The DIGHIST project is a response to the challenges related to the COVID-19 pandemic in the field of historical and civic education.Today, young people face challenges which consist of not only of lack of contact with their peers, taking part in classes not adapted to the requirements of distance education, but also of the need to understand the difficult social processes they are witnessess of. The role of history and social sciences teachers is now more important tham ever - as it is them, who help young people to understand the world.The experience of all European countries shows the need for a radical change in the approach to teaching humanities. The pandemic only highlighted the challenges facing the system for a long time: transfer of knowledge in the form of lectures, the tradictional classes with no time for reflection, analysis and drawing conclusions and developing the ability to understand historical and social processes.Therefore, the result of the 24-month cooperation of partners will be the creation, testing and dissemination of an innovative data storytelling approach in the area of teaching about the 20th century European history. We will create innovative tools and content supporting independent reflection and understanding of social processes and, consequently, help to transform history and civic education.The project will also help equip teachers of history and social sciences with the knowledge and competences necessary to conduct engaging and valuable remote and hybrid lessons on socially important topics in an asynchronous model, based on 20th century European history.The key part of the project is to strengthen the professional competences of history teachers and their self-esteem and agency. We want teachers to become guides for their students around today's world and that respect for history teachers should be built on a good relationship with students and the use of modern digital tools and teaching aids which make use of communication generic for Generation Z (born 1997-2010)The DIGHIST project will be run by three organizations experienced in the following topics: creative presentation of complex historical and social processes, introducing innovative ICT tools to education, conducting asynchronous learning (including flipped lesson), supporting remote education, using visual tools in education and the use of data storytelling and design thinking (focusing on tailoring solutions to the needs of recipients): Fundacja Szkoła z Klasą (Poland), Asociación Smilemundo (Spain) and King Baudouin Foundation (Belgium). The profiles and experience of the organization complement each other perfectly: they are three NGOs - one experienced in teachers professional development and working with new technologies, the other in producing high-quality online support, and the third being a cultural institution dealing with innovative methods of education about contemporary European history.Within the project, we will prepare:- a map of important, contemporary historical issues, which are presented in an incomplete, cursory way in various countries.- A DIGHIS toolkit - containing methodological guidelines for the data storytelling method, methods supporting asynchronous work and specific digital tools to be used in the lesson, along with high-quality visual teaching aids prepared in the data storytelling methodology (so that teachers of various educational stages can use it).- The toolbox will be tested during a pilot, on the basis of which we will prepare methodologies for training teachers.- The project will be extended by a virtual atlas collecting areas and topics of contemporary 20th-century European history that are worth discussing with students. Everthing will also be converted into an online course, allowing in the future to create your own materials using the methodology developed in the project.Educational experts, historians, specialists in remote education, data storytelling specialists and teachers-practitioners cooperating with the project partners will work on the materials.The project is addressed primarily to teachers of history and social sciences, and to those teachers with whom historians can carry out joint, interdisciplinary projects (e.g. language, arts or geography teachers).In the pilot program we will involve min. 20 schools from three partner countries, including at least 6 from Poland). The project will involve at least 60 teachers - 30 historians, 30 teachers of other subjects and about 500 students. Moreover, we plan to train 300 teachers (from Poland, Spain and Belgium) in the developed methodology.An additional target group are also European organizations disseminating educational innovations, policy makers and school heads, educational media. To disseminate the project, social networks will be widely used, which are the basic communication tool for students and teachers.

<< Objectives >>In INVIST we will build a transnational identity and civic engagement. We want to show how migrations fit into the DNA of our continent as almost every European is a migrant or a descendant of migrants. There is no way to address the biggest challenges of our times - climate change or energy security - from a national perspective, and we want to prove it. A common identity and engagement is crucial for the safe future of young Europeans.<< Implementation >>We will build on research to create an innovative set of educational materials on migrations, using digital tools to tell history from a perspective of groups often left aside in national history narratives. The Educational Migration Toolkit, powered by teacher trainings, will help educators better navigate through fast changing and complex reality and find a way to explain often complicated, ambiguous and difficult social phenomena<< Results >>Our cooperation will result in creating, testing and disseminating a new approach in teaching about European migrations. The Educational Migration Toolkit, available in 5 languages, consists of innovative tools and content to strengthen the reflection and understanding of social processes to make a real transformation of how we teach history and shape civic engagement. We will raise teachers’ competences so they can raise conscient citizens of Europe.

"Mathematics is generally perceived by students as one of the most difficult school subjects, which is not useful at all in everyday life. For many years there has been social approval for not being good in maths. Therefore, the goal of the Added Value project was to change the approach to teaching mathematics in Polish and European schools. We wanted to show students the practical application of mathematics and set it in the context of everyday life, but above all help students believe that they can learn maths and that it is worth doing.The research carried out as part of the program (in-depth interviews with teachers, desk research etc.) shows that problems with teaching maths are a common experience of various European countries. Often teachers, due to overloaded program or lack of time, limit themselves to theoretical knowledge and imitative exercises instead of teaching how to use maths to solve real-life problems in a creative way. Despite the fact that the core curricula emphasize reasoning, argumentation and problem solving strategies, in practice lessons are often limited to duplication of patterns. Excessive focus on basic skills suppresses curiosity and creativity in students. You can also see the mechanism of dividing students into so-called ""mathematicians"" and ""humanists"", the latter - having once obtained this label feel free from a further being good in mathematics.That is why the School with Class Foundation together with partners from Spain (Asociación Smilemundo), the Netherlands (NHL Stenden) and Ireland (Universal Learning Systems), developed easy-to-use and universal tools that help teachers in conducting lessons that show the practical application of mathematics in everyday life. The materials are based on the design thinking method and show students that maths is an important element of the world around us. They emphasize the role of independent planning and cooperation of students and promote the use of many different soft skills and competences. They show the interpenetration of various fields of knowledge and encourage to strengthen cooperation between teachers. All materials have a common motto “Mathematics is everywhere”! They consist of:• A mathematical toolbox: a set of 8 ready-to-use ideas for interdisciplinary classes with an explanation of the methodology and pedagogical approach (each idea includes ready-made work cards for students and guidelines for teachers, all developed according to one coherent methodology) and open forms for creating own challenges based on program methodology. The toolbox is supplemented with films showing in practice the work of the design thinking method.• a set of interactive mathematical posters.All these materials are available on the easy-to-use website in four languages.The materials developed within the project were extensively tested in schools. 264 schools from four partner countries (261 from Poland and one from the Netherlands, Spain and Ireland) got involved in the tests. 195 teachers were involved (including 191 from Poland). Challenges have been completed a total of 442 times (438 in Poland, 2 in the Netherlands, 1 each in Spain and Ireland). 5296 students took part in the classes (including 5228 from Poland).Tests and evaluation show that the goal of showing the usefulness of mathematics in everyday life has been achieved. While solving real problems students saw maths is necessary in many areas of an adult life. The materials also effectively help change the students' negative attitude towards mathematics to genuine commitment and engagement. They give students the opportunity to make their own decisions and take responsibility. Thanks to the classed based on Added Value scenarios students could also learn self-planning. Working with the design thinking method encouraged students to test different ideas and showed that one can make a mistake for which they will not be punished. The lessons involved all students, including the weaker ones. The materials also supported classroom integration and enabled students to get to know each other better. Teacher confidence in students has also increased. The materials supported interdisciplinary learning and teacher collaboration. By extending the project to other subjects, students practiced many skills at the same time.The materials and the developed approach are and will be further promoted by project partners among schools and local authorities. The use of the proposed scenarios on a wider scale, i.e. the introduction of an interdisciplinary and problem-based approach to the acquisition of knowledge, skills and social competences by students would involve needed changes in the curriculum, a certain reorganization of student styles, but - as our research has shown - it is also possible in the current Polish reality and European schools."

"To deconstruct erroneous speeches and ideas on the European Union and to bring to the foreground a critical mindset constitutes a priority in front of a European current events characterized by disengagement and by citizen’s doubts, particularly with the aim of the European Parliament’s elections in 2019. Through an adapted and innovative educational approach for pupils and teachers, the R-EU-CONNECTED project settled as first purpose the project aims to bring Europe closer to its citizens, by improving their knowledge of the values and the European mechanisms. The experience of the European partners acquired during their awareness-raising activities focused on Europe within schools, and more widely with the general public, led us to identify a priority need: create educational modules in Europe to support the school and educational world. The central methodology of the project is to allow the young citizens to become co-actors of the building of the educational programs. The main objective of our project is to bring to the young people knowledge allowing them to have a free will on this subject, to provide the teachers of accessible, playful and usable tools and finally to contribute to increase the participation of the citizens in the European elections of May, 2019. The package aims in particular at two objectives targeted by the European Commission: the awareness and the will to consider the concerns of the citizens thanks to the collection of feedback during the project activities and to share it with the European decision-makers.
We are going to mobilize the educational world using modules designed taking into account the European dimension joining the sectors of the training of the popular education, the school education, the institutional world, but also that of the research by integrating an artistic dimension. Beginning in September, 2018, our project which will end in September, 2020, will be jointly led to the European level and to the national level by following these steps: - Analysis of the needs. In every country, the partner will have for mission to establish a consortium to estimate needs and specific national expectations in term of contents. This analysis will allow us to implement a methodology adapted to every type of public going from the educational path to the main event ""decoders of the European Union"" by taking care of binding the public (school, parents, public of associations, teachers) and of demonstrating the relevance of this link. - Creation of an interactive educational module. Supported by the European parliament in 2014, the design of parliamentary simulations ""Eurodeputy for a day "" and the tools on the European anthem directed to primary schools (which obtained the label Paris Europe in 2017) will inspire the creation of two new educational programs directed to 10 classes. At the end of these educational programs, the pupils will build one decoder event (fact checking basing on the device(plan) https://ec.europa.eu/france/news/decodeurseurope_fr ) - Teachers’ training. Teachers will be trained to learn how to use the final educational tool and its methodology. This training will complete the partners’ training offer (« Education for civic literacy » about sensitization to Europe and Erasmus+ training on the School Education Gateway platform. R-EU-CONNECTED will insure its sustainability through the multiplicity of actors and their networks and by its presence on the School Education Gateway platform in the future."

In recent years, steps have been taken to combat extremism and radicalization through recommendations and laws aimed at characterizing and prohibiting extremist speech leading to violence. This preventive effort also involves the need for training of professionals and few specifically European tools have been developed. Our aim is to fill this gap. It is a question of training higher education professionals, managers and education leaders who define training courses in order to help each political decision-maker to better construct training plans aimed directly at education and training. To achieve this, the CEDAR project is based on the production, implementation and deployment of European training for teachers and trainers to enable them to improve their skills on the issues of deviance and extremism in educational and university circles. The aim is also to support these education professionals in order to provide them with the keys to identifying and preventing risks. The CEDAR project will make it possible to train university professionals on the implementation of appropriate actions in relation to situations of deviance and extremism that can lead to violence among young people and students.The CEDAR project aims to produce multilingual training modules (French, Spanish, English) but will also develop a network of European trainers capable of disseminating these training courses and integrating them into degree courses. It will also aim to increase the skills of professionals from community organisations and associations working directly with young people in neighbourhoods with specific target groups (migrants, unemployed young people and early school leavers, etc.). Indeed, services in charge of youth in educational contexts are bearing an increasing burden (increase in specific cases, new forms of migration in the European context due to conflicts in the world or sometimes natural disasters ...) and, at the same time, they must be aware of the risks linked to violent extremism, which has become a daily reality.By mobilising scientists and academics with expertise in these fields at European level and by organising two training sessions in Europe which will be multiplied at national level in the partner countries, the CEDAR project will enable the design and implementation of a comprehensive course to accompany European trainers and teachers on these issues of radicalisation and violent extremism among young people. An e-learning platform will be accessible to professionals who will then be sensitised and trained on the risk factors of radicalisation among young people and students. Our project will be based on empowering students themselves by strengthening their civic engagement through the use of the counter-discourse process (Students Against Hate). In particular, students will be encouraged to participate in awareness campaigns on campus.