The project was prepared and will be realized by participating partners along with students who want to join forces in the project and learn how to get involved in topics, that have a direct impact on our daily lives, how to use our knowledge and skills to work on the common good, how to help disabled or weak people and have fun at the same time. At the same time, we want to learn about our cultures and countries.Participating organisations are highschools from the Czech Republic, Bulgaria and Turkey. The main topic of the project is active citizenship. Mobilities will be focusing on using art in charity (fashion show Mulberry Flower and Christmas concert), ecology and preservation of nature, practical use of chemistry and biology in preserving nature and a democratic process (MUN).During 2 years we will organize 6 mobilities (2 in each participating country) for always 9 students and 2 accompanying persons from each school (81 students and 18 teachers overall). Each mobility will last 4 days (plus 2 days for travel) and will be preceded by virtual activity in order to prepare participants to the mobility, gain basic knowledge about the topic, find the common ground and get to know each other.Participants are students of partners' high schools (aged 15-19), interested and active in the relevant topic. The students will be accompanied by teachers who have knowledge/experience in the field relevant to the topic of activity (biology, chemistry, art, civics etc. and language teachers) and who speak English.The methodology of activities includes discussions, brainstorming, group work, team building activities, observing the lessons at the host school, practical activities, the Model of United Nations, evaluation and self-evaluation.We expect that thanks to the project the participants will broaden their horizons and develop their skills in the topic of charity and using art in charity, improve their knowledge and skills in the field of preserving nature, improve their knowledge of UN and diplomacy, improve their ability to discuss and understand different points of view, improve their self-esteem, knowledge about other cultures, countries and languages, raise their tolerance, improve the knowledge and use of English. Additionally, schools will improve their skills in project management and management of the international project, improve their knowledge of Erasmus+, gain new contacts and confidence for new, bigger projects, gain the knowledge of foreign school systems, gain inspiration for further work with students.In long term - experience, knowledge and skills gained through the project will help to raise the level of social involvement of participants in relevant topics (ecology, charity, active citizenship), it will improve the level of teaching chemistry, biology and English language in schools, it will help in building common European identity, in breaking barriers inside Europe, exploring various aspects of European identity.

"<< Objectives >>The partners shared the need to launch an Interdisciplinary Didactic Plan for the development of eco-citizenship skills, officially adopted in the educational offer of partner schools, which contains positive and concrete actions that pupils can put in place to be the first actors of change, improving the quality of teaching thanks to the inclusion in the curriculum of an interdisciplinary teaching methodology focused on the themes of sustainability and respect for the environment.<< Implementation >>The topics covered are:- Protection of biodiversity- Energy sustainability- Green and Circular Economy- Sustainable nutrition- Zero waste and Plastic free- Climate changeswhich will be developed with the implementation of the following activities:- Management and JSTE- Didactic research and learning units creation- LUs and Virtual meetings implementation- Short term mobility in Brussels and participation in the European weeks for the environment- Dissemination, evaluation and JSTE<< Results >>The main concrete result consists in the elaboration of 6 working papers included in the ""EDEN Toolkit for Sustainable Citizenship"", a compendium of reflections on teaching methodologies (Step 1 - Awareness), useful strategies to stimulate the emotional and rational involvement of students, forms of communication and languages that can be used in the activities (Step 2 - Awareness-raising), as well as some proposals for concrete actions to be implemented in the classrooms (Step 3 - Action)."

"Our project aimed to show the richness of Europe's cultural heritage and to emphasize its role in strengthening the sense of common identity and building the future. The project was to help to learn about the cultural richness of four partner countries and discover their diversity and unique character. We wanted to develop knowledge about the value and necessity of nature protection leading to the change of consciousness of young people. ""Feel the Forest"" means using all the senses to learn about our environment and thereby shaped our perception of the world.In the ""Feel the Forest"" project we wanted to feel, get to know, explore the forest and use its products. Five secondary schools from Bulgaria, Lithuania, Italy, and Poland prepared a variety of activities to learn about local forests and the skills to use them positively. Despite difficulties, during three real mobilities (Bulgaria, Poland - Orneta, and Italy) and two online mobilities (Lithuania and Poland - Ruciane-Nida) we tried using all the senses for this. We saw different types of forests (pine forest, landscape park, mountain forest), heard wild animals (deer rut, wild animals park), smelled (herbal and pine-scented oils), tasted of forest products. Through numerous workshops and group classes ( art, culinary, nest building, dancing, handicraft), we developed entrepreneurship and technical skills. We studied national and EU policies related to these issues, examine how decisions are made about them that will lead to a better understanding of functioning at national and EU levels and look at how young people can influence the shaping of European cultural heritage. In our activities, we conducted observations of fauna and flora in the natural environment and gathered materials and information using different senses and developing many skills. We intended to involve the curiosity and interest of our students by supporting various activities that include very different skills to make all students happy and motivated. Our project was also connected with the main objectives of our schools. It contributed to the acquisition of key competencies, to develop fundamental skills Showing students the complexity and diversity of partner countries and at the same time strengthening the sense of belonging to the common European territory."

ContextComputer literacy is the knowledge and ability to use computers and technology efficiently and is considered a very important skill to possess in the 21st century. Employers want their workers to have basic computer skills because even small companies are becoming more dependent on computers. Nowadays computers are just as common as pen and paper for writing and for many applications –especially communicating – computers are preferred over pen and paper because of their ability to duplicate and retain information and ease of editing.Our project aims to show both students and teachers how technology can ease their teaching and learning activities and how school can be a lot more interesting and interactive if modern technology is properly used.After a discussion with all the partner schools involved in this project we designed a SWOT analysis about computer skills in our education systems and the impact of the project:Strengths: - Using computers and modern technology can keep students more focus with the subject - Computer skills will help students in their future jobs - Computers have supplied infinite resources for learning and made education more flexible and easy to access Weaknesses: - Some students and teachers may not have access to a computer or internet at home Opportunities: - Interacting with peers from other countries teachers and students can determine the skills that are required on international level - Participating in this project will help both teachers and students to develop their computer skills in a fun way, without having to attend long courses Threats: - Teachers can be resilient to changing their teaching style Objectives:1. To identify the students' computer skills in order to improve the ones they posses and add new ones2. To share diverse teaching methods based on computer skills with other teachers from EU3. To develop the students' language skills, communication, interpersonal and team-working skills4. To develop the students motivation, self-confidence and as a result increase their performance5.To promote and achieve a professional development of the participating teachers6. To produce and gather materials for setting up workshops for underachieving studentsLearning-Teaching-Training Activities1 – coding skills and how to use them in mathematics (RO)2 – Microsoft Office Applications and how to use them for science subjects (physics, chemistry, etc.) (BG)3 – Google Applications and how to use them in English classes (IT)4 – internet research skills and how to use them in history classes (LT)5 – creating a simple web page and how to make geography more interesting (TR)In all of the above exchanges, the host countries will be assigned to prepare games, design specific formal and non-formal activities to be applied on the participating students. The activities will be planned according to the computer skills already assigned for each of the exchange partner countries. We will include all the activities in a support material and distribute them to the partner countries, so that they can continue using them in their own schools as well. We will also assign the students with team work assignments, for the purpose of emphasizing the intercultural component of each exchange.After the final exchange, teachers will be required to cooperate online in order to create the workshop training program. They will have to plan activities to develop the students’ knowledge and skills in a formal and non-formal way. At the end, the program will be applied in each of the participating partner schools.This project gives teachers the opportunity to communicate directly with each other, develop professional skills and be more prepared to plan activities suitable for diverse subjects in which they can integrate modern technology. Being part of European level exchanges, teachers and students have the chance to share ideas, to benefit greatly from the intercultural experience.ParticipantsStudents and teachers are the main participants in the project activities. The target group we are addressing is made up of approximately 800 students aged 15-18, some of which with challenging backgrounds such as: social challenges, poor economic condition and minority. The above students will have to answer the questionnaire about their computer skills that will be applied at the very start of the project.ResultsBy organising exchange students’ programs and implementing topic-related activities we will put the student in the center of the attention. Thus, the students will develop their language skills, their critical thinking and their communication skills in a cultural and social context. These are key competences for every individual and should be developed in all students.During the exchanges teachers will collect information and materials in order to design a workshop that will be held in every participating school after the project is finished.

"The aim of the project is to map various aspects of communist regimes in the participating countries in the second half of the 20th century, especially in the 1970s and 1980s.The following institutions are involved in the project:- Primary school Brno, Bakalovo nábřeží 8 (Czech Republic)- Vilniaus Simono Daukanto gimnazija (Lithuania)- OLPI SPOLKA Z OGRANICZONA ODPOWIEDZIALNOSCIA (Poland)- Professional School of Ecology and Biotechnology ""Prof. Dr. Asen Zlatarov"" (Bulgaria)- Osnovna skola Majstora Radovana (Croatia)The fact that all the countries involved were on the eastern side of the “Iron Curtain” will allow the results obtained to be compared with each other, thus distinguishing what they all had in common from the specificities of each country. The project will include a wide range of activities focused on history, culture and media.Part of the historical research will be the creation of a timeline, mapping the main events in each country from the end of World War II to the fall of the communist regime, a more detailed overview of which will be part of a separate presentation. The knowledge gained in this way will not only bring the students closer to the important events of the contemporary history of their own country and others, but they will also form the background for other activities.Getting to know the culture of a given period will primarily include the creation of an explanatory dictionary of typical terms in each language with an emphasis on expressions that are often incomprehensible to the younger generation. Students will get acquainted with the life at that time during a thematic day, when they will try out period clothes, see examples of period TV shows and experience the atmosphere of events such as the May Day parades. The intention is also to take advantage of the fact that all the participating cities are UNESCO sites - students will use historical photographs to compare their current status with the development of recent decades.In the course of media studies, students will learn about the form of contemporary news and shoot their own news session situated in the time of the communist regime and subtitle the recording to the communication language of the project. This area also includes a questionnaire, which the students will create together and let the witnesses from their relatives and acquaintances answer. Students from each participating country will contribute to the questionnaire with questions about their country, which they would expect witnesses from other countries to know the answer. The results will then make it possible to assess the extent to which people in individual countries were aware of developments in other countries and to monitor the ways in which the propaganda was reflected in the awareness of citizens.In creating a glossary of terms and a questionnaire, students will develop their communication skills and organizational skills, as success in these activities will require effective communication and cooperation of all participating countries. At the same time, individual generations will be connected during these activities.Getting to know the past through primary sources (witnesses' memories, contemporary news and photography) will be an important part of the project. In processing these resources, students will be forced to do their own historical research and interpretation, rather than simply drawing on the conclusions and results that have already been made. This will develop critical thinking and responsible working with information.An indispensable goal of the project is also to raise students' awareness of the history of their country and others who shared a similar fate after World War II. The focus of interest in this area will be to understand the functioning of totalitarian regimes and their propaganda in such a way that students will acquire the ability to recognize propaganda and its manipulation and will appreciate the importance of a free and democratic society.One of the key elements of the project will be to acquire new skills when working with computer programs necessary for recording and capturing news, organizing a dictionary, preparing a questionnaire or organizing work on individual or joint project activities, both during their planning, knowledge transfer or sharing of the results.Project outputs will include:- teaching materials: timeline of participating countries, presentations mapping their transition to democracy- materials describing contemporary culture to the present generation and to other countries: an explanatory dictionary of contemporary terms, historical news with headlines, presentations showing changes in the state of UNESCO monuments in the participating cities- research data: student knowledge test comparing the status at the beginning and the end of the project and a questionnaire for witnesses about their awareness of the situation in other countries"