In our schools today, students' social inclusion is a great need especially for those who are socially excluded for different reasons. Not only the refugee students, but also those who stay at home because they are disabled or suffer from neuropsychiatric disorders (NPD) or are being bullied. Students with unstructured families and/or economic problems are also at a disadvantage often displaying poor performance at school.Developing innovative teaching and assessment methods will strengthen leadership in education including distributed leadership and teacher leadership. A ‘whole school approach’ is important as it engages the entire school community (school leaders, staff, learners, and families).SIDE will enable us to foster the development of social, civic and intercultural competences for students in a better manner than today and strengthen the profile of the teaching profession, including teachers, school leaders and teacher educators.About 500 students and 40 teachers/school leaders will participate in this project, out of whom, 84 aged between 13 to 18 will come together at Teaching and Learning Activities. Participant teachers will specialize in areas such as ICT, PE, Languages, Music, Arts, Sciences Maths, and Special Needs.When the project starts, the Swedish school will carry out an online survey for all schools to fill in. This survey will cover issues such as social exclusion, difficulties within school or in a new country and other issues relevant to SIDE.Before the first meeting in Greece, the students will be working on writing poems about friendship and solidarity. They will also develop and present photos and video stories about daily school life focusing on difficult situations experienced at school. While in Greece the Portuguese team will build a Robotics Kit and give instructions to every school on how to assemble it. Between the 1st and 2nd meeting, each school with their students will build and program a robot using the robotics kit supplied by the Portuguese school.During the meeting in Portugal, we will present each school´s robots and demonstrate their work. There will also be a workshop presented by one of our teachers, on Robotics. We will visit a Social and Cultural Association that works with young persons in underprivileged neighborhoods, many of whom are students at the Portuguese school.The Italian team will introduce the rules of the BASKIN game, a new sport invented by an Italian PE teacher, inspired by basketball with modified rules, that allows everyone to play. Between the 2nd and 3rd meeting, the teams will learn and prepare the BASKIN game.During the meeting in Italy, the BASKIN game will again be explained and played into the court and a tournament will be organized. Also, we will maintain connections and hold activities with other Associations which cooperate with our school, working on social inclusion. We will also organize a visit to Matera, the cultural capital, for 2019.The Swedish team will give instructions about the creation of the short stories on the topic friendship, tolerance and solidarity, to be presented in Stockholm. Before the meeting in Stockholm, the students will write and share those short stories.Students will write lyrics and rap texts in English and pass it on to the next country as a relay. The rap texts will be set to music in each school and the song will be practised in all four schools. The outcome will be a performance for the whole school where the rap song will be presented. There will be a lecture on special needs by the SPSM association. After the last meeting, the Swedish school will distribute the final survey to evaluate how well the issues of the project have been handled and how successful the project has been.Methodology to be used while carrying out the project•Teachers will share their experience and didactic methods with colleagues from the other countries through their scheduled Skype meetings;•Students will work together in groups to achieve common goals; •We will apply the methodology of peer teaching/learning, allowing students with better knowledge on a particular topic, to help his/her colleagues•The students' contact with foreign peers will make them more open to accept and welcome new and different students at their school. Be it students with Special Needs, including NPD, or students from different ethnical, social and economic backgrounds.•Teachers will be motivated, as they come in contact with colleagues from different backgrounds and share experiences which will be used to improve methodologies with a view to applying them effectively in the future.•The successful relationships between teachers will lead to future collaboration, thus increasing the schools' EU dimension.•Techniques and Good Practices will be applied not only to current students, but also to future generations of students.

<< Background >>The basis for the Virtual Stroll Across Europe project is the project developed by our project coordinator, Alma Cacan. During the COVID-19 online school, in her Croatian classes, she connected the direct student experience of the urban space and the world of literary works, while at the same time developing creativity and strengthening students’ digital competencies. Since the students have shown great interest in participating in the project and that their responses to such a way of connecting the subject with the public space, while easily achieving the outcomes of the Croatian language and interdisciplinary topics, were positive, among the teachers at Classical Grammar School there was a desire to continue developing and improving the good practices and to rise them to the international level. We saw the potential of expanding the topics to all aspects of culture and the possibility of using the resulting materials in teaching. However, since educational materials must meet the quality standards in terms of content, but also in technical terms, we realized that we do not have the capacity to further develop the project by ourselves and that we will need associates to help us acquire digital competences needed to make satisfactory videos.Given that the teachers in Classical Grammar School have positive experiences with various projects and have successfully cooperated with other schools, but mostly in Croatia, there was a desire to internationalise the school and launch an international project. Projects have a positive impact on the quality of education in general and offer students the opportunity for non-formal experiential learning, and in the international environment, the language and communication competences of students will further be strengthened. In addition, researching the history, culture and traditions of different European countries and noticing their similarities develops awareness of European citizenship, but also of the specifics of each culture, thus increasing tolerance and acceptance of diversity. Therefore, we decided to look for partners from other European countries who are also interested in exploring cultural links between different European cultures and are willing to specialise in creating educational videos about Europe’s cultural heritage. Also, we decided to look for partners who have experience with non-formal learning related to the media and developed methodology for educating students about the process of creating videos.The most important need that our project plans to address is the need for digital educational resources and the development of digital competencies in both students and teachers. The need for such resources was highlighted during the COVID-19 pandemic when all educational processes were switched from in-class lessons to online lessons. The interactive map as a result of this project responds to the need for digital forms of student-centered teaching, innovative and interactive digital educational materials, and the inclusion of innovative approaches, such as project teaching and international cooperation in education. In the circumstances of a pandemic and the sudden digitalization of teaching, it is necessary to find new ways of expressing students' creativity using digital tools, which are applicable in teaching. Students have a pronounced potential for acquiring digital skills, but it is usually not structured, nor constructively oriented. The project will develop a conscious use of digital technologies and encourage the development and application of digital competencies in the school environment. Teachers are faced with the need for more developed digital knowledge and for new forms of teaching and teaching content. The project will provide open access to digital educational content, as well as education for recording and editing their own educational content.<< Objectives >>The three-year KA2 project Virtual Stroll Across Europe (VISA EU), created in cooperation with the Classical Grammar School Zagreb as a coordinator and partner high schools from Greece, Bulgaria and Spain, is intended for high school students (15-18 years) and teachers from Europe.The main goal of the project is to create an interactive map of partnership school cities, produce 8 short videos per partner and integrate street view, an interactive virtual walk, which will present the cultural heritage of partnership cities. The map will be integrated into the Google Maps platform, where video materials with an innovative approach and purpose for schools are added to the already existing content, as well as street view, which will be designed, recorded and edited by students - participants of the project. In addition to the interactive map and video materials, online video lessons for educating students and teachers will be developed in the project.Such resources can be used in both online and in-class lessons of various subjects – History, Geography, Foreign Languages, etc. Since the materials will be available online, everyone will be able to use them despite not participating in the original project. The participants of the project will design content, write synopses and record videos that will present each of the partnership cities. This will encourage students to explore their own cultural heritage. Various recording techniques will be applied, such as drone recording and street view recording methods, in order to encourage the strengthening of digital competencies of students and teachers as well as creativity and innovation in filming and editing. The project encourages new ways of creative expression with the help of digital tools and innovative and interdisciplinary approaches to learning. Project participants will also explore their own heritage and the heritage of other participating countries, and design, create and publicly share videos on the Google Maps platform thus developing intercultural awareness and awareness of European citizenship. For example, participants will explore the cultural ties between Zagreb and other cities and will record materials at selected locations in Zagreb that represent the connection between cities and two European cultures.Planned activities consist of three joint staff meetings in partner countries, four student exchanges in all partner countries with the aim of making video materials, check-up online meetings upon completion of individual project activities and closing conferences in each partnership country. This project will strengthen the key competencies of students and teachers such as interdisciplinary cooperation and innovative approaches to education. Urban spaces will become places for researching culture and places of learning, improving digital competencies and applying what has been learned. By preparing content in a foreign language (English) and communicating with students from other countries, students will develop their language competencies and gain experience of international learning.For the teachers involved in the project, these activities will make their work more attractive and in line with the digital age, and they will also improve their digital competencies.<< Implementation >>The planned activities of this project include: 3 joint staff meetings in all of the partnership countries, 4 student exchanges in all the partnership countries and a final conference in each partnership country. The project begins with an ONLINE KICK-OFF MEETING in November 2021, where we will agree on the ways to achieve the basic objectives of the project, the team structure and the selection of the participants. Everyone will receive a form for the preparation of content / ideas that everyone develops until the arrival of the first meeting. The FIRST JOINT STAFF MEETING will be held in ZAGREB in January 2022, which is attended by teams of teachers and students. The content of the video material will be planned, there will be training on synopsis and script development filming and editing training and post-production training. From November 2021 to May 2022, research will be conducted on what city will be filmed and drafts of synopses and scenarios will be prepared, and knowledge of video editing and editing will be applied. In May 2022, a SECOND JOINT STAFF MEETING will be held in BULGARIA (SOFIA), where all groups will show their progress and show the first videos made. After the meeting in the partner schools, the recording and editing of the video material on the basis of the acquired experiences continues. In September 2022, the FIRST STUDENT EXCHANGE will take place in ZAGREB, which includes a translation workshop, recording material, presenting a video, exchanging experiences and commenting on links with other partner cities. In the preparatory phase for student exchange, all participants explore what they will be filming in the city to which the exchange is travelling. 7 students per partner and 2 teachers participate in the exchange. By August 2022, the post-production of the video material and the placement of one selected video on the map will be finalized. Each partner posts one video, a team of teachers from each country filters the content and selects the best ones for postings on the map. In December 2022, the THIRD JOINT MEETING will be held in GREECE (THESSALONIKI). Experiences and examples of good practice will be exchanged, the materials made will be presented, and an additional workshop will be held. An ONLINE CHECK-UP MEETING will be held in March 2023. In March 2023, there will be a SECOND STUDENT EXCHANGE in BULGARIA (SOFIA). It is planned to record the material and discuss the newly discovered links with partner cities. By July 2023, the post-production of the videos and the placement of the selected ones on the map will be completed. A team of teachers from each country filters the content and selects the best ones for publications on the map. An ONLINE CHECK-UP MEETING will be held in June 2023. In September 2023, there will be a THIRD STUDENT EXCHANGE in GREECE (THESSALONIKI). Materials will be recorded, links with partner cities will be discussed. An ONLINE CHECK-UP MEETING will be held in February 2024. By February 2024, the selection of videos and the placement of the selected ones on the map will be finalized. In March 2024, there will be a FOURTH STUDENT EXCHANGE in SPAIN (MIERES) where materials will be recorded and links with partner cities will be discussed. In June 2024, CHECK-UP MEETING will be held in SPAIN (MIERES) and videos about Mieres will be presented. In August 2024, FINAL CONFERENCES will be held in each partner country. The participants in such a conference in Zagreb will be representatives of schools, the Agency for Education, the Ministry of Science and Education, the Zagreb Tourist Board, associations involved in the development of media literacy and the media. Also, the dissemination of project results will be carried out by teachers' presentations at meetings of professional councils at the school, county, inter-county and state levels. The completion of the project is planned for July 2024.<< Results >>The expected results of our project are: an interactive map, videos with an innovative approach (8 videos per partner = 32 videos by the end of the project), educational recording and editing workshops for students and teachers, digital education (video lectures) for mastering the basics of scriptwriting, filming and editing, 3 joint staff training events in all partner countries, 4 student exchanges in all partner countries with the aim of making video materials, closing conferences in each partner country, exhibition ‘Behind the scenes’, promotional posters with QR codes that are connected to the Google map of the project, a section dedicated to the project on the school's website, promotional materials: T-shirts or umbrellas, bags, etc. with QR code of the card, promotional material for student exchanges.As a result of this project, an interactive map with video materials on selected locations in the cities of the partner schools will be created. It will be designed by using the My Maps option on the Google Maps platform. The user-created layer displays a map with all the data provided by the general map of the GoogleMaps platform with additional content set by the user. The map created in this way can be shared in the form of a link or QR code, which makes it easily accessible and allows sharing on all social networks, can be easily integrated into sites such as school websites and downloaded to a computer. The map remains permanently available, can be edited in real time and can be updated indefinitely. Next, an interactive map, responds to the need for student-centered teaching, innovative and interactive educational materials, and the inclusion of innovative approaches, such as project teaching and international cooperation in education. It also serves as an important tool in developing students' digital competence. One of the innovative elements within the project is certainly the usage of digital technology and the predominant medium of video and street view in the processing of cultural heritage. The value of the project is also that it encourages students to design and create educational videos that can be used in teaching, but also for tourism purposes, and are related to the curricula of various subjects and interdisciplinary topics (English, entrepreneurship, ICT, learn how to learn, civic education, personal development). The project encourages young people to get to know other people's cultures and to cooperate internationally, thus making young people aware of their common European identity. The recorded materials will be in English and will be publicly available on the Google Maps platform where all interested teachers from all over the world will be able to use them in teaching in accordance with the subject curricula of their subject. Students will develop their foreign language competencies by translating from their mother tongue into English for video recording purposes. The materials will be able to be used in teaching foreign languages, history, geography, etc., and will be suitable for use in classrooms and distance learning.Another result of the project is a series of four video lectures adapted to students who have no experience in making video materials on making synopses and scripts, using camera equipment, recording, editing and directing educational video content. Video lectures will be recorded in English and are primarily intended for students and their teachers from all partner countries interested in self-study on synopsis and scripting and recording and editing of videos that present the cultural and historical sights of the cities from which the partner schools come. With the help of video lectures, the development of the use of ICT in teaching and extracurricular activities will be encouraged, and the digital competencies of students and their mentors will be developed.

The SCHOOLS ENGAGE project aims at developing, testing, and validating an innovative educational package for secondary education that builds on Service Learning (SL) as a pedagogical context for cultivating citizenship competences and promoting civic engagement, participation and common values. Service Learning is globally recognized among the most effective pedagogies for building responsibility towards society and fostering civic engagement. It usually concerns the engagement of students in voluntary community service projects that create mutual benefit for themselves and community.On this basis, the SCHOOLS ENGAGE project aims at:1) Enhancing teachers’ professional development by supporting them to apply innovative teaching practices related to service learning and citizenship education and equipping them with tools, methodologies and ready-to use materials. Teachers will be offered flexible ways of training that will enable them to integrate SL in their curricula and ensure their effective CPD.2) Supporting the real life testing and application of SL interventions in schools in four European Countries (Germany, Greece, Bulgaria and Cyprus) and as an extension increase student’s civic participation, strengthen their democratic values and cultivate active citizenship competences such as critical thinking, collaboration, social responsibility, advocacy etc.The project includes key activities: training directly through an international workshop 40 teachers and through online means more than 300; apply SL in the classroom involving more than 100 students, engage a high number of community stakeholders in the SL students projects; reflect upon and evaluate the learning outcomes and impact on students civic engagement.In terms of intellectual inputs, the project will result in: i) a Service Learning teachers training programme, ii) A Schools engage online course offering a highly interactive e-learning course for enabling a larger number of teachers to become effective transmitters of SL and active citizenship education practices, iii) A SL Resource Bank offering a pool of practical resources, teaching and learning scenarios, case studies and experiential learning activities for connecting students’ academic learning with meaningful SL experiences that will contribute to their personal growth and civic engagement, and finally iv) a SL Reflection hand book to help teachers collect accurate data and perform reflective practices with their students in line with the principles of experiential learning pedagogies.It is envisioned that in the long term the projects results will contribute significantly in the introduction of SL and active citizenship education practices in secondary education which as an extension will bring a positive impact upon students willingness and competences to actively and responsibly participate in society while strengthening and cultivating their common and democratic values.

The internet, which has started to take place in every area of our lives, has led to some new transformations with the opportunities provided by the communication among people. While these transformations are mostly for the benefit of humanity, the internet, which has become a part of our lives, does not always have positive results. Excessive use of internet technologies that make daily life easier presents several problems. Some users can use the internet for a long time, never leaving their places or neglecting their daily life activities. Due to the unhealthy / problematic internet use behavior, these users have become increasingly confronted with more problems and psychological distortions in their lives. When the proper use of the internet cannot be achieved, there is the potential to negatively affect human life and create a dependency. According to the results of the European Online Children's survey (2010), it was revealed that 60% of children are online almost every day and that the age of using the Internet decreases gradually. As a result of our research with our project partners, we observed that many EU countries have the same problems.As a result of our meetings with our project partners in accordance with the project partnership structure;- students spend an average of 4-5 hours with the internet in their daily life,-The negative attitudes towards school among the reasons of indifference are at the top of the list,- Teachers in our participating schools need to be renewed in the age of technology;-The unscheduled and unplanned use of technology has emerged as academic failure due to the decrease in the motivation of the course.Project Objectives:Increasing teacher competencies in the use of conscious technology;Effective use of technology and internet in education,Effective use of technology in the courses and the students ' ability to motivate the course,Ability to combat technology dependence,Safe internet use and cyber bullying skills,The ability to plan and implement social and sportive activities which will support development of students through regular children's games will increase.In our project, there are 5 education, training and learning mobilities. These mobilities will take place in Furulundskolan School in Sweden on March 2020, in Hacı Suphiye Bolunmez Imam Hatip Secondary School in Turkey on May 2020, in Ekpedeftırıa Vassılıadı School in Greece on October 2020, in Stejarska Tehnicka Skola Oizijek school in Croatia on March 2021, and in Instituto Di Istruzione Superore, in the Vinci - Giorgio School in Italy on May 2021.Our project partners will participate in all international activities in the Kasımiye Secondary School school and will play an active role in our project at local events.In our project, we have agreed to give Europass mobility certificate, Europass CV and participation certificates to the participants.-In our project, our participants will create a guide for using web-2 tools,-supporting children at risk of technological addiction by contacting them about the use of technology consciously,- In order to raise awareness of cyber bullying, educational short films and posters will be prepared with students in all partner country schools,-In the case of safe internet use, in all our partner schools, parents will be presented with the participation of local representatives and handbooks will be distributedThe traditional game book will be prepared in the time period from the past to the present, which includes traditional games, and the sustainability of our project will be continued after the end of the project.

This century could be considered the information era but it is not easy to skim in this ocean of communication. If we want our students to retrieve accurate news, if we want them more educated and competent, we need to teach them also some special skills. Digital literacy plays a key role in education, preparing students to become information-literate, avoiding the spreading of fake news and using knowledge to improve society. This project wants to enhance learners’ digital skills while scaffolding their critical thinking.The general objective of the project “Digital Literacy in 6 Steps” is using modern technology for both formal and informal education methodology. The biggest challenge for the six European high schools involved in this project will be the creation of a motivational school environment for almost 180 students and 20 teachers coming from: Bulgaria, Greece, Italy, Lithuania, Portugal and Spain. The main objectives of the project are:- Give the necessary tools to evaluate Media Literacy news and viewpoints- Strengthen e-safety concept to the target group- Improve digital learning by using flipped classrooms and collaborative tools- Learning to build realistic and critical profiles on Social Media- Develop the ability to recognize fake news- Promote and disseminate the importance of copyright on socials- Increase communication skills in English- Introduce and implement the eTwinning in the target group.The project educational design is based on six modules providing authentic contents: case studies, simulations and workshops. The activities will support students to communicate their ideas through gamification, creative media and laboratories, online polls.Planned Activities: 1. Social Media Literacy – managing your online presence.Case studies on negative and positive social media cases.Tips on the use of social media.Creation of students’ dos and don’ts through a poll.2. ICT Literacy – learning through blogs, social networking, online educational communities.Workshop: in-depth activities on source evaluation.Simulation and exercises on dissecting news sources.3. Online Learning and Team-working – collaborating in flipped classrooms.Workshop: advantages and disadvantages of Flipped Classroom approach, sharing good practices.Seminar: new strategies to improve learning and teaching activities.Elaboration of a manual for using collaborative tools and flipped classroom approach.4. E-safety protecting users against dangerous online activities. Survey on e-safety.Students’ contribution to e-safety through comics, posters, Powerpoints. Creation of the e-safety symbol.Creation of the Kahoot survey.5. Media Literacy – improving knowledge about copyright and responsibilities.Research and case study on the digital footprint.Production of a collaborative document on users’ responsibilities on the net.Creation of a webpage and its Creative Common License.Digital portfolio as a final task.6. Information Literacy – combining information from multiple source, to evaluate information.Case studies: how fake news can affect and influence the way we live.Practical exercises to detect fake news.The project methodology will:- boost communication and collaboration between learners and teachers, with forums and creative laboratories- Provide opportunities for active learning, with flipped classrooms and practical competences- Allow students independence and autonomy during their learning experience- Convey clear expectations while setting specific goals- Provide appropriate and well-timed feedback.During all the project activities support and aid will be based on: teacher-student; student-student and student-learning resources.According to our objectives the results will be:- Development of the capability to dissect a news source, interpreting and making connections between different sources of information- Reinforcement of e-safety concept- Enhancement of digital learning- Growth of a critical thought while using social profiles- Ability to recognize fake news, asses and evaluate information- Increased perception of copyright to create ethical media literacy content- Students familiar of eTwinning and able to use it.The foreign language skills, of all the actors involved, will be improved by a practical use while communicating with international partners. The project will also show intangible long-term outcomes. Teachers will improve project-management and team-work skills while students will gain self-confidence, public speaking ability, interpersonal communication, teamwork competences.Even after its conclusion, the project will deliver benefits in term of positive models to future beneficiaries because all the material and works will be on the project web, accessible and possibly implemented by the schools involved. Moreover, the app will create further dissemination for other potential digital literates.