Open European borders in the Schengen Area, reduced fares for plane flights, the appeal of cruise ships - young people today grow up with an abundance of possibilities to travel Europe and the world. At the same time we are witnessing a young generation that cares about our planet and takes to the streets to demand action against climate change. Our project bridges both developments and focuses on sustainable tourism in the four participating schools' regions. Teenagers between 14 and 16 years of age will investigate historical and modern developments of tourism in their home area and create a vision for sustainable tourism in Europe. The results of their work will be published in multilingual tourist guides, which do not just offer their information in the four project schools' languages and English, but will furthermore provide QR codes which link to smartphone accessible additional information. The four project schools are from tourist areas which face fundamentally different problems, obstacles and chances for sustainable tourism. This position enables us to compare our situations and thus visualise a greater picture and look beyond our own horizons. In this way we believe to be able to achieve lasting changes in the touristic behaviour of the project participants and impact our schools toward more sustainable ways of conducting school trips.In every project school a group of around 25 students will meet on a weekly basis. They are tasked with researching, assessing and presenting adequate information in projects, independently and interdisciplinarily. Students will also plan their own school visits and trips to annual summer schools as a hands-on approach to bring theoretical knowledge of sustainable travel into practice.During these visits and the summer schools project students will have to cooperate with their European partners in small groups. Since English will be the project's language, this will further not only their intercultural, but also the students' communication skills. Most of the time electronic means will have to be employed for communication, especially e-mail and the TwinSpace. This and the innovative use of QR codes for educational purposes will improve the ICT competences of thestudents. Critical thinking, creativity, language skills, digital competence, tolerance, ecological consciousness, awareness of the EU's impact on our lives and the European cultural heritage - all of these aspects included in the project are desirable skills in today's and future European working environments. They are also essential abilites for EU citizenship and the means to shape a future of sustainable mobility.The project's results will be published for everyone interested on the Erasmus+ Results Platform. The tourist guides will be presented to the institutions supporting the project schools such as regional tourist offices and especially the University Gliwice and the University Rhein-Waal, which have kindly agreed to monitor the project and support teachers' education and students' workshops. We furthermore plan to present the tourist guides to our local city councils. They will contribute to the sustainability and distribution of the project's result.

"Erasmus+ Project 2016-19 KA2: ESWER (European Students Work on Energy Revolution).Energy: On the one hand side this topic mirrors current political developments regarding renewable energy in the EU. At the same time we aimed at improving knowledge and attitudes in the field of mathematics, science, and technology – an area of employment and research where interested young workers will continue to be in demand.The students, 13 to 16 years old, investigated many aspects of renewable energy, i.e. the development of the energy situation in Europe (1st year), the scientific and technical basics (2nd year) and future ideas and chances (3rd year). Partnerschools were Gymnasium Rheinkamp Europaschule Moers (DE), SI de Navarcles (ES) and Gimnazjum No.10 Gliwice (PL). Unfortunately withdrew the originally designated fourth school Waterpark College Waterford (IR) after the first project meeting according to instructions of their school board. So we had to change our project working plan and schedule of meetings. Every school worked on one type of renewable energy that is relevant for their region. It was the students' task to compare different types of renewable energy to each other and to fossil energy types. They collected data using renewable energy producing systems which cities and schools provide and compared the energy situation, future challenges and solutions across Europe. The students visited energy producing sites, museums and political institutions, discussed the future use of energy (""turnaround in energy policy"") with engineers and politicians, produced portfolios and presentations. They also built technical models which show the generation, conversion and use of renewable energy. Measurements of efficiency were made. The project results were used to create lesson plans for all interested schools. They contributed to the sustainability and distribution of the project's result. The associated partners Hochschule Rhein-Waal Kamp-Lintfort, University Duisburg and Technical College Gliwice helped in reaching the project aims. So this project ""ESWER"" met key objectives of the European Union's Europe 2020 strategy covering employment, energy and education and strive to create “the conditions for a smart, sustainable and inclusive growth.” Culture: This project developed student’s cultural appreciation and understanding. Every participating student visited at least one foreign school and town within the three project years. This project increased the students’ and staff’s knowledge of the EU and the inter-related needs of our respective countries and economies. Preparation for future professional careers in energy companies within and across Europe were made. At the end of each school year, students from all schools came together for a residential summer school to live and work together. These summer schools included staff integration and professional development. These summer schools have proven to be very successful in terms of achieving the project's objectives.The cooperation of the students with their European partners in small groups, the communication via different types of ICT, and the experiences made during school visits furthered the intercultural, linguistic, and ICT competences of the students. Different ICT skills were practised for communication, documentation, presentation, design, and controlling the models. All of these competences are highly desirable in today's and especially in a future European working environment. The common language was English. Presentations and papers needed both technical and communication phrases. We could observe excellent language as well as personal development of students and teachers by different evaluation means."