"In today's world consumerism is incresing with each passing day incredibly and we will be faced with this ground breaking issue not only today but also in the future. We are over-using the natural resources of the planet as if they are endless.People behave as their self-worth is only driven by their possesions and especially today's young feel to pressed to obtain goods beyond their basic needs.Unfortunately,today's teenagers have been associated with the most materialistic generation.In accordance with Horizon 2020, ""CAUTION!The Rise of the ECO-Warriors"" project will point out to promote a more resource efficient European economy and society.We aim to help our students understand global issues,see the connections to their lives and empower them to create a sustainable world.The WWF’s study Living Planet Report 2016 shows that globally we are already in overshoot consuming 30% percent more resources than the Earth can replenish each year,which isleading to deforestation,degraded soils,polluted air and water and dramatic declines in numbers of fish and other species.This is because the project will educate the participants how to build sustainable,informed communities that are economically,environmentally and socially sound and encourage them to solve how to keep our environment healthy and preserve it for the future generations.If we educate teenagers about the destructive effects of excessive consumerism,theywill of course realise the world and also their future is hung by thread.Drawing attention of them is the first and the most important step to take them action.Everybody knows well and believe that the youth can accomplish everything if they want.They can both save the world and their future.""The CREW"" project will put design thinking into practice and brainstorm big ideas to deal with more advanced topic like how to protect the Earth,our most valuable heritage for future generations.Our project having distinct activities in different transversal subjects will integrate cross-curricular teaching with problem-based,project-based and game-based learning along with projects related to the environmental issues.The teachers will define a real-life problem with activities such as “The House of Mother Nature” and ask open-ended question that drives thinking and learning.While building a prototype of a machine or device that can help solve the ocean trash problems with ""Save the Oceans""activity,the students will make real-life connections.So,the school will not be a place where they learn but instead becomes the entire experience of learning itself.In this process we will form 3 Clubs (Three Rs, Gardening and GYH)to fulfill some duties and tasks in each partner school.The activities like ""Making Own Fertilizer"" or ""Weaving Carpet"" workshops aims to build a more sustainable European Culture by celebrating the past to build our future.""Discussion events"" that will take place in LTT's will help young people to cherish their own cultural heritage,discover their diversity and enrich their lives by interacting with each other.Dance and Song performances prepared by ""GYH"" Club will solve problems like being stranger to different cultures in EuropeanUnion and explore the cultural diversity of Europe.By celebrating ""Buy Nothing Day ""students will reflect upon the ideas of consumption and waste.With ""Gardening Club"" activities', the project will also promote conscious eating behaviour and adopt a healthy nutrition as a natural part of the daily routine.The activities of the partnership include teenagers between 14-18.The project will bring together 60 teachers and 120 students from 6 different European countries(Bulgaria,Turkey,Poland,Spain,Lithuania and Portugal) to develop a set of thinking reasoning, teamwork, investigative and creative skills that they can use in all areas of their lives.The concrete objectives of the partnership are many, but they all stem from one urgent need: to make new generation friendlier and tolerant.In 24 months,6 project meetings will be held in three-month intervals.We will do 1 short term joint staff training and 5 short term exchanges of groups of pupils.Expect from 6 on-line conferences within LTTs,there will also be 10 on-line meeting events for students to share their work.Our aim is to publicize all the actions that will take place during the project.The ""CREW"" project involve both internal and external stakeholders in project activities as contributors and active participants.We will adopt a multi-strand approach to ensure our efforts are effective, so the dissemination activities will include on-line and off-line dissemination channels to make the project easily accessible and available for parents,local community and media to view. We will cooperate with the local Environmetalists, Professors and Policy Makers in every phase of the project.These people will be invited to join online and face-to-face discussion events and see concrete actions like school festivals."

With the effect of information age,on the one hand information is produced rapidly,on the other hand this information reach us by means of social media.Social media has an important effect in a society by providing them basic knowledge and information on all aspects of a single issue or on various issues of national and international level. CSAGE Project's aim is trying to mitigate the negative aspects of social media while improving upon the positive effects in students educational and social life.CSAGE typically appeared by not having the right knowledge about social media usage as a result of personal, social, economic, geographical, education or family­ related reasons.Within this framework, the CSAGE project was designed to focus mainly on true social media usage by using different teaching methods under the observation of teachers, parents or other stakeholders. The project consists of 7 partners from Turkey, Italy, Portugal,Slovakia, Poland,Crotia and Bulgaria.The concrete objectives of the partnership are many, but they all stem from one urgent need: to make new generation friendlier.The 4 of the schools are secondary vocational and technical schools ; the other 3 partners are general secondary schools. The participating organizations/schools aimed to promote the students’ professional developments in the field of ICT by collecting relevant information. CSAGE Project tasks' and activities attributed to strenghen the cooperation between partner schools and promote the development ,testing and implementation of innovative practises which helped educators to improve their teaching techniques by building a sense of student achievement and producing relevant educational material through cross-­country cooperations .Here are the the main project activities and events which were carried out through either distance or close partner cooperation. - Creating internet platforms like the Project Website ( http://erasmusproject3.wix.com/erasmus) , E-twinning Platform (Connect, Share and Get Enlighted) ,Instagram Account (connect_share_get_enlighted) ,Twitter (@ConnectShare7) and Facebook Group.(Connect, Share and Get Enlighted).Using these platforms the studenst themselves joined groupwork activities like problem solving and decision making with their partners across Europe that hepled them to gain analytical thinking strategies.-21st Century Teenagers Play acted by each of partner countries' students,-Social Media Quiz Shows,-Documentary Films,(The students shooted their own films that reflect their countries and regions,so they were not just the consumers of Social Media)-Online European Newspaper Creating the content of the Online Newspaper helped the students develop critical thinking, social, technial mehnical and artistic skills.And also,through using the website the students and teachers understand the strategies about creating blogs,pages and they became involved in message boards that provide parteners a chance to develop their writing and reading skills with the target language. In conclusion, during the twenty seventh months of the CSAGE project’s implementation,the participating teachers had the opportunity to develop and/or improve their pedagogical skills and expertise with European projects while the participating students practiced teamwork, organized events, sharpened their creativity, communicated with their peers abroad, and, especially, enhanced their sense of belonging as members of European Community.On the other hand,activities that were held allowed the project’s results to be disseminated locally, nationally, and on a European level. In the long run, the project can be a window on the world for every participant and stakeholder because everybody has had new experiences outside their own communities and also the creation of a closely­-knit network of European schools interested in dealing with wrong social media usage strategies effectively could be a future benefit.The activities in the CSAGE have stimulated and encouraged the students creativity to find new ways for the best solutions.While commenting on,analysing and generating new ideas,the participants have looked at things from different perspectives through interaction with friends from different cultures,the students build on their intercultural competences. This will enable not only the further development with relevant educational purposes,but also encourage the participants to share their experiences and good practices and establish a long­distance cooperation between teachers across Europe.

"In the ""European School"" world a difficult and social phenomenon has been developed, identifiable through observable ""symptoms"", which could be defined as indicators of school failure. Repetitions, absences, poor quality of the results, up to the early school leaving (according to Eurostat data in 2019, more than 10.6% of young Europeans between 16 and 24 years old left the school).This phenomenon, indicated with the term of school drops out, is accentuated for those who come from complex culturaland economic contexts (see European Commission / EACEA 2014 ""Tackling Early Leaving From Education and Training in Europe"").Based on these considerations, the project “P.AR.T.E.R.R.E. - Performing ARts as a Tool for knowlEdge of the EuRopean aRtistic and cultural hEritage""intends, through the realization of a strategic partnership between the State High School"" Walter Gropius ""(Italy), the Sredno Uchilitche"" Bacho Kiro ""(Bulgaria), the Institute of Educacion Secundaria ""Fuente Nueva"" (Spain) and the “Fatih Anadolu Lisesi” (Turkey) to create virtuous exchange processes to support the enhancement of the performing arts as useful tools for understanding and transmitting the European artistic and cultural heritage in order to fight against early school leaving.The priority is, in fact, the objective of projecting students into a European dimension, where it is fully recognized that artistic and cultural heritage plays an important role in all societies, creating a feeling of active participation within and beyond national borders.Specifically, the objectives of the project are:- to combat early school leaving and strengthen the inclusion;- to promote a creative approach to learning, through the performing arts, based on the idea that the European artistic and cultural heritage offers students the opportunity to engage in training experiences able to contribute to the improvement of society and ways to live;- to developskills in the field of active and democratic citizenship through the enhancement of European identity, respect for differences, dialogue among cultures;-to enhance the development of foreign and digital skills;- to improve the School as an active community, open to the local and international community.In this regard, the project will be based on the realization of:- 4 virtual mobility activities, planned through eTwinning, addressed to 24 students aged between 16 and 18 from the High School partners, and 4 transnational mobility in Spain, Turkey, Bulgaria and Italy, lasting 1 week , including travel days, which will be addressed, on shift, to groups of 6 students for each partner school, accompanied by 2 teachers;- 1 session of meetings via eTwinning (4 each of 4 hours) and a next one Joint Staff Training Event in Italy, lasting 3 days plus 2 travel days, in favour of 2 teachers for each partner School (one of the study fields and the other basic) in order to acquire notions and techniques useful for the correct use of the Visual Thinking Strategies (VTS) methodology in their own teaching didactic.The mentioned activities will end with the realization of the following project results: - a 3D video musical ""Europe is Art of brotherhood"" summarizing the Erasmus + experience, created by the learners themselves; - an electronic kit on the TwinSpace relating to the correct use of the VTS methodology created by the participating teachers.From the realization of the project, the following impacts are expected:a) adoption of an approach to non-formal learning able to innovate the educational system of the participating Schools, through the integration in their training plans of the teaching methodologies used during the project (project-based through eTwinning, VTS and cooperative learning). This will convert after 9 months from the conclusion of the project:- in the reduction of the percentage of early school leaving by at least 0.3%; -in the improvement of students' assessments regarding the acquisition of cultural, intercultural, linguistic and digital skills (markers: results of the final votes and the Self-Assessment Report 2022-2023);b) structuring of each participating School in terms of active community, open to the local and international community, detectable by the increase in:- number of national collaborations (at local level, within 9 months from the conclusion of the project, each School will promote a local project, in cooperation with local Bodies and Associations, based on this project experience); -number of international collaborations (it is expected that, after 9 months from the conclusion of the project, each partner school has at least participated in other two Erasmus + experiences, possibly in the framework of KA1 projects)."

The major aim of this Strategic Partnership was to develop pupils’ transversal skills in order to promote leadership in secondary education. To acquire this goal, we decided to use forensics and creative theatre as teaching/learning/training tools. Our main target group involved 15-18 year-old pupils. We believed that our innovative educational approaches would help the shift from old paradigms of teaching to new ones - the 21st century learner-centered multimedia environment, with the teacher as facilitator.Our Partnership included secondary schools from Bulgaria, Slovakia,Turkey, Greece, Romania, Italy and Spain. The partner organisations shared common interests and ambition to enhance cross-culture connectedness, to apply various ICT in the learning-teaching process, to foster leadership and media training, community service, and educational travel. We established a strong and committed Strategic Partnership with an added value to all the partners, whose role in the project was specific. The various profiles of our organisations contributed to the fair distributions of tasks, and significantly enriched our endeavour to provide modern education with innovative tools that would bridge the gap between the restricted curricula opportunities of secondary education, and young people's real needs for their future educational and career development.The concrete objectives of this Partnership, that we successfully met, were: To develop clear strategies, vision and impact of competitive forensics and creative theatre, as innovative educational approaches; To develop a cadre of young leaders who wouldl share their knowledge and skills with their peers through positive action; To develop a commitment to transnational cooperation and internationalisation of education; To foster relationships between young people from different ethnic, religious, and national groups; To generate more efficient communication in foreign languages; To share each partner's innovative teaching methods and good practices, in order to modernise education.Advanced technology has qualitatively transformed today's learning and teaching. For the purposes of our project activities, and in particular virtual mobility, we decided to take advantage of Celtx Edge tool, and all suitable ICT. Online social media significantly enriched the educational process because the target groups had regular access to new types of information and knowledge. It also enhanced the sense of European citizenship - teachers and pupils alike learned to work virtually in transnational teams.Some of the planned activities included: pupils’ presentations in English during forensics international tournaments; creative theatre performances; teachers’ training in transversal attitudes, skills and knowledge. In our blended mobilities all the participants joined a variety of training sessions, webinars, workshops, community-based programs, study tours, and cultural events. Our planned transnational meetings focused primarily on the exploration of educational issues through interactive activities, practical experiences, and other hands-on opportunities. Participants learned more about democratic practices, youth leadership, conflict resolution, problem solving, communication skills, critical thinking, tolerance and respect for diversity, and team building.Different learning outcomes must be taken into account in education: knowledge, skills, emotions, attitudes, and competences. To achieve our goals, we applied the project method, problem-based learning, peer teaching, the flipped classroom strategy, creative drama methodology, and RMA (the reciprocal maieutic approach). These innovative approaches have intensified the major aspects of education for democracy: citizenship, diversity, human rights, mediation, fighting prejudice, media literacy.Some short-term results included: giving our target groups of teens the chance to say out loud what worried them, encouraging their critical and creative thinking, expanding their knowledge of English, refining their oral production and presentation, and, of course, providing lots of fun and games in between serious issues. Throughout the project lifetime, all the participants did their best to turn our international collaboration into an enjoyable experience, where everyone felt important. Long-term benefits have involved several aspects of crucial importance: enhancing positive leadership as a role-model among students; establishing the leading role of pupils' councils as mediators in the teacher-student-parent paradigm; implementing in everyday teaching the good practices shared from the partners; introducing Europass in school; further cooperation between the partner organisations. Luckily, this project has become a FACT, and our synergistic efforts have contributed to establishing education among the leading factors of our globalised future.

"Science and technology are improving the quality of human life by creating innovative technology that is becoming a more integrated part of our lives.The aim of the ""MET"" inside project is to engage students and teachers in E-STEM by making real-life connections so that school is not a place where they go to learn but instead becomes the entire experience of learning itself.Integrating environmental education into STEM learning and transfrorming it E-STEM will make the project different from the other ones.This will lead students experience and solve local community challenges through a combination of environmental education,environmental science issues and citizen science activities. In addition to dealing with Eco-friendly issues,the students will also work with programmable robots and simple mechanism they produced,so they will meet the world of robotics,learn the strategies underlying computer coding and appreciate their learnings about the computational thinking skills that EU Science Hub name this skill as “thinking as a computer scientist"".During the Robotic and Coding education integrated with STEM,the teachers and students will use Mindstorm Ev3,Arduino and 3D printed classroom materials,as well.We have to overcome the socio-economic crisis affecting European countries to boost growth and foster social equity and inclusion.We intend better prepare our students,especially the girls,for the future labor market,developing their skills in such a very important subject of this phenomena of globalization.According to a survey conducted by,Girls Who Code,the percentage of women in computing will fall from 24% to 22% in 2025.One of the main mission of this project is to encourage young girls to take interest in technology and change the people’s perception of coding as ""uncool"" and ""for boys only."" The activities of the partnership include teenagers between 14-18.The project will bring together 72 teachers and 108 students from 6 different European countries (Turkey,Poland,Spain,Italy,Lithuania and Portugal) to develop a set of thinking reasoning,teamwork,investigative, and creative skills that they can use in all areas of their lives.The concrete objectives of the partnership are many, but they all stem from one urgent need: to make new generation friendlier and tolerant.In 24 months,6 project meetings will be held in three-month intervals.We will do 2 short term joint staff training and 4 short term exchanges of groups of pupils.Expect from 6 on-line conferences within LTTs,monthly meetings for project managers and Chemistry,Physics,IT and Maths teachers will be held every last Thursday of each month.Furthermore,there will be 14 online meeting events on E-twinning for students to share their work.The activities will integrate cross-curricular teaching with problem-based,project-based,game-based learning and peer-learning along with studies and projects related to the environmental isuues.The planned structured visits in each LTT such as a factory or a scientific/technological museum will directly serves to improve citizenship education as they involve not only teaching and learning of relevant topics in the classroom,but also the practical experiences gained through activities in wider society that are designed to prepare students for their role as citizens.According to studies,extracurricular activities will spark students' engagement in technology fields and hopefully get them more involved in math,science and computers in class.We ensure the project will have long term benefits.We move from the phase of innovation and experimentation during the two years of the project,so in each project parter school curriculum ROBOTICS will appear as a lesson or at least a club.One of the most useful event for both teachers and students is to communicate in the foreign language.The European Commission fosters multilingualism and language learning because it promote intercultural dialogue and a more inclusive society and help the public to develop a sense of EU citizenship.Our aim is to publicize all the actions that will take place during the project.Therefore,the ""MET inside"" project involve both internal and external stakeholders in project activities as contributors and active participants.We will adopt a multi-strand approach to ensure our efforts are effective,so the dissemination activities will include on-line and off-line dissemination channels to make the project easily accessible and available for parents,local community and media to view.We will cooperate with the local Science centers,Stem Professors and Policy Makers in every phase of the project.These people will be invited to join online and face-to-face discussion events and see concrete actions like Robotic competitions and STEM festivals.The key people will send a content suggestion and journal articles to the STEM related web portals which guarantee that the main findings can be made available for every stakeholder in the long run."