According to WHO (2020) COVID-19 is changing older people’s daily routines, the care, and support they receive, their ability to stay socially connected, as well as how they are perceived. Older people, who are considered to be at highest risk for severe illness from COVID-19, are being challenged by the COVID19 restrictions forcing them to spend more time at home in isolation, minimising their contact with other family members, friends, and colleagues, and temporary terminating employment and other activities; all leading to increased anxiety and fear of illness and death – their own and others. Since according to Eurostat 19.2% of people in Europe are now considered elder individuals (Cyprus the 15.1%, Greece the 21.3%, Finland 20.5%, France 20,39%, Lithuania 19%, and Portugal 20.7%), which is 1 every 5 European citizens, it is important that we create opportunities for seniors during the pandemic to cope with loneliness and isolation that negatively affect their everyday lives and their physical and mental wellbeing. Both research and work are increasing their focus on providing for older people through initiatives towards an overall improved quality of life especially during these hard times we are facing due to the pandemic and improving their social life in the best possible way. Existing research reveals the positive role of art on older people. It is evidenced that a higher frequency of engagement with art results in a higher level of well-being and affects health in a positive way. Furthermore, the definition of health is transformed into something that is much more than the lack of disease and art becomes an integrated part of health care. Up until now, it has been reported that art programs in relation to medication and doctor visits have a remarkably lower cost even when it is used alongside conventional treatments. In this framework, we propose MailArt4Seniors project which will focus on the building of a new innovative non-formal training program for Adult educators (social workers involved with the elderly, professionals working in elderly care homes, geriatric psychologists, geriatric nurses, artists offering workshops to elderly people) to help seniors cope with isolation and loneliness, ensure their personal well-being, maintain their social life and enjoy a quality daily living during the pandemic through mail art activities. Mail art has been around for many decades. It’s not a particularly new idea, but in this time of people’s isolation due to the pandemic, it felt very important to revive it and utilize it as an artistic means of expression. Especially seniors who intensively experience social distancing, will be given the opportunity through mail art as a safe mode of communal creativity, to express and share - with their family members, friends and colleagues - feelings, thoughts, emotions, and ideas in an artistic, imaginative, motivating and most importantly safe, for their health, way since distance will be maintained, but loneliness and isolation will be fought. Therefore, having adult educators as the target group of the project and seniors (aged 65 and more) as the final beneficiaries, we propose a project with the following objectives:-To develop an innovative training program for adult educators, to give them the tools, guidance, and proper support to train seniors how to cope with loneliness and isolation using mail art as a tool-To directly train adult educators, who in turn, will train seniors in mail art as a means to cope with loneliness and isolation and at the same time enhance the future effect of those trainings for a wider audience. International cooperation of partners from Lithuania, Finland, Cyprus, France, Portugal, and Italy through the current project is an important factor that will allow them to develop and present a comprehensive training program for seniors to cope with loneliness and isolation during the COVID19 pandemic presenting trans-European recommendations. Another important aspect is the possibility for adult educators to meet, exchange experiences, and concerns. Through our cooperation with a range of related stakeholders and associated partners, we foresee that another result will be a collaborative network of experts in the field of arts who can continue to work and collaborate together after the completion of the project, and who will be involved in the project enhancing the dissemination extent and the project impact.Intellectual OutputsIO1: Collection of best practices of artists involved in mail artIO2: A how-to guide for mail art: Curriculum and training contentsIO3: The MailArt4Seniors eLearning portal

"<< Background >>BACKGROUND AND CURRENT SETTING“1982, United Nations Year of People with a Disability,” is a landmark for the cultural accessibility of people with disabilities. A number of seminal projects sprouted up around that time. The museum of Lons-le-Saulnier, France, usedbodily re-enactment of scenes represented in paintings to introduce people with severe physical disabilities to the history of art, the Washington Metropolitan Ear (Washington, DC) took audio description into theatres and Japanese broadcaster NHK begun transmitting audio described TV programs. In London, Gina Levete pioneered movement workshops with a range of severely disabled people, and founded Shape, an arts development agency for disability and the arts, whichemploys some twenty people today.The road to cultural accessibility has always been bumpy. How are we to assess the extent of changes over the past 40 years, since 1982? Put simply, measures of cultural accessibility do not exist at a national and international level. They ought to be user-focused and assess whether “significant and lasting improvements” have been achieved. The absence of such measures is but one sign of a prevailing culture of neglect for cultural accessibility within national cultural administrations.We cannot in any way speak of “significant improvements” in museum access, for instance, for deaf people, when only a handful of museums in any country provide very limited information in Sign Language. One could call it cultural starvation.Cultural funding remains deeply discriminating. Over the past ten years, tens of billions have been spent worldwide on prestigious new museums and major extensions. As a rule, intellectual and sensory access to collections to people with a sensory disability or with learning disabilities is extremely poor. Few conscious efforts are being made to bring the best of the world’s fabulous cultural collections accessible within reach of people with a disability. Too often public funding is mis-used to maintain and strengthen cultural segregation. Worldwide cultural accessibility and inclusive design of cultural services remain an after-thought.<< Objectives >>European Cultural Heritage has a big role to play in building the future of Europe. In this regard, because it is important to preserve and pass on to future generations, this project wants to reach out to both people with disabilities (PWD), improving their access to culture, and current and future workers in museums, galleries, etc. Accessibility to cultural heritage (CH) is not only a basic human right, but also a fundamental strategy for the valorisation and promotion of heritage.""Accessibility of cultural heritage for All"" is a multidisciplinary area not widely taught across different European study programmes (according to a preliminary analysis), with relevance to areas such as museology, special education, pedagogics, heritage interpretation, archaeology, history, arts, architecture, inclusive and universal design and ICT. Most of them are separate disciplines that should work hand in hand when speaking about accessibility of CH, but they mostly operate in isolation and do not share teaching practice about the needs of PWD. Therefore, professionals entering positions in museums and galleries are not equipped with the knowledge and experience to make their environments more engaging and accessible.With the context of the above, the project aims:- to help museums to have a greater understanding of the needs of PWD visitors and implement necessary changes and improvements in the environment and in attitude- to share best practices in improving skills and competences of cultural institutions and students to work with PWD in order to improve their access to CH;- to establish collaborative partnerships between all the stakeholders- to put forward innovative accessibility solutions, which allow PWD to fully enjoy CH- to engage PWD as advisors, co-creators and evaluators of proposed accessibility solutions- to develop pilot projects that can serve as an inspiration for other stakeholders- to lead by example, raise awareness, stimulate ideas and invite others to actPARTICIPANTSThe project involves 6 countries, 7 project partners and 20 associated partners incorporating experienced Project Managers, academics, researchers, and the CURABILITY target groups. Main target groups are ART & CULTURE LOVERS WITH DISABILITIES (at least 60 directly involved) and CULTURAL WORKERS (at least 60 directly involved). And the final beneficiaries are PEOPLE WITH DISABILITIES (at least 20 directly involved) from partner countries.Wider stakeholder groups, such as media, decision makers and certification bodies will be addressed with the expected number of stakeholders reached to be >5000 EU wide.<< Implementation >>In order to reinforce the production of 4 qualitative & inclusive results, 3DONSET consortium is going to implement the following activities: A1: Overall coordination of the project – P1 A2: Development of Quality Management Plan & quality controls –P4A3: Daily management - All partners A4: Organization of meetings – P2 (TM1), P5 (TM2), P1 (TM3), P1 (TM4)A5: Collection & provision of documents for the interim & final report to the NA – all A6: Dissemination (P2/P5) exploitation activities (P7)A7: Creation & maintenance of project website –P2A8: Preparation of 6-newsletters, of a petition & a campaign & Decalation to the ECTherefore, the allocation of activities, tasks & roles among the partners that follow within the Project Management & Implementation sphere are the following: P1: will be responsible for the overall management. They will also oversee the following activities: - Set at the beginning a project Handbook where all the main information about the project is described in detail & updated from time to time following the actual implementation of the project. - Set a Steering Committee group - Develop the project management processes in terms of voting rules, non-compliance procedures, progress monitoring - Set the tools & procedures for the communication & sharing of documents - Check the actual implementation of the work program defining deadlines, to-do list for the implementation of results, & those related to dissemination, administration, quality,management P4: as Quality Manager, will be responsible to set up all the activities related to the quality assurance procedures of project implementation, setting tools, procedures & tasks for the smooth development of projectactivities & achievement of results according to standards. A first overview of the activities that will run under quality assurance has been described in the draft attached as an Annex to this form. In any case the most important are: - Establish the peer review committee, procedures & tasks, needed for the constant monitoring of the qualitative & quantitative standards to be achieved, to deliver high-quality Results- Evaluation of meetings - Quality control of the contractual results & relative procedures - Risk & contingency plan - Performance indicators P2: will be responsible for setting up a dissemination strategy, but some of the operational actions will be assigned to P6. Dissemination will start from the beginning of the project, building up the foundation for the consecutive exploitation and sustainability of the project. The activities for the dissemination can be summarized as follows: - Setting up of the plan - Preparation of the tools- Development of the graphic identity - Guide partners in the establishment of their internal dissemination strategy - Create & increase the stakeholders’ databaseP7: will setting up the sustainability plan. -Develop the exploitation plan and the strategy for further development, improvement & sustainability of the project outcomes in terms of efforts, resources & activities necessary to be undertaken.<< Results >>In most EU countries, especially nowadays due to the COVID-19 pandemic, youth unemployment rates doubles overall unemployment rates. The EC communication ""Investing in Europe´s Youth"" indicates that action is needed to provide: Better opportunities to access employment; Better opportunities through education and training and better opportunities for solidarity, learning mobility and participation. CURABILITY addresses all 3 areas.The project pioneers to design, pilot-test & evaluate the CURABILITY PROGRAMME which will be accompanied with:- Museums as Role Models (live:docs) (accessible narratives of services in partners' cities museums)- Webinars for Accessible Curators: a combination of theory, practical assignments & hands-on tools to ideate, design & prototype a cultural accessible art place- The CURABILITY COMMUNITY OF PRACTICE, a platform containing teaching & learning material regarding cultural accessibiliy- The CULTURAL VADEMECUMS FROM THE LOCAL TO THE EU LEVELfocusing on the design of the exploitation strategy which will ensure sustainability of products, further exploitation and expansion based on the idea of the 'CURABILITYMOVEMENT'- the ON-LINE ASSESSMENT TOOL ‘CURABILITY CHALLENGE' in the form of a GENIE as part of online accessible platform. - a strong CAMPAIGN namely ""BE CURABLE!,""The project will include all the necessary results to be coherent & successfully implemented. The partners will also deliver the following results:- Project Management Plan that will include specific initiations & guidelines on project management, time & resources allocation, communication process & the quality plan.- Quality Assurance plan covering the overall course of the project to make sure all activities are undertaken in an effective way leading to desired results based on the quality standards agreed upon among the partners.- Dissemination, Exploitation & Sustainability Plan that will outline & set an action plan for all the dissemination activities of the project, while it will also outline specific guidelines on how to secure the sustainability of the project after its completion.- Meetings’ Minutes (4 F2F & 8 Skype) delivered by the partners’ meeting host organisation, in collaboration with the project coordinator.- Reports (e.g. activity, financial, dissemination) as requested by the partnership agreement & the management plan based on which the progress & final reports will be based on to showcase thedevelopment of the project in comparison to the Gantt Chart.- Dissemination Logs where all activities related to the project will be communicated to the Coordinator every 6 months. These will be included in the progress reports.Other results to be produced, during & on CURABILITY completion are:- Project logo, website, FB, Instagram.- Multiplier events (1 for each cultural or disability centre) for the target group & project stakeholders in the framework of the dissemination & exploitation of activities in each country.- Creation & distribution of informative printed & signed material- 7 Newsletters developed & disseminated after important project milestones to be translated in all partner languages, distribute to stakeholders through a massive email system, upload on the project website & social media accounts.- 140 users of the online platform by the end of the project.- 70 users of the CURABILITY Chat Forum.- Experts to offer guidance & support.- 2000 signatures to be collected to support the declaration/ petition- 70 posts to be uploaded on social media.- 70 articles, activities to be uploaded on the e-DATA BANK."

"We chose Information and Communication Technologies (ICT) in adult teaching as the priority of our project because ICTs are playing an important role in the life of many people nowadays.Learning digital skills are required keys to society and economic development. As modern societies and economies are changing due to globalization and technological progress, a fundamental transformation of education and training (E&T) throughout Europe is required to achieve the knowledge and skills needed for growth, employment and active participation in society. ""Digital Storytelling Tools for Adult Educators"" ( DST)- exchange of good practice Erasmus+ Programme strategic partnership is organized by UG KLARA I ROSA (Serbia), The Akademie für Politische Bildung und demokratiefördernde Maßnahmen (Austria), VšĮ EDUKACINIAI PROJEKTAI (Lithuania), Associação Recreativa Cultural e Social de Silveirinhos (Portugal) and Libera Università Europea Terza età Campania (Italy). The primary goal of this project is to allow partner organizations to reinforce EU networks for teaching/learning ICT process increasing. The adult educators and staff will enhance the capacity to work at the transnational level, sharing and exchanging ideas, improving knowledge about practices and DST methods as an inclusive teaching technique.The project partners are all actors involved in the adult education field. The partners come from Serbia, Austria, Lithuania, Portugal and Italy and most of them have already gained experience in the Program Erasmus +.Starting from experiences and good practices owned by the partner institutions on Digital Storytelling method implementation our international consortium will improve adult educators' competencies in using digital storytelling tools in order to create in their classrooms the multimedia projects. ""Digital Storytelling Tools for Adult Educators"" partnership focuses on the use and adaptation of different digital tools in the ICT teaching /learning adult process. Educators will be able to use in the educational system digital storytelling at all levels to help students develop writing, presentation, organization, and problem-solving skills to reach an effective digital inclusion.Our project activities are planned to better prepare and deploy the education and training of professionals for equity, diversity and inclusion challenges in the learning environment using DST method as a motivation strategy to involve all adult people in the digital era.We planned three international project meetings in Italy, mid-term in Serbia a final in Austria, one short-term joint staff training in Portugal focused on digital storytelling method and digital tool skills adult acquiring to enrich educators curricula.The training activities are designed to motivate and encourage participants to learn and test DST method in their adult classrooms. The participants will be trained to teach low-qualified adults/seniors low - digital skilled adults included immigrants on autobiographical approach in digital education.The consortium will provide the following results:-Data sources included field notes and digital stories created by the adult students.-A virtual exhibition of digital stories made by training course participants.-Educator’s toolkit collecting and suggesting digital tools, best practices, improved exchanges during international meetings.-Promotional material design and distribution.During the project activities development, the additional educational experiences, workshops and some cultural related activities are planned in order to reach further impacts, not only digital capability and awareness. Some experts on adult education and DST method will join these mini courses and seminars. For dissemination activities and sustainability activities, a plan and task sharing are prepared, and every partner is given some responsibility for these phases of the project. The project will involve actively relevant stakeholders of local communities and associated partners in the world of adult digital education. These have already been identified at the application stage. They will be involved in local activities and will bring their experiences in storytelling method implementation.The partner organizations will develop and reinforce EU adult educators networks for using the DST method in the teaching/learning process helping to fill the digital divide across Europe."

<< Background >>The COVID 19 pandemic and the recent developments in teaching tools pose new challenges in front of educators and training professionals. Most of them had to quickly shift from face-to-face group settings to online classrooms, where they had to ensure the same level of interaction and involvement of learners. On the other side, learners nowadays do not want to be passive recipients of information, who only read long texts from websites or other digital resources, watch videos or listen to podcasts or webinars on their computers, tablets or smart phones. They expect and want lively interaction as with the trainer / tutor, as well as with their peers. This requires educators to know well the specifics of effective group dynamics in online environment and how to maintain it, so to ensure the same level of people-to-people experience in their virtual lessons and sessions, where students are physically dispersed and usually alone on front of their computers or other digital devices, as in the face-to-face classrooms. Improving trainers’ competences in this field and equipping them with practical exercises how to build and sustain effective group dynamics via digital tools will help them be more effective, capable and confident when preparing for and delivering their online lessons.T4T is a 24-month project focused on strengthening capacity of adult educators and training professionals to work more effectively in online learning environments and for ensuring better engagement and involvement of their learners. The partnership consists of 6 organisations from around Europe (Spain, the Netherlands, Lithuania, Poland, Greece and Bulgaria) - 3 private training centers, one of them is also a cultural organization, 2 NGOs, one of them – a social cooperative, and one university. The project is focused on the following target groups:•Direct: 1) Participating organisations and their experts, who will be directly involved in the project activities; 2) Adult educators (teachers, trainers, mentors, coaches and other training professionals) who work in the field of formal, non-formal and informal adult education.•Indirect, which will indirectly benefit from the project results and will be involved in dissemination and exploitation activities: 1) Training providers which want to develop competences of their educational staff to better work in online settings and to incorporate new ways how to engage their learners in online courses; 2) Adult learners, who will be better engaged in active digital learning experiences.The needs we address are: •Lack of contemporary theory and practice how to develop ICT competence of adult educators. •Need for teachers and students to be adequately trained to work online effectively.•Development of methodological resources (guidelines, list of best practices, or similar) to allow flexibility and direct interaction and communication with learners in digital classrooms.•Creation of practical activities for boosting group dynamics into online lessons.•Improving educators’ competences how to better support learners from disadvantaged groups in online activities.•Integration of innovative practices into the online teaching process.We will meet them by:•Improving educators’ knowledge and skills how to better engage their adult learners in digital settings and for teaching different topics. •Providing access to resources and hands-on materials for online group-based activities for teaching foreign languages, ICT, entrepreneurship and environmental topics.•Increasing trainers’ competences how to use artistic and creative activities for boosting learners’ interaction in online teaching settings. •Providing access to digitally based group activities for interactive teaching and training of adult learners, including of low-skilled and low-qualified people, such from remote areas and disadvantaged backgrounds and people with disabilities.<< Objectives >>New expectations of ‘digital’ learners require continuous improvement of competences of educators and constant transformation and adaptation of learning resources they use. T4T project focuses on supporting adult educators and formal, non-formal and informal training providers to effectively shift towards digital education and to provide the same level of learners’ interaction and ‘human-like’ experience, as in the physical environment.The overall project objective is to strengthen capacity of adult educators and training professionals to build and sustain effective group dynamics in digital education settings, so to better engage their online learners. The specific objectives are:1.Improving educators’ competences about the specifics of building and sustaining effective online group dynamics and ensuring high level of learners’ experience in digital classrooms through development of Guidelines and a Resource Library on the topic.2.Increasing educators’ knowledge and skills to offer and maintain high level of interaction and involvement of students in digitally delivered lessons and sessions through creating an interactive data base with hands-on energisers, warm-up and wrap-up activities suitable for online environment, as well as video resources how to easily apply them. 3.Creating a network of educational professionals and training providers in the field of formal, non-formal and informal education, who are knowledgeable how to ensure the same level of interaction and learners’ involvement in online teaching environment, as well as in the physical one. 4.Promoting cross-sector and transnational cooperation between partner countries and active exchange of experience and lessons learnt between educational providers from formal, non-formal and informal area. The objectives correspond with the Digital Education Action Plan (2021-2027) and its requirements for digitally competent and confident teachers and education and training staff, and high-quality learning content and user-friendly tools. They are in line with the following priorities of Erasmus + Programme:•Addressing digital transformation through development of digital readiness, resilience and capacity.•Improving the competences of educators and other adult education staff.<< Implementation >>The following activities will be implemented to achieve the set objectives and planned results:1) Development of Guidelines how to better set up effective group dynamics in online learning environment – This will help adult educators and training professionals improve their competences about the specifics of building and sustaining effective online group dynamics and ensuring high level of learners’ experience in digital classrooms. 6 different modules will be created on:•Specifics of online learning environment comparing to physical settings and blended learning. •Suitable digital tools and software for maintaining effective online interaction.•Specifics of engaging learners and working in small groups in online learning environment.•Creating engaging energisers and warm-up exercisers suitable for online environment and remote learning.•Boosting online teaching creativity and learners’ engagement through artistic activities.•Educator’s role and behaviour in online teaching environment – some tips for success.2) Creation of a Resource Library with helpful resources how to maintain effective group interaction in online learning environment – It will serve as a data base with at least 30 extra resources on the topic and will help project target groups get a broader picture on the available European practices for actively involving learners in digital education settings. The Library will supplement Guidelines and will serve as a reference point to adult educators. 3) Organisation of a LTTA – it will allow to practically test the developed Guidelines and Resource Library with 18 educators from partner organisations and stakeholders. From one side, this will give hand-on feedback for practical applicability of the developed products. From the other – will laid the foundations of a network of educational professionals and training providers in the field of formal, non-formal and informal education who know how to create and sustain the same level of interaction in digital education setting, as in the physical one. 4) Development of 18 practical exercises (energisers, warm-up and wrap-up activities) suitable for online learning environment for boosting group dynamics in digital classrooms – The interactive data base with hands-on energisers, warm-up and wrap-up activities will give educators easy access to different types of activities and will increase their knowledge and skills to offer and sustain high level of interaction and involvement among their online learners. The exercises will cover 6 different teaching domains:•Language training.•Entrepreneurship training.•Teaching environmental topics.•ICT trainings. •Exercises based on artistic and creative activities.•Exercises suitable for people with disabilities. 5) Organisation of 6 international webinars for piloting the developed exercises into partner countries – From one side they will help project partners collect inputs and opinion of at least 120 real educators about the developed products. From the other – the recorded webinars will be available on the project website and will serve as hands-on resources and a training of trainers tool, which educators can easily access. In addition, the webinars will help to further enlarge the network of educational experts, who can involve their learners in interactive digital group activities. 6) Organisation of 6 LMEs – to present the project results to at least 180 representatives of direct and indirect target groups, stakeholders and associated partners and to allow wider dissemination of the project outputs and outcomes. They will also promote cross-sector and transnational cooperation between partner countries and exchange of experience between different actors from formal, non-formal and informal education. 7) Organisation of 4 TPMs to provide a hands-on space for close review and discussions about project implementation and development of results.<< Results >>The following outputs and outcomes are expected during and after the project:•Result 1/Activity 1: Designing Guidelines how to better set up effective group dynamics in online learning environment: The activity directly supports the achievement of Specific Objectives (SO) 1 & 4. The developed 6 modules will cover 6 different aspects of teaching in digital education settings. They will provide methodological guidelines to adult educators and will improve their knowledge and skills how to build and sustain effective group dynamics in digital education settings.•Result 1/Activity 2: Developing a Resource Library with helpful resources how to maintain effective group interaction in online learning environment: The activity directly supports the achievement of SOs 1 & 4. Additional recourses and materials will give a broader picture to adult educators and training professionals on the available European practices in the area and will serve as a reference point to them. •LTTA: The training is directly linked with SOs 1, 3 & 4 and will help 18 project participants, representatives of the partner organisations and stakeholders, gain hands-on experience with the proposed project approach and the developed Guidelines and Resource Library. The long-term outcome, which will continue beyond the project completion, is the created network of educational professionals and training providers in the field of formal, non-formal and informal education who know how to create and sustain the same level of interaction in digital education setting, as in the physical one. •Result 2/Activity 1: Creating practical exercises (energisers, warm-up and wrap-up activities) suitable for online learning environment and boosting group dynamics: The activity directly supports the achievement of SOs 2 & 4. The developed 18 practical exercises (energisers, warm-up and wrap-up activities) will be specifically focused on building and sustaining group dynamics in digital education setting. They will cover 6 different teaching domains and will increase educators’ competences to maintain high level of interaction and involvement among their online learners. •Result 2/Activity 2: Organising a series of international webinars to pilot the developed exercises into partner countries: The activity directly supports the achievement of SOs 2, 3 & 4. The international webinars will test the developed practical exercises among at least 120 educators from partner organisations, stakeholders and associate partners. The long-term outcome is the expansion of the created network of educational professionals and training providers and involvement of new teachers, trainers, tutors and mentors, who can involve their learners in interactive online group activities. •LMEs: The multiplayer events are directly linked with SOs 3 & 4 and will allow at least 180 representatives of direct and indirect target groups, stakeholders and associated partners, to be introduced to the project approach for active maintaining of group dynamics in online learning environment and to the developed Guidelines, Resource Library, interactive data base with hands-on energisers, warm-up and wrap-up activities suitable for online environment, as well as to video resources (recorded international webinars) how to easily apply them. The long-term outcome is the further expansion of the created network and involvement of adult educators and training providers. As all project results will be uploaded on the project website and available during and after the project completion, they will serve as a hands-on training of trainers tool, which educators can easily access and directly use. This will be another long-term outcome from the project.

In 2019 VšĮ EDUKACINIAI PROJEKTAI (Lithuania) performed the research in 3 Šiauliai city schools (all in all 228 respondents) and Zaffiria (Italy) collected 195 questionnaires in the schools from Emilia-Romagna region. The results are disturbing – neither parents nor teachers know what children are doing online, about 67% of respondents do not know whom to contact when cyberbullying, hate speech is observed, ¼ almost every day communicate with strangers online, 1/3 notice hate groups and aggressive speech. Based on EU Kids online report, in Lithuania, Romania and Norway children use more internet, thus, are more exposed to different risks. In the same report it is also claimed that still there is a shortage of tools, training for children, parents, teachers to combat cyberbullying, hate speech on the internet. A complex issue requires a complex approach.The project “Cooperation to Combat Cyber-bullying and Hate Speech in (Pre-)Primary Schools” (VOICE) is focusing on the challenges of the digital world – cyberbullying and hate speech online – and proposes a different approach of work – listening to the opinion of children and promoting co-education where schools as well as parents are involved in solving these issues.The consortium involves 5 partners from 5 European countries: VšĮ EDUKACINIAI PROJEKTAI (Lithuania), Zaffiria (Italy), Norsensus Mediaforum (Norway), VI One Consultancy (the Netherlands), Bucovina Institute (Romania) and more than 8 associated schools involved in (pre)primary education.The project has set up the following objectives:•To find ways of collaboration, create a space for dialogue between teachers, parents and children that can facilitate the resolution of harmful or dangerous situations online by activating the positive resources of the communities and external stakeholders involved;•To listen to the point of view of children and enable them as EU citizens to debate and reflect on the project topics;•Experimenting with participatory tools and methodologies that enhance media production and participatory word taking for a new relationship with the media and technologies and for new alliances;•Production of guidelines, methodology that can accompany European stakeholders in activating the active participation of people in education and childcare policies;The outputs anticipated in the project:1. Documentary (IO1) with interviews with children explaining their point of view on cyberbullying and hate speech; 2. Cartoon (IO2) to raise awareness of the phenomenon thanks to children creativity;3. Interactive Notebook (IO3) with activities and games to be carried out in the family and at school to stimulate co-education.4. Toolkit for teachers (IO4) who wish to set up a co-educational relationship with families of children in the class: it will contain methodological notes, work ideas but also concrete and sustainable activities, as well as materials to be downloaded to facilitate meaningful educational experiences.With the outputs we are contributing to open pedagogies in education, innovative methods and tools for teaching, training and encouraging the development of the professional competences of staff involved in early childhood education as well as promoting EU values.The activities throughout the period of 3 years are organized in a way so that to achieve the project objectives and create the anticipated outputs. There will be 4 transnational meetings, 1 LTTA and 5 MEs in partners countries to have the outputs disseminated on the European scale.The project is contributing to a new approach promotion:•hearing the voice of children, letting them to become the heroes and experts on the project topics, making input to the creation of the documentary and cartoon; •promoting the need for co-education – the work on prevention, information, proper reaction should be done not only at schools, but also in families;•the work on “difficult” issues should be done already from early age (starting from (pre)primary schools).Teachers (150), trainers (25), families (300), children (500) of primary schools through the project activities, workshops will be involved in the co-development, co-creation and testing of the outputs.The project outputs in 6 languages will be shared with teachers, parents, school management, policy/ decisions makers via created multilingual project website, School Education Gateway, eTwinning and Erasmus+ Results Platforms.