ContextEnvironmental education addresses cognitive, affective, and psychomotor learning of the students. Information gained through preschool and school ages underpins the terminal behaviors of the future. We can raise such active individuals who are conscious on environmental problems, responsible and decision makers. However, sustaining the indifference to protection of the environment will probably put the humanity on the verge of big dangers. Just to spite the humans invading the nature for their self-interest, we need to raise the next generation equipped with environmental consciousness for a livable and sustainable world. Thanks to the intramural and extramural projects we plan to conduct, we will make sure that the participants to these projects will have the love of nature and respect to it. Numerous planned activities will enable the environmental consciousness and awareness through fun, application and creative designs.ObjectivesO1- Increasing the awareness of the students for nature by using art and technologyO2- Ensuring the sustainability for the next generationsO3- Improving the creative natural skills of the studentsO4- Strengthening our social responsibility behaviorsO5- Acquainting the students with the environmental problems of the society and contributing to the precautionsO6- Improving the consciousness of saving by teaching the types of wasteO7- Introducing types of waste and teaching the students the importance of recyclingO8- Teaching the germination and development stages of plants by firsthand experienceO9- Forming a livable environment with the awareness of an active individualActivitiesEach LTTA participating to the project will organize meetings with the local NGOs to look over to the environmental issues in the local area, cultural activities and visits, teaching workshops which will enhance the interdisciplinary collaboration,and information on the methodology of organizing a local environmental action with students.The LTTAs are;LTTA1-TR-My botanical garden, garden and balcony decoration, seed growing, germination, , slogan, photo album, visit to Istaç Recycling Factory, my flowerpot, financial literacy seminar by bankers, coast#trashtag challengeLTTA2–PL-Zero waste week (introduction of plastic, glass, metal bottles, blue lid, battery and paper) recycling residual oil and devices /speech bubbles in parks, forest#trashtagLTTA3–IT-Theatre fest/La Fontaine in the Court of the Forest–Environmentally friendly short film, cost cleaning and #trashtag, fabric bag making, trekking to discover Mediterranean biodiversityLTTA4–MKD-Environmentally friendly animations, naming the characters from nature, waste listing at home and school,attending vintage harvest, making bee hive and collecting honey,feeding cows, herborization at botanical garden,carbon footprintsLTTA5–TR-cycling tour for zero emission in nature and the forest#trashtag challenge, kindergarten decoration and art contest, water treatment plant, savings seminarNumber and Profile of ParticipantsEach short-term exchange mobility will include the participation of 16students(age range between10-16)and 8teachers, and totally 80students and 40teachers will take part in all mobility.Students will be selected regarding transparent criteria (computer and language skills,peer and teamwork ability, availability and adaptability)The METHODOLOGY to be used in carrying out at the project is basically student-centered and cooperative learning and learning through experience. In addition, different assessment methods (evaluation and feedback forms, preliminary and final and satisfaction survey)are used to evaluate implementation, management and dissemination of the project.The success of the mobility is measured comparatively against the results and level of satisfaction of students who gained the environmental awareness.Results and ImpactsTangible results are a large video archive of lectures and recorded videos during the mobility on YouTubeChannel “FOOTFALLSofNATURE’’, many educative materials on different seminars,demonsrative lectures and school presentations and the visuals such as short movies,animations,theater plays,evaluation forms, questionnaires, countless collected waste,clean parks and coasts, numerous plants, recycling seminars by academic people, financial literacy seminars, art contest,cycling tour, fabric bags, waste list,slogans. E-magazine after LTTAs and paper magazine at the end are also vital outputs.Intangible results are improved environmental awareness, stage performance, knowledge on digital tools, raised awareness of attending own learning process, more motivated pupils and further academic achievements, awareness of the similarities and differences, improved communication skills and critical and creative thinking ability.For a sustainable environment, we as teachers, students, and the community will work together for the activities in local and transnational spectrum for many years.

CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds. The purpose of this project was two distinct directions. Hence, Students got more involved in their own learning by using the computer in their studying. They improved their results and performance accordingly. In order to experience what it means to be European, they were exposed to different ways of thinking, values and beliefs. The parnership included 5 schools – TR, MK, LT, IT and BG . AIM: Students' motivation, involvement and school results and to promote intercultural dialogue were improved. OBJECTIVES The objectives were to achieve: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (about 45 percent from the target group improved their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (about 35 percent of students improved those skills) 3. to develop intercultural understanding and acceptance; (about 65 percent of students had better knowledge of other cultures) 4. to develop communication skills in English; (the 121 participants, students and teachers, improved communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback)P.S: The knowledge of other cultures among students were evaluated through final surveys and satisfaction surveys. Also the participants to attend these mobilities joined the English courses at the beginning of the project. MAIN ACTIVITIES C1 - March 2018 - MK - Topic: Software(powtoon) was used to create fun lessons; subtopics were customs and traditions C2 - April 30th-May 2018 - LT - Topic: Online tools were used to create quizzes; subtopic was Maths C3 - November 2018 - BG - Topic:Online tools were used to create booktrailers; subtopic was Literature C4 - April 2019 - IT - Topic: Digital tools were used for artwork; subtopic was Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 70 students aged 15-17 from the 5 schools, were selected from the target group of 250. The students came from very diverse backgrounds - urban and rural - and had a variety of ethnic and religious backgrounds. 51 teachers of ICT, English, Maths, METHODOLOGY The project was designed to cover 5 main areas: Project management included monitoring and evaluation, risk management, financial management, cooperation and communication strategy. 2 TMs were included, 1 at the beginning, and 1 at the end of the project. Implementation of activities involved selection of participants, preparatory training sessions, participation in exchanges Ellaboration of ICT lessons were done prior to the exchanges by each partner institution Dissemination was a continuous process that involved the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences Follow-up and sustainability: Each school selected a group of teachers to implement the new methods during regular class work. The success was measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area were supported to include digital tools during class work in the next year. RESULTS AND IMPACT Students improved knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, storytrailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers had the chance to exchange good practices, teaching methods, opinions and improved English and digital skills, organisational skills, teaching methods and tools. Schools promoted a positive self-image and became more visible in the community. They gained project management experience and set examples for other schools to apply for projects. They also became more cohesive and a positive atmosphere was created among the members.

"The 24-month project "" Energy Helps Strong Economy "" was established in association with Italy (coordinator), Macedonia, Poland, Turkey and Portugal. We have started to see the effects of the destruction that we have done to the world for decades. The amount of cars, the changing demands of the exponentially rising world, the madness of waste, utilization and unaware usage of energy capital making the planet a dangerous place to live. Since electricity requirements increasing every day, fossil fuels exhibit symptoms of accelerated failure. We aspire to raise potential scientists with higher added interest, such as green energy sources, sustainable energy production and usage, share best practices in this area, improve curricula, improve innovative technologies, increase awareness, asking, logical thought, by developing a series of schools in various states in Europe. Our goals are to provide participants with more knowledge, expertise and expertise in the European perspective on sustainable energy sources (solar power, wind power, hydro energy, geothermal power and biofuels) and to build eco-friendly ways of solving the energy crisis; to encourage future consumers to be conscientious citizens and to generate work options in science.Creating implemented best practices in green energies, studying innovative teaching techniques and incorporating them into school curricula; creating big-quality online access tools and expanding them globally through collaboration at European level.The primary population are students between 14 and 18 years of age and educators. The total amount of movement is 100 learners and 40 educators. Major tasks include: meeting collaborators on the eTwinning web platform, project launching day celebrations, conferences, visits to Wind Turbines Park, modeling automobiles utilizing Fusion360 and Arduino, developing wind power roses, Wind Turbine Design Contest, constructing solar stoves, laboratory by scene, Solar Car Race, fingers-on solar cell formation, School meetings, platform for student groups, constructing a photovoltaic and solar household warming network, developing ' Don't Let the Streets Be Frozen with Hydroelectric Power 'Creating apparel including solar cells in the design sector, creating a broad design of sun villages, researching biomass power, laboratory on ""Biogas; energy from junk,"" tracking pellet development and the Oil Fair. Every main individual is accountable for the project planning in their school. The project leader is at the center of the group. Every school must behave according to the working scheme;The predicted outcomes are as follows: students will improve their expertise in listening, reasoning, interviewing, issue solving and creativeness; they will obtain knowledge, abilities, expertise and understanding at European level in the area of clean energy sources; they will aspire to make smart use of energy resources; they will assess their successes in creating ecologically sustainable green technologies so that they will be curious for the energy zone. Participants will develop innovative approaches and strategies through the exchange of knowledge between collaborators, achieve better learning results and bring a foreign aspect to the program as a product of collaboration and alliance.People involved would have the ability to hear about clean technology policies and strategies in various schools. Children will have the ability to engage in the same events and to interact with their European peers; they will acquire more expertise and experience in the area of wind energy. Students ' studies, analytical thought, problem-solving and imaginative skills would improve. Students are involved in sustainability problems, will actively utilize carbon capital in the future and will further recognize the value of green energies. Involved people can improve their personal ability through the flow of shared knowledge and good practices between coworkers.Professors in partnership schools would utilize and improve curricula as open-access green energy tools, the Learning Program for Students and professors of Clean-up Technology and effective practices in their classroom for several years to come. Children will use their talents such as innovation, issue-solving, challenging, analytical thought and understanding of sustainable energy in their future learning or professional life. We will proceed to collaborate with our partners, discuss the findings with them and carry out specific practices. At the completion of the project, our efforts can be posted by the collaborators on the project social media pages.As an effect, the success of the project and its operations would improve the potential of our schools and they will be more recognizable; professors and students would be better prepared at European level."

PROJECT SUMMARYThe project “Healthy Habits, Happy Minds” was a strategic partnership which involved 5 schools from: Romania- coordinator, Macedonia, Italy, Spain and Portugal.All 5 project partners faced problems with the negative effects of bullying based on body shape, of discrimination on social and economic issues, of high rates of children prone to weight problems and food borne diseases, of lack of interest in physical activities, of risky behaviors and early school leaving. It became imperative to raise awareness of the problem and create a common strategy of prevention and intervention with the necessary tools and activities that were relevant to the needs of the participants. The general objective of the project was to provide quality education for a healthy, balanced and active lifestyle and social inclusion through non –formal education in a safe school environment and a European context. The specific objectives were: -to create an innovative methodology of prevention and intervention in teaching healthy habits and social inclusion. -an improvement with 50% of the target students’ lifestyles, eating habits, social and active life. -trained teachers on social inclusion and non-formal education as a result of the joint training events in the European context, based on exchanges of good practice. The project activities were student-centered and needs-oriented, adapted to heterogeneous groups and different age groups. They were connected to the 3 intervention areas of the project: nutrition and healthy habits, active life and wellbeing, socio-emotional health, and they ensured the involvement of a large number of participants.Within the 32 months of implementation all the partners organized workshops, study trips, sports competitions, cooking lessons, debates, exhibitions, online videoconferences, meetings, and discussion sessions.All planned activities were carried out equal to or larger than it was assumed in the project application. The project also used a large range of methods: learning by doing, indoor and outdoor education, active-participatory non-formal education, counselling, virtual and project based collaboration.The main results of the project include: an e-book - a methodology for teaching healthy habits as an OER for teachers which contains methods, lesson plans and good practices, a handbook for students -“The ABC of healthy habits”, Newsletters, a Health Care Calendar, the project’s website, the e-Twinning project, a project survey with data about the target students’ eating habits, general well-being and bullying phenomenon , an online magazine – “Europe’s Teens in Style”, a Self- Reflection Diary .All the main project results are freely available on the project’s website, on partner schools’ websites, different online educational platforms, and social networks.After the analysis of the satisfaction questionnaires, observations, number of views, group discursions, reports and comparative surveys we can confirm that the partners achieved in full the planned activities and results.Project outcomes:While analyzing the indicators of result, we can conclude that the project helped to:-raise awareness of the importance of a healthy, balanced and active lifestyle - to reduce bad health habits. - to increase interest in outdoor and indoor activities - to enhance knowledge on social inclusion and skills for teachers - to promote collaboration between European schools in order to exchange examples of good practice.The project inspired the partner schools to continue their efforts to raise awareness and create innovative approaches regarding socio-emotional health and social inclusion by implementing in the sustainability period the prevention methodology, by creating new e-Twinning projects, by integrating the activities and the examples of good practice in the extra-curricular activities, the school curriculum and optional courses.It is worth mentioning that the project motivated many people to make a change in the system of pro-health education and to get involved in more Erasmus+ projects.

All five (5) partners have decided to write the project concerning the protection of the environment emphasizing the use of renewable energy as the problem needs constant attention and urgent solution. Ecology is not a very popular topic among the young, so it should be introduced in an attractive and practical way.The project's aims include:-making students aware of the importance of using alternative sources of energy-encouraging students to improve their English and ITC skills-promoting an ecological life as a strategy for being ecological and healthy, thus leading a lifelong ecological lifestyle-imposing a long-term policy of schools in dealing with the problem of overusing electricity and neglecting environmental matters-supporting social inclusion and prevention of discrimination-developing knowledge among students and teachers of the diversity of European cultures thus promoting respect and tolerance for other nationsNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: each exchange involves the participation of 6 students per country who will participate directly in the exchanges. These students will be selected prior to each mobility, according to transparent criteria which will involve command of English, ICT skills, voluntary work, involvement in the school-based activities and motivation.Teachers/Adults: there will be teams of 7 teachers at each partner organization so 35 in total who will manage the project implementation. Each of them will be assigned clear tasks from the beginning ranging from linguistic to technical fields.Based on the importance and relevance of their contribution before each exchange the 2 participating teachers will be selected from this team.DESCRIPTION OF ACTIVITIES-During the exchanges, students will join classes in the morning and, in the afternoons, they will work towards the achievement of specific goals within each activity:-C1 in Turkey at the beginning to have a seminar from an academic expert and to form an EU project expert.-C2 in Romania where the project teams will join the workshops about different kinds of renewable energy. There will be a meeting with an expert who will show the types of energy and present the advantages of such an ecological solution; other workshops will include students’ work based on previous findings made as a result of visits to local authorities offices (the Ecology Department), they will make posters about renewable energy, there will be some quizzes, etc. The final product will be an e-book regarding the main topic of the meeting.-C3 in North Macedonia in which the activities will be organized in a forum presented by the students that will include sub-topics such as - What do local authorities do to provide inhabitants with renewable energy?/ Why should we use it? / Effects on health and nature/ The statistical data for applying renewable energy in our regions. The final product will consist of an online magazine containing all the results produced during the meeting.-C4 in Bulgaria, the students will put together the information and statistical data collected and create another e-book with a set of practical advice on how to deal with the most serious environmental problems and the likely consequences if no measure is undertaken.-C5 in Italy where participants will run workshops after which an online magazine will be produced emphasizing practices to be easily done in everyday life to protect the environment – it will be a summary of all previous meetings. Apart from workshops, we are planning to organize visits to a recycling plant, local ecological farms, and plants producing renewable energy appliances.METHODOLOGY-We have divided our topic into several sub-topics which will constitute the theme of each meeting and exchange envisaged in the project. During LTTAs, students will be at the center of all the activities, as we believe that by involving them directly and supervising their work, the project will surely have a stronger impact on them.RESULTS AND IMPACTSWe have assumed the publication of 5 intermediate products which will result from the activities performed during the exchanges. All these will be made available to larger audiences on the project website and through all the dissemination activities included in the dissemination plan. Therefore, we hope that there will be a positive, measurable impact at the level of participants (with a clear increasing in awareness of ecological problems among the target group members), of the local school communities and wider communities, at the level of the institutions involved and other related institutions, at local, regional, national and international levels.Investigating through different approaches, the project will identify and implement innovativestrategies for proper energy use, able to originate the production of new participatory and inclusive contents as well as new fruition opportunities.