An eTwinning program on the area's river that has been successfully implemented by the Greek school in the past as well as teaching in the Greek language course on the need to protect the language and culture of Europe's smaller populations have been the reason for the design of the Erasmus+ program. The students of the Greek school and especially those who come from families with a different culture from the dominant one (students from immigrant families) showed enthusiasm for the implementation of the program and worked in cooperation with their classmates from the Turkish school (with whom they had previously implemented a common cultural program) to find partners through the eTwinning platform. In the selection of schools, efforts were made to cover different natural environments in Europe, different cultures and languages of populations that do not belong to the most culturally strong countries in Europe. Schools with a certain percentage of students from immigrant families were also preferred, in order to take advantage of the special cultural background of these students for the implementation of the program.After the group of partners has been appointed, students from all partners schools worked together for about four months to design the program under the guidance of their teachers. The objectives of the project concern:1. the study of the language, popular culture, literature and art of the countries participating in the program as well as the students of each local community who come from different cultural backgrounds,2. the study of the river/ lakeside natural environment,3. the study of the value of the river / lake for the local community of each area,4. the examination of the degree to which the development projects of the river / lake of each area are carried out in terms of sustainable development and protection of the natural environment.The implementation of the project will be carried out with the guidance of specialists in each professor's field and with the participation of parents and relatives of students. The aim of the activities is to highlight the particular cultural identity of the participants and, through the search for common elements, to address this peculiarity as part of the common European heritage. The program will be attended by 10 teachers from each school and the students of each school are interested in getting involved. Students' parents and relatives will also be assisted. Twenty-two students of each school will visit the other schools to collect the material necessary for the activities and present the work that will have been done. The activities to be implemented will concern:1. the study of the flora of each region and the creation of a phytology with samples of plants, flowers and herbs of each region.2. the communication with specialists involved in the protection of the natural environment as well as with representatives of companies operating in the area, 3. the writing of a common dictionary of the languages of students participating in the program, including words related to water,2. the writing of an anthology with legends, myths, literary works referring to the river / lake of the region,3. the creating of an album with folk art, paintings and river / lake-inspired sculptures,4. the collaborative writing of a common history and painting by the pupils themselves on the river / lake.Objective of activities with cultural content is to emphasize the common elements in the projects to be examined, so that pupils can understand the common origin or the mutual cultural influences between the nations of Europe. It is expected that these activities will recognize the value of the particular culture of each pupil and thus make it easier for them to join the school and local community. At the same time, the value of the common European heritage and the need to protect it will be highlighted as a means of ensuring the peaceful coexistence of Europe's nations whether they are members of the European Union or not.The publication of the results of the program and the material that will have been produced on the website of the program as well as the participating in activities and attending relevant cultural events of local people will extend the outcomes of the project out of school to the wider local community. Finally, the projects that will be produced can be enriched in the future after the completion of the program with new material that will add new pupils attending the school and coming from a different cultural environment as migration to European countries is strong and will result in more and more students from different cultural backgrounds attending European schools. This will extend the long-term benefits of the program in the future.

"""Past, present and future - memories and dreams"" is an interdisciplinary project involving young people and adults, the aim of which is to highlight important aspects of our lives: learning to achieve goals, taking care of yourself and your surroundings, based on cooperation on tolerance and human dignity. I know who I am, what my predispositions are, I know my strengths and weaknesses. I know my learning style and I can obtain information effectively. I am creative, enterprising and well-organized. I can appreciate knowledge and experience to remember and learn from others, dreaming and making their dreams come true. I have friends not only in Europe, I always have time for them. Together and separately, in harmony with nature and ourselves, with respect for tradition and knowledge of modernity, we build our future. This is how the participants of the project describe themselves. To achieve this, we developed the skills to learn and use information and communication technologies, which allow young people to better prepare for the changing reality and equip them with the skills necessary for continuous improvement and acquisition of competences. We shaped ecological culture, we leveled educational disproportions by improving the effectiveness of education and developing key competences among young people, such as: -Mathematical skills - included the ability to develop and use mathematical thinking to solve problems arising from everyday situations -Scientific competence included understanding human-driven change and the responsibility of individual citizens. IT competences covered the skillful and critical use of information technology in work, entertainment and communication. - ""Learning to learn"" is the ability to persist in learning, to organize your own learning process -Social and civic competences - behavior preparing young people for effective and constructive participation in social and professional life and the ability to resolve conflicts when necessary -Innovation and entrepreneurship is the ability to make ideas come true - creativity, the ability to plan projects and bring them to the intended goals The methods of achieving goals included learning by discovering - a method of solving problems, learning by researching and developing one's own creativity - methods based on ICT (Mind Mapping, Design Thinking etc.), Practical student activities, eg laboratory classes, field trips. It was important to overcome language barriers, to realize one's own identity and the importance of universal values ​​in life, and to get to know the culture of other countries. Actions: ""I-past, present and future"" - childhood now, in the past; family tree of the family, my city, country, homeland ""School is a place to live, here and now"" - organization of the physical space of the school ""There is an artist hidden in every human being"" - art in its great and more modest form ""There are many roads ahead of us."" Discovering yourself and determining your own paths of development ""I will never stop ... learning"" - exercises to improve learning skills ""Health is the basis"" - promotion of preventive examinations, healthy diet and physical activity ""See the world up close"" - in the microworld and ... Looking at the surrounding nature and cultural heritage. Conducting monitoring of the natural environment - learning about endangered and invasive species ""The world is drowning"" - literally and figuratively; water as… (element, natural environment, place of rest, etc., will we drown in garbage - how to segregate waste and why). Ecological culture - responsibility for the environment ""For the sake of a good climate"" - at home, at school, in the natural environment - do not complain, just change - we start with ourselves, others will follow us ""We act!"" - concrete actions in the local environment resulting from the analysis of current environmental issuesDissemination: promotion of the project on Facebook, presentation of the project at the school forum, among partner schools, participation in local initiatives, publication of educational materials (brochures, leaflets) with the logo of the program and the project, summary conference with the participation of partners Value and usefulness of the project: increasing the key competences of students and teachers, increasing environmental and health awareness of project participants, improving group cooperation skills at all stages of the project implementation, acquiring the skills of planning, deciding and responsible performance of tasks, organization of the school's physical space - a place for talks, rest during breaks between lessons, enriching the educational base of the school with educational materials made and purchased during the project."

The project „Learning through Cooperation , Collaboration and Innovation“ is a two-year-project in which will take part six schools coming from six countries- Bulgaria, Portugal, Romania, Sweden,Spain and Greece.The project will involve directly more than 300 students, aged 14-19, and about 60 teachers, working in different educational spheres,such as Maths, History, Literature, Geography, Languages, ICT, Philosophy.Indirectly more than 4000 students and staff will get engaged in the organization and implementation of the project activities.The project aims at contributing to the internationalization of the education offered by the project schools through the creation of a commondatabase of innovative, student-centered, curricula-based educational resources, which can be used not only by the project countries but trans-nationally, once they are uploaded in e-twinning, Office 365, the website of the project, YouTube. Facebook, etc. The use of the same lesson units and tests, questionnaires and other evaluative materials, aims at leveling the educational standards of the partner schools and thus at more easily recognizable skills and qualifications within and across national borders.The project foresees seven LTTAs -one short-term joint staff training event and six short-term exchanges of groups of pupils15 teachers will get the chance to participate in a LTTA on IT in which they will exchange experience and get acquainted with the creation of virtual and flipped classrooms, They will also learn how to create simple audio, video and text lessons,record their virtual classroom sessions, give playback access to their students learn how to create tests and quizzes through Kahoot; The main topics to be addressed during the six Short-term exchanges of groups of pupils will be related to the history, religion, geography, cultural and oral heritage of the project countries as well as mathematics; team based learning; teens and the new technologies. Тo develop the themes, participants will take advantage of the unlimited possibilities offered by the Internet as a source of information. and through cooperating, collaborating and searching the net, they will use the developed materials to produce a variety of curricula –based OERs, such as flipped classes, audio-visual presentations ,infographics, quizzes, films, questionnaires, tests, which will make the learning material more visualized, attractive and comprehensible for students and thus it will also address the students with a low achievement in basic skills. The students will collaborate and cooperate in transnational teams, working on student-centered, task-based activities allowing them to act as guides and lecturers, make films, present their products, discuss, summarize, analyze, which will lead to their increased capacity to work at international level, enhance their sense of initiative and entrepreneurship, make them more independent in their study, reinforce the cooperation and collaboration with the partners from the participant countries , make them more tolerant, help them overcome stereotypes, value and develop trust and friendship across the borders of Europe.Teachers will have new resources prepared by an international collaboration, experiencing a professional growth and contributing to the development of their school.The participants will get a great chance to acquaint with some natural wonders and UNESCO’s world Heritage sites of the partner countries, their historical, oral and cultural heritage which will: enrich their knowledge of History, Literature, Geography, Philosophy, Art; foster their inter cultural awareness; make them more open to the world; help them overcome cultural differences; help them communicate more easily across different borders and languages and act effectively in making a difference to our societySince each participating institution has its own particularities, participants can learn a lot from each other and integrate what they have learned into practice: new teaching/learning methods, new ways of making students be creative and motivated for learning.There are significant linguistic benefits for all participants since the collaborative work and the activities rely on intensive use of English. The results of the project will have a strong European dimension because they are created through cooperation among students of different ages, nationalities, genders, and they reflect past-present but also future aspirations, representing a starting point in future collaborations and encouraging mobilities around Europe.We expect this project to have a great impact on our schools and local communities. Its expected outputs have been devised to sustainable open access resources, which will remain accessible on the Internet, and which may be easily exploited by other schools and educational institutions all over the world

The Partnership consisted of six schools from different European countries: Hungary, Spain, Bulgaria, Greece, Romania and Italy. Most of the partner schools had previous experience in European projects, however all shared common goals and were highly motivated to work collectively in the KA2 Partnerships for schools of the Erasmus plus program. Our Project was a vertical one, entitled “Green Skills for Social Agriculture” and held as its main target to develop skills and competences among students belonging to the age range between 6 and 18 that is, primary to upper secondary level. The main focus was to prevent students’ early school leaving, providing them motivation for studying, basic skills improvement, and links between primary and secondary education in order to encounter some ways for their future studies. Throughout our partnership, we were exposed to traditional local food products, with reference linked to each country’s territory, namely the apple from the project coordinator school in Diósd, Hungary, the grapes from Sandanski, Bulgaria, the olives from Volterra in the Tuscany region of Italy, the oranges from Seville, Spain, the honey from Oradea, Romania and the mastic from Athens, Greece. Valuable knowledge has been gained by each participant exploring and analyzing the food product’s cultural, scientific, ecological and economic components, getting acquainted with associations of local producers, studying ways of sustainable cultivation and agricultural traditions and participating in a wide range of activities, exchanging eating customs and organizing cooking workshops, particularly enjoying the cultural aspect and presentation of every local food.The project activities aimed at improving the basic skills of students mainly in Literacy, Maths, Science, Foreign Languages and ICT. One of our main objectives was to encourage all students to participate, either with low motivation or learning difficulties, providing them the opportunity to gain self-esteem and recognition among their classmates as well as overcoming their discomfort for usually being ‘not present’. For the topics and activities chosen by all partners upon agreement were used interdisciplinary and multidisciplinary methods and cross curricular approaches, integrating teaching with practical workshops based on specific context and thematic areas. Our first encounters with the local chosen products and their territory background history came from various sources, while collaboration with stakeholders, promotion and worldwide dissemination of their valuable properties, enhanced our knowledge and drew our attention to aspects totally new to us, strengthening our awareness of the role that environmental, scientific and cultural components play in the enhancement and competitiveness of agriculture.The first short term goal of the project was the identification and knowledge of each product. An in depth analysis followed with research into the components of cultural, scientific, environmental and economic issues related to the food product, culminating in the creation of a promotional campaign through various forms of media for the closing event of the European quality food festival held in Sandanski, where individual schools presented and promoted their local chosen products using the creative ideas and innovative ways that they had worked on throughout the second year of the project.During the two- year expansion of the project, the students worked each time, either for a set of goals through various creative activities or for every mobility’s specific planned workshops e.g. logo competition, conducting surveys and video conferences, interviewing stakeholders, carrying out promotional campaigns or making educational field trips. They worked both individually on a local level and in cooperation, networking with their partners on site or during their scheduled mobilities, exchanging opinions and good practices. Dissemination of our work was of utmost importance throughout the two years starting from the local level of the schools, for students and parent community, extending it to the municipality as well as the educational authorities before going public with press interviews with stakeholders as well as with radio commercials and shows on a national level through the media. The project’s expected outcome however, beyond the wealth of benefits it brought to everyone involved, is continuity, well after its two-year duration which can be achieved with the creation of links between local and European schools as well as between schools and organizations that share a mutual interest in our topic. The school community planned and organized activities leading to the realization of products -in recorded (videos, radio shows, commercial spot, song) or digital form (e-books/photo albums) aiming at a wider impact outside the local environment and setting the grounds for sustainability.

‘Travel broadens the mind’, duration-24, involved 6 schools from 6 countries- Bulgaria (Vocational School of Agriculture-coordinator) and partners: Turkey (Secondary school), Romania (College of Economics), Italy (Secondary school), Poland (Primary, Gymnasium and High school) and Portugal (Pre-school to Secondary school). The idea of the project was related to consolidation of knowledge and skills acquired at school, building up on them and gaining new ones in different areas such as geography, history, culture, traditions, folklore, the way of life, culinary. Тhe project aimed at broadening students’ mind, developing their skills to a higher level and reaching sustainability of basic knowledge and skills. It helped their personal development, strengthened social inclusion, gave access to quality education and lifelong learning. All participants observed the principle of equal opportunities and non-discrimination. General objectives: elaboration and applying of methodology, rules of understanding and communication with the different; live contact between people from different countries, traditions and cultures; a students’ observation of possibilities, ways and habits of socializing and understanding the different; establishing partnerships to exchange knowledge and good practices; visits to other countries to increase chances for development. Specific objectives: attempts for communication of people from different countries, style of living, traditions; regular contacts; knowledge and skills to avoid risk behaviour; enhancing teachers’ personal and professional skills. Participants: students (aged 12-18), who took part in the project activities on a national level, including 9 students with special educational needs, teachers, families, stakeholders. Three transnational meetings(TM) were held: (M1) in Bulgaria, November 2016; (M2) in Poland, October 2017, (M3) in Turkey, April 2018. Methodology: teamwork and collaborative work; compliance with students’ opinions; encouraging students participation by contributing ideas and doing project work; adopting and applying creativity and innovative approaches of learning, developing foreign language skills, priority to intercultural communication and integration, respecting linguistic, cultural and social differences. Main activities: After the project approval all schools selected project teams. We created an email group, a Facebook page and made registration in eTwinning Portal. The participants agreed on the dates and set the tasks for each TM. Each school recruited and assigned the tasks to students and selected 2 teachers to present the implemented tasks at the TMs. We analysed the implemented activities and tasks, had discussions about difficulties and made decisions regarding the ways of resolving them. The participants exchanged information and products, had discussions on applying different methods for overcoming barriers in intercultural communication. After the meetings partners made school windows and familiarised their students and colleagues with the results. We informed the public through publications in the local media and on the school websites. The team regularly uploaded project materials in eTwinning and the Facebook page. We conducted surveys to find out how big the participants’ footprint is and the participants’ satisfaction from the project. We drew and included parents and local communities in the project activities. The teams did a preliminary study of companies providing travel services. The accountant organized the accounting and stored the project documentation. The proper implementation of the budget was monitored. We achieved: promoted tolerance, social cohesion and solidarity; gained experience in being tolerant; students understood why people are different and behave differently; it helped them to overcome the barriers in communication; teachers improved their communication with international students and colleagues, exchanged ideas about ways of communication; developed intercultural dialogues with colleagues and students; established better relations between teachers, students and the community; made our schools more attractive. Influence: The acquired knowledge and skills were shared with the students studying a foreign language and different professions. The public got acquainted with high quality education and spread good experience. The project impact on students found expression in enhancing general competences; strengthening students’ motivation and increasing their self-confidence. The planned activities contributed to development of a complex of competences. They became more resourceful, organized and shared their experience with other students. The project results contributed to reinforced collaboration with other educational institutions. Long-term benefits: All participants gained experience in working on European projects and have motivation to contribute to development of other projects in the future.