<< Objectives >>The objectives of the project are:Main objective: Increasing the digital competences of teachers, creators of educational content and youth, according to the European Framework for Digital Competences for Trainers (DigiCompEdu);Sub-goal 1: Promoting opportunities for digital transformation of the educational; sector;Sub-goal 2: Tailored educational resources and training programs for teachers, educational content creators and youth.<< Implementation >>Three main activities will be carried out under the project:1. Project management, partner meetings - administrative activities and conducting 1 face-to-face and 2 online meetings2. Analysis, recommendations, guidelines/training materials - desk research, survey of target groups, creation of guidelines and open educational resources3. Competence center, training - Competence center with Plan for development, and virtual training space, tailored training programs, conducting pilot training<< Results >>1. Effective management and held partner meetings2. Analysis carried out, questionnaires completed and analyzed by target groups, guidelines/training materials created and published3. Created Plan for development and developed virtual learning space, with a place for educational resources, analytical and research materials4. Developed tailored training programs5. Conducted pilot training

"This short term exchanges of groups of pupils project, “Students against extinction” will last two years.The partners have been chosen from different types of secondary schools - vocational schools, general schools, public and private schools, from different geographical areas, diversity and colourfulness of their cultures, ways of life, ways of cooperation, school descriptions, experiences through eTwinning and some other partner search platforms as the biodiversity is needed for our project.Therefore, the partnership consists of the secondary schools from Slovakia as the coordinator and Czech Republic, Latvia, Turkey, Greece, Spain as partners. We will organise 6 LTT activities/mobilities. Every mobility will be 6 days + 1 day for travel and each school will be host once. There will be at least 4 pupils aged 14-19 years old and 2 responsible teachers from each school.The project language will be English.Distribution of the topics, tasks and workshops according to the SWOT analysis during the preparation phase is;Slovakia; History of Beekeeping; Website; Bee GameCzech Republic; Food, Agriculture and Food Waste; Social media accounts; Living in Erasmus+ worldLatvia; Consumerism and Waste; e-Twinning and video conferences; Effective communication, European CitizenshipGreece; Urban Agriculture; Multilingual Dictionary; Natural Disasters and protecting environmentSpain; Recycling and Renewable Sources; Brochures and photo-documentation; Gender issues, discrimination, Human rights, and multilingualismTurkey; Ecologıcal Awareness and Protecting Environment; Newsletters; Breaking stereotypesAlthough all pupils will have equal opportunity to participate in project activities regardless of gender, social or financial situation; selection of participants for mobilities will be done according to the pupils´ works on the project, willingness to participate in activities, host foreign pupils, attitudes, language skills and diligence with a gender balance.Preparatory sessions before mobility to provide information about tasks, insurance, safety, partners’ culture, etc., and disseminating sessions after mobility will be conducted by contact teachers.Project objectives are to develop the participants’ general and specific competences in order to widen their perspectives from local to the European sphere, to be more aware of the problems of the nature through the use of beekeeping as a cultural heritage, understand the value of being part of the European continent with a rich history, which will enable them to understand their similarities and historical connections with each other and to help them transfer their cultural heritages to future generations, to collaborative partnerships, to learn more about ecological awareness, protecting environment, history of civilization, to break down misconceptions of people from other cultures.Our project will support the social and personal development of participants, work together in a multicultural environment, meet on common grounds in mutual understanding and organize activities to overcome language and culture challenges. This will improve participants' feelings of self-confidence and the participants will start saying ""I can do it now !"", which is one of our most expected aims.The project offers a well defined controllable way for partners to take social issues from the curriculum and apply them into the running of the school as the strategy of our project is based on “Learning by experimenting”. This process helps students recognize the importance of social issues and take them more seriously in their lives. The tasks consist on dealing with content knowledge and problem-solving, thinking skills, analysing or evaluation with the help of methods such as meetings, workshops, discussions, sharing of educational materials and experiences, nonformal activities, excursions, competitions, role-plays, surveys, seminers, presentations, creating newsletters, DVDs and eTwinning network activities.We will produce outputs such as booklets, cups, newsletters, DVDs, posters, T-shirts, flags, notebooks etc. and distribute free of charge. The programme and necessary logos will be emphasised on any kind of activities and materials.Monitoring and assessment process will concentrate on if the project has reached its objectives and if the outputs are competent and are performed well enough to help us mirror on what extent we have complied with the main objectives of the project, what’s going well and what we should do to change or improve things.As social networks will be effective multipliers, all partners will register to the eTwinning portal, will effectively use twinspace pages. And the project will be expanded through the use of eTwinning, websites, social media accounts.With all disseminations, we aim to inform the community so that we will not leave anybody behind either not motivated to participate or not well-informed about the problems of nature."

Across Europe there are issues with discrimination in schools based on people’s background and identities, this stems from a lack of awareness and understanding of equality, diversity, and inclusion (ED&I) issues such as migration, race, refugees, disabilities, ethnicity, religion, LGBT+, sexuality, gender and poverty. This project brings together at least 150 students aged 15-19 from 6 schools to become ED&I ambassadors, challenge discrimination and increase awareness of ED&I. Our key aims are to promote ED tackle discrimination; and to encourage social action and social/community responsibility amongst students and staff. Additionally, we are committed to prioritising students from disadvantaged backgrounds including refugees, migrants, religious-minorities, ethnic minorities, students with disabilities, students from low-socioeconomic backgrounds and students likely to drop out of school or less likely to continue into higher education. In the first year of the project schools will appoint student ED&I ambassadors who will learn about a different ED&I theme each month and devise strategies to raise awareness of these themes in their schools and communities.Timeline of potential monthly themes: - October- Black History Month and European Heritage- November- Tolerance & Community action - December- Disability Awareness- January- Holocaust Memorial- February- LGBT+ History- March- Women’s Month - April- Autism awareness- May- Heritage Month and Mental Health awareness- June- Refugee week and Pride Month In the second year of the project students will draw on what they learnt in the first year to devise their own social action project for their school and community. Students will use research and planning to learn about the needs of their peers and community to create an outcome that will benefit them and promote ED&I. The final campaign/output can be in any form including, a fashion show, book, performance, film, series of posters or event. Students will also continue to promote monthly themes using the material created in Year 1 of the project. The large breadth of the project means that students will have the opportunity to learn about a range of issues that do not typically appear on the school curriculum. Staff will also benefit as they will have the opportunity to share approaches with partner schools and devise strategies to raise awareness of ED&I in their schools whilst reducing bullying and discrimination.This project is innovative and interdisciplinary; and participants will develop a range of skills and knowledge during project activities.Students will:- Learn how about ED&I and raise awareness of ED&I issues-Learn research methods such as interviews and surveys -Actively engage in debate and political discussions -Tackle discrimination-Develop personal skills and key competences including intercultural competences, communication, teamwork, independence, andpublic speaking -Develop IT and creative skills -Learn creative approaches to creating campaigns and disseminating ideas including video, radio, photography, posters, art, essays and blog posts. -Develop language skills particularly English language skills for the students currently undertaking English lessons -Actively engage in their schools and communities Staff will: -Be better equipped to promote ED&I, tolerance, and anti-discrimination -Develop personal skills and key competences Outcomes -Ongoing ED&I student ambassadors-Student social action project-Project website and TwinSpace-Posters-Workshops and assemblies held in schools focused on project themes -Student conferences including student presentations and external speakers -Presentations focusing on key themes of the project created by students, which will be used during and after the project -Reports on student perceptions of ED&I issues -Postcards for schools showcasing traditions and cultures of partner schools -Celebration of ED&I dates and Erasmus+ Day -Project report/brochure to be disseminated in schools and community -T-shirts -Badges -Project video-Erasmus corner in schools Longer term benefits-Increased awareness of ED&I and more tolerant students and staff-Materials produced during the project will be used in the schools after the project is completed and will be shared publicly- Continued celebrations of ED&I themes in schools using material created during project-Reports will be available to the public via school websites, project website and eTwinning-Increase the motivation for learning among students from vulnerable groups-Students more motivated to engage in school, community and charity-Improve skills and competences such as critical thinking, communication, creativity, and teamwork-Increased awareness to innovative and interdisciplinary approaches to promoting ED&I-Staff better equipped for reducing discrimination-Stronger cohesion amongst partner schools, community hubs, local organisations

<< Objectives >>Our objective is to put the environment at the center of the educational process by making it a 3.0 open air laboratory, to raise the participants' awareness about landscape conservation, biodiversity, revitalisation and sustainability. Thus, they will be encouraged to get back in touch with a nature which might have been perceived as hostile because of the Covid-19 pandemic. They might even discover a personal aptitute towards environmental care and make a carreer of it.<< Implementation >>Besides being engaged in virtual activities via the digital media, the participants will take part in less formal learning activities such as direct experiences, excursions and workshops, visits to local facilities specialized in the four areas of the project.Teamwork and responsibility sharing, combined with a problem-posing and problem-solving approach, will foster their socialization, cooperation and inclusiveness as well as motivation, creativity and interest towards scientific subjects.<< Results >>Once becoming knowledgeable about the project topics, the participants will get the necessary competences to become the ambassadors of their own territory. They will have learned, and passed it on to the future generations, that the environment, both natural and man-made, is the primary economic and cultural resource for the local communities and the entire world, if we make two apparently opposite concepts, preservation and development, merge and be encompassed by a third one, sustainability.

All EU Member States are facing several similar key challenges: (1) There are weaknesses in competence development at school education level. As a result, the European young people are more likely to face important, lifelong obstacles to social inclusion and employability; (2) School education does not always play in full its role to promote equity and social fairness. Educational achievements greatly depend on the pupil's socio-economic background. Schools need to respond to the pace of technological and digital change, having a profound effect on our economies and societies. It is therefore crucial to face the challenges through: (1) digital technologies can enrich learning experiences and support development beyond digital competence. They can support communication and cooperation in and between schools and enhance the participation of pupils and their families in school life; (2) Schools need to support all learners and respond to their specific needs. Some EU Member States face difficulties in providing pupils with difficulties in learning and disabilities access to inclusive, quality education; (3) Support should be provided for peer exchange and helping to improve methods of organisation, teaching practices and learning experiences for enhancing schools to broaden connections and enabling cross-border peer exchange; (4) Supporting teachers and school leaders for excellent teaching and learning through developing online communities and resources. Educational innovations such as collaborative peer networks, MOOCs, and the sharing of OERs can complement these methods and help overcome barriers to participation; (5) Effective school leadership impacts positively on student achievement, teaching quality and staff motivation.Based on the context above, the project general objective is to support the implementation of innovative teaching methods, through integration of virtual and mixed reality (VR and MR) technologies in the educational approaches across Europe. The project general objectives will be supported through the successful achievement of three specific objectives:+ ensuring high-quality and inclusive education, through enriching learning experiences while supporting effective use of digital technologies and encouraging activities that link learning with real-life experience, through the application of virtual and mixed reality;+ empowering teachers and school leaders by strengthening targeted collaboration, learning networks, online communities and innovative pedagogical practices among teachers and school leaders, and involving other relevant stakeholders;+ enhancing European cooperation in the field of school education through building a European Network for VR Technology in Education for establishment of closer contacts between European schools stakeholders, teachers and school leaders, and supporting policy reforms in the educational field.The target groups of the project will include:+ Disadvantaged groups of students in schools, such as children with difficulties in learning, within culturally diverse communities, as well as those with physical disabilities. + Teachers from all school grades, more specifically those teaching subjects in geography, history, nature and human sciences, ITC;+ School leadership and networks, specifically school managers, influencers in the field of school education, policy and decision makers.The project will carry out a total of six intellectual outputs for upgrading and complementing the existing platform for virtual reality in education IEDU360. They will follow a strict timetable and will deliver the following results:1. Review of the schools curriculum of the countries included in the project, and shortlisting of lessons for VR/MR adaptation.2. Developed assignment for 360° VR and Mixed Reality Modules Software Development.3. Upgraded IEDU360 platform with three new features - teachers and homework tool, Mixed reality tool and 360° VR video content feature.4. Mixed reality and 360° VR video educational resources database established.5. The European VR and 360° Image Bank upgraded and enriched within the IEDU360 platform. 6. Developed Standard IEDU360, containing quality standards of 360° capturing and the VR and MR content.7. Established and operational European Network for VR Technology in Education.All results and lessons learned will be disseminated in a total of six dissemination events in all partnership countries. The project will build upon and complement a cutting-edge approach to teaching, learning and developing of the educational approaches to the schools. The virtual and mixed reality technologies have a growing and disruptive impact of the digitalisation of education. Thus, the innovation will respond to the rapidly changing demands of learners and teachers. It will bring the technological and digital developments to the hand of the teachers, by providing them tools for innovative teaching methods.