addition, eTwinning project will be carried out and other teachers in the portal will be invited to carry out the project, so more teachers and students will be included in the project. All the project results,news, documents,presentations will be shared in the project dissemination tools. Project e-magazine and e-book will be shared in the internet network and they will be free downloadable.A webinar which will be organized in eTwinning portal will be recorded and shared in the project dissemination tools. The series will be presented as a proposal to directorate of education in the region of partner schools to have the series shared in the official websites of the other schools, civic nad formal organizations.The project will be completed in two years. However; we will continue cooperating with the partner schools via human rights clubs that will be established. We will carry on sharing the news, activities and results in the project dissemination tools.The cooperation with the youth centres will be continued.Partner schools will organize a common event for the anniversary of the universal declaration of human rights.

CONTEXT:It may seem that young people intuitively know how to use technology and hence have no need for digital education or training. On the other hand, many teachers and educators feel overwhelmed by technology today, or would like to use it more, but don’t know how. All partners carried out research in their schools to check if the students and the teachers were equipped in digital skills and could use it in any way possible: it became clear that young people did not inherently possess the skills for safe and effective use of technologies, and skills acquired informally were likely to be incomplete and exposure to technology could not be equated with ability to use it. Research showed that not all young people were tech-savvy or had an interest to learn more. What's more, 42% said they had known strangers on internet (In 9% of the cases, online dating was followed by an offline meeting, but only 1% reported being worried or upset about these meetings, showing an underestimation of the potential risks associated with encountering strangers). Young users of digital technologies usually tend to overestimate their ICT skills. Our study indicated a wide discrepancy between young people’s self-assessment and actual knowledge of computer skills. The teachers were not sure about their digital skills, they were afraid of using new programmes, new methods, they sticked to old and well-known teaching aids or lesson plans.So, the main objective of the project was then to develop a stronger foundation in digital skills – defined as being able to use collaboration and communication tools, various computer software, as well as to understand the cloud and develop apps – as employers place greater value in these capabilities than ever before.One of the aims of the project was to provide schools with different simple ICT tools which would be fun and easily accessible for young learners and their teachers, turning playing activities into learning practice. Every country had different experience in using ICT from beginners to proficient users. Slovenian, Norwegian, and Spanish partners were the most advanced ones. The participation of ICT teachers from every single country in each mobility was the key to success. We all shared many practices, ideas, how to use ICT in the classroom more effectively so that all the students would benefit from it. School staff supported in acquiring and developing digital skills to improve e-safety in school communities; That is why the project followed two levels of activities, both for teachers and for students.During the whole project, we focused on these main objectives:OBJECTIVES:1. To become more modern in the educational process in the schools involved in the partnership thanks to wide use of ITC. 2. To create more dynamic, and more committed and professional environments into schools, both pleasant for students and teachers. 3. To provide both teachers and young people within the tools needed for todays and future workforce.4. To improve confidence and proficiency in the use of ICT for learners, teachers, school leaders 5. To improve the digital security of children by providing schools with methods and tools that can protect them. The target groups to be addressed were ICT teachers, as well as Sciences and Language teachers, and students at the age of 13-16 years old. The project had a final duration of 3 years (due to Covid 19).DIFFICULTIES:Not all the partners had the same grade of computerization. We early observed two different level groups with Norway, Slovenia, and Spain in one side and Macedonia, Portugal, and Italy on the other side. Instead of being discouraged, teachers started to work together and to learn the one from the others. The international working ambiance worked from the very first moment. In the same way, facilities for ICT activities were quite different in each country and teachers and students had to adapt themselves to each situation. Fortunately, student mobilities were planned to Slovenia and Spain where the facilities were more advanced, and students could take advantage from this.But we must say that the main difficulty was pandemic time. Even if teachers and students could put into practice what they had learnt before about ICT, there were uncertainty moments, some teachers changed to other schools during this period, and it was difficult to find a date to finish the project. After several online meetings, finally, three of the six partners managed to travel to Portugal. This mobility was made one year and a half from the previous one in Spain, so some teachers felt that they had lost the thread of the project.ACTIVITIES:Teachers practiced with some tools like Edmodo, Moviemaker, CamStudio, Blendspace, Plickers, Kahoot, etc. In Italy, each group of teachers prepared a masterclass to teach other Italian teachers and students how to use several of these applications in the classroom. In Slovenia, students developed their own travel blog using new ICT tools taught by Slovenian team. They also worked on Robotics as Slovenian partner had a strong experience on this field. In Norway, Norwegian students taught teachers how to create an Escape Room experience to be led by teachers or students. Teachers also worked with HoloLens: test of HoloLens in TV studio and its application in education. In Portugal, teachers received training about e-safety thanks to Portuguese e-safety Police department. Each country presented to the others their safety protocols at their own schools. In Spain, each group of students from each country prepared a presentation about most common dangers in Internet. They could share experiences from real life in the different groups created to discuss about their presentations. International students learnt from Spanish students and teachers how to use 3D-printers to create objects. They also developed Robotics skills and worked with Virtual Reality.The Spanish coordinator developed eTwinning platform project during all the mobilities, and teachers used their eTwinning kits to develop communication.RESULTS:As a transnational project, students and staff developed an international mindset and learning processes that stimulated students to act in a globalized world and established a transnational network of schools that cooperated in the implementation of useful activities to maintain the digital security of schools themselves.Using ICT opened new forms of learning and collaboration to support different styles of learning. Teachers and students experienced satisfaction, passion, and success in this educational process. Moreover, students learnt how to use ICT critically and ethically. Teachers felt encouraged to use ICT in the classroom to bring learning to life for students. They became more confident and decisive in using ICT in their everyday teaching process. They learnt also how to protect their students from network dangers thanks to training in mobilities.

The project 'Developing key students' competences and strengthening self-esteem through their personal development' focuses on the development of key competences among students as an important element of preparing them for adult life. This project involves secondary schools (mainly vocational and technical schools) from Greece, Portugal, Cyprus, Lithuania, Spain and Poland. The proposing organization is located in Poland. Six actions are planned related to learning, teaching and training, including the first meeting in Poland, in which two teachers from each school will take part. Together, it was determined how important key roles in the teaching and learning process are key competences, while the project group agreed on the fact of struggling with problems resulting from the lack or insufficient implementation of key competences in the youth education process. Therefore, each of the partner schools indicated the most important problems that their students are facing during education. These problems can be divided into three main groups of key competences: social competences, mathematics and technology as well as language skills. Among social competences, partner schools and the applicant school exchange low self-esteem, lack of faith in one's own abilities, low ability to work in teams and lack of self-presentation skills. The main difficulties associated with mathematics and technology skills result from poorly developed creative thinking, low mathematical and IT competences. When it comes to language competences, students struggle to express their thoughts and opinions in their mother tongue and foreign languages.In addition to the emerging educational difficulties, each partner school has identified methods, tools and educational and upbringing programs that function in their facilities and contribute to the improvement of the quality of learning outcomes and develop key competences. Among these tools are tutoring tutoring, getting to know and working with such applications as: ONMAT, KAHOOT. EDPUZZLE, information and communication technologies, implementation of the STEM system combining natural and engineering subjects, workshops developing creativity, parental education program S.S.I.A preventing early termination of education and workshops with the trainer of self-presentation and rhetoric.The main objective of the project is to exchange good practices between teachers, in the first place taking part in particular stages of the project and then spreading the newly acquired skills among the schools' own communities and schools in the region. Each school will equip teachers who take part in the project with appropriate theoretical and practical preparation for further implementation of the method and tools for working with students. The products of the project activities are to be instructional videos, educational materials and improving the effectiveness of teaching in the field of science and foreign languages.