With the increasing importance of technology in every day life it has become necessary to rethink the way we prepare young people in school for their careers. We already have a severe lack of skilled workers in Europe when it comes to jobs in the IT sector, however, basic IT-related skills such as computational thinking are needed in a vast number of jobs that are supported by computers.In recent years, Computational Thinking (CT) and coding skills have been promoted by educational stakeholders as skills that are as fundamental for all as numeracy and literacy. A number of initiatives addressing CT and coding/programming have been carried out, both at international and national levels. Despite the high levels of interest in developing CT skills among schoolchildren, however, a range of issues and challenges still needs to be addressed for the effective integration of CT in compulsory education. In fact CT is considered by OECD (2018) as an emerging competence domain in schools. The increasing and evolving role of CT in problem solving contexts is also reflected in the PISA 2021 framework: students should be able to demonstrate CT skills like pattern recognition, defining algorithms or decomposition.Unfortunately educational systems are slow to adapt to the needs, which is why it is necessary to aid with initiatives that involve teachers with the teaching knowledge, learning experts with the theoretical educational foundations and partners with the practical knowledge. The project RoboLoco is such an initiative with the potential to drastically improve the skills of thousands of students.In the RoboLoco project a consortium of experts plans to create engaging learning situations for students by designing a game that motivates them to acquire computational thinking. This is done through immersing them in a robot race in which they program whacky robots to race against each other on a 3D race track. Programming them mainly means thinking of algorithms that let the robots react to each other and to the race track. This could be dodging obstacles but also pushing other robots aside or evading the attack of another robot.The game will run on mobile phones so that it can be available on the personal smartphones of students and so that they will be inspired to play for fun. We will also add pedagogic materials for teachers which will help them integrate the game as a learning tool in class. The game will always give the player the opportunity to analyze the race and understand what went wrong or right and what could be improved in the robot’s race program. In addition it will include instructional videos and texts that are never forced on the learner but offer optional hints that can make the robots perform better. The excitement of competing against friends paired with the fun of improving a robot’s performance in every race will motivate the learners to increase their coding skills and to acquire computational thinking skills which are essential in an increasing number of work environments.

"<< Objectives >>1-Teachers will improve their digital skills2-Teachers' knowledge and experience in digital learning and digital teaching will increase3-Teachers will be able to integrate web2 tools into their course curriculum and teach their students4-Ensuring that students who learn web2 tools participate more effectively and eagerly in the distance education process5-There will be sharing of experience and good practices among participating countries6-Teachers will have improved their language skills<< Implementation >>1-TPM (virtual) -Opening and Planning Meeting2-LTTA-Poland-Web 2 tools training, live streaming, video editing,Google Documents and Forms3-LTTA-Greece- interactive multimedia material production, online tests creation4-LTTA-Latvia -digital storytelling,digital platforms training5-LTTA-N.Macedonia -building a virtual digital classroom6-LTTA-Bulgaria -preparing e-content with mobile applications7-TPM-Turkey - Closing and Evaluation MeetingIn addition, local activities will last 24 months.<< Results >>-Teachers will learn Web 2.0 tools and integrate them into their lessons-Teachers and students will be prepared for the digital world of the future and their digital literacy will increase.-Students will participate in distance education more eagerly and effectively-International experience exchange will be provided, good practices will be transferred to schools-Teachers will have had improved their language skills, especially Speaking skill.-Partner schools will be ""international schools"""

<< Background >>According to the last OECD’s PISA survey (2018) 22.9% of 15-year-olds underperform in mathematics and 22.3% underperform in science. Only four EU Member States met the ET 2020 benchmark of less than 15% underachievement in both fields. These numbers indicate that our current STEM education is insufficient to equip students with necessary skills for today’s science-led world. This is particularly worrying as STEM skills are desperately needed not only for numerous valuable jobs, but first and foremost for solving today’s challenges like climate change. Alternative approaches to teaching mathematics and science are therefore required. Underachievement mostly starts to proliferate in secondary education when mathematics and science become abstract. This is especially true for girls, who are still very underrepresented in STEM fields. On average in EU girls have higher educational attainment levels, yet there is a persistent gender gap in scientific fields of study. Research done by Microsoft indicates that there is a four-year window of opportunity to nurture girls’ interest in STEM subjects in Europe. Girls usually become interested in science around the age of 12, but by the age of 15, their interest drops. The study found that practical experience and real life application are two out of five major drivers impacting girls’ interest in STEM subjects. The more practical experiences a girl receives during her education, the higher her interest in STEM. However, almost 40% of girls indicate that they are not getting enough practical experiences (Microsoft 2017). In order to close the digital gender divide in STEM subjects, a gender-sensitive approach in all types and levels of education is crucial. Education and training systems, according to the EEA Communication (2020) should challenge and dissolve gender stereotypes that constrain the choice of boys and girls for their field of study.Connecting theory to practice has already proven to be valuable. In fact, China, which ranks highest in mathematics in the PISA study, applies a teaching method that utilises concrete objects to help students understand complex concepts behind the subject. When applied in Great Britain, their mathematics ranking went up considerably.Moreover, prior to the pandemic the use of digital technology in classrooms was largely up to the schools and teachers to decide. However, the pandemic necessitated emergency distance learning with the use of digital technologies and it has brought greater awareness of the need to improve the use of technology in education and training, to adapt pedagogies and develop digital skills. Given the rapid changes in learning context due to Covid-19, many schools and educational institutions were not able to create a vision for integrating digital technology in the classroom before switching to distance teaching and learning. As blended learning is becoming a more permanent part of education, innovative and inclusive ways for teaching and learning are necessary. The pandemic also showed that change and flexibility in education is both possible and desirable. This is where we intend to come in with our project STEM bot. With STEM bot, we intend we intend to offer inclusive and innovative way of learning and teaching, suitable for global challenges in todays’ world and to help to avoid the drop of interest for STEM subjects among students.<< Objectives >>We want to bring mathematics and science to life, show girls and boys how STEM knowledge is applicable outside of the classroom and give them the practical experiences they crave for using an innovative approach. With the help of a chatbot, a computer programme using Artificial Intelligence (AI) that can conduct conversations, students will get access to videos of practical experiments and thus see how science works in the real world, instead of only on paper. The chatbot we will develop for this project will help make science more accessible by first showing students how science is applied through experiments and then providing them with the explanations behind the shown experiments. By providing students in secondary education with real-life applications of what they are learning in school, we intend to foster their interest in STEM subjects, so that girls and boys feel confident choosing a career in STEM later on. Our methodology will integrate inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (such as dyslexia or dyscalculia). The results of these learners tend to be lower than average in STEM subjects, not due to a lack of capacity but due to their difficulties with some aspects of the formal approach (especially in mathematics). The nature of the chatbot is another component of the project’s accessibility. Students will be able to chat with it at any given time and in any given place, be it at school or at home. As chatbots are conversational agents and can be used on mobile phones, they are very easy to use for youngsters. The chatbot will allow for more personalised and self-empowered learning as students will be able to ask questions and choose which subjects to work on. The interactive approach will also promote students’ engagement, especially because students who feel insecure about their skills in mathematics and science are more likely to feel comfortable asking questions to a bot than in front of all the other students in the classroom. Using a chatbot to learn about STEM subjects will also enhance students’ digital literacy skills, which are a necessity, even more so in a post-Covid-19 pandemic world. According to the Digital Education Action Plan (2020), majority of further learning and jobs will require some form of digital skills, however, digital skills level across Europe remains low, with 44% of EU citizens having an insufficient level of digital skills.<< Implementation >>This project will produce several project results, leading to the testing of the chatbot and its innovative approach in all partner’s countries. To reach this phase, we will create introductory guide based on relevant literature, record science experiments videos based on chosen scientific concepts which will be accompanied by relevant lessons and FAQs on every topic. Once these steps are finalised, chatbot for STEM (STEM bot) will be created and hosted on multilingual Facebook page as one entrance point, and on another online platform to ensure there is more than one entrance and access to the chatbot. The STEM bot, containing the videos of science experiments and lessons with background information and FAQs, created by the partners will be tested in all partner countries by a total of at least 500 students and 40 teachers who will have been reached through the partners’ networks and dissemination activities. The partner schools will test the material internally and contact their network of schools to do the same, while other partners will only test the material externally. The testing phase will last 8 months, and a survey will be provided at the end of the experiment to assess all the aspects of the project results and assess the teacher’s confidence in using innovative approach in teaching STEM subjects. After these tests, the partners will make the necessary modifications according to the received critical feedback to arrive to the final versions of different planned results.<< Results >>Through this project and its project results, the following results are expected: •Innovative and inclusive teaching methods and tools, enhancing digital skills of teachers and students•Improvement of online education accessibility for students with specific needs•Promotion of inclusive practices for online and distance learning among educatorsThe practical results of this project will be a total of at least 200 resources:•The introductory guide “STEM: from interest to integration” based on existing literature • 20 science experiments video tutorials•The science behind the experiments (20 lessons and at least 5 FAQs and exercises on every topic addressed in the videos)•STEM bot – chatbot for STEM subjects•Pedagogical guide on how to use the STEM bot based on literature and expert’s recommendation•Creation guide on how to create a chatbot for STEM learning Additional results: -The project’s website on which all materials will be uploaded and available to broader audience-Pilot tests in all 6 countries of the partnership with over 400 expected participants (teachers, students, and relevant stakeholders)-4 transnational meetings-6 multiplier events in the partners’ countries-Increase of experience and knowledge of partners in digital inclusion

<< Objectives >>To provide living platform with exceptional results, the living methods of learning and empowering children with special abilities to feel free and worthy.Above all,we want to embrace everyone who need support to express their talent.Every one must turn the light for others to make them shine! Sometimes this world living in small activities that we organize in small places without support of big world, but with big gratefulnes get to know and cooperate with the great people and rightone partners<< Implementation >>Activities such as inclusive artworkshops in nature with tipical and disabled pupils. We are going to use drama element, body and sign language in leraning activities. Organizing the online meetings with the other students that we meet in partner's countries. And provide our story to every schooll to motivate teachers and the pupils to creativly express what they fill and sence when thay are watching or just lsitnening the story. Universal language of art removes all the distance and bounduries<< Results >>Our Achievement is reflected in everyone's mind who have been involved in this project and true important is share our story with every interested school - that the every DISABILITY IS JUST DIFFERENT POSSIBILITY! Every participant, young or adult is gain beautiful experience which is telling that is no cultural differences between languages when art expression coming on the way regardless who is the painter.We expect achieve 80% of all ours objectives and to make strong path for the good future

"""Multiculturality, diversity, integration - equal opportunities for everyone"" – these are the most important challenges for today’s Europe. In a more and more diverse and multicultural society people face with a dual situation: to be able for a deeply integration or to preserve their cultural/ethnic identity. Partners are Romania, Turkey, Germany, Italy, Estonia, Republic of North Macedonia The problems are: difficulties to integrate students of minorities, refugees, with different backgrounds in every day school life; lack of competences and important skills for most of students from a risk situation– communication or intercultural skills, lack of self-confidence and support, problems of identit, the gap between majority and minorities students – they are not eager to better know the traditions or cultural values of the others; discrimination or marginalization of minorities, refugees or migrants; difficulties to learn the languages in their new countries (Italy, Germany, Turkey) or the language of majority (in Romania)This project will help our students to come closer to different cultures and get familiar to different traditions and different ways of life.The objectives are:Promoting of equal right to education for 40% of our students Increase the motivation for learning among students from vulnerable groups for the next years Foster the integration process of people with different backgrounds in a multicultural area Create links between all kind of students in our schools and facilitate everyone access to reciprocal knowledge through common activities Improve skills and competences such as critical thinking, communication, creativity and team working for better scores in education Promoting the innovative teaching methods and strategies to develop intercultural competences Through this project we would like to encourage students to have a look into partners’ classrooms and culture to become open minded citizens, by promoting democratic values The target groups: students of 15 to 18 years old, teachers, parents, local stakeholders. Students are from: ethnic minorities -Hungarians in Romania, migrants in Germany and Italy, different minorities in Estonia, Macedonia, refugees from Syria in Turkey, or from disadvantages backgrounds In this project will take part pupils from 6 countries of Europe. There will be involved groups such as teachers and school staff – headmaster and deputy headmaster, parents, local authorities . We intend to involve :- students from different backgrounds or in risk situation – from economical, social, cultural, points of view-students from ethnic minorities in each country, because we will like to show how they are integrated in school communities and how they contribute to the cultural diversity - students from refugees/migrants families We will involve students with communication, social and creativity skills and competences.Romania - there are students from ethnic minorities such as HungariansTurkey - students from rural areas who are facing cultural, ethnic, social, economical and educational challenges and also migrants/refugees from war zones Macedonia - most of students are Macedonian, but there are few from other nationalities, Rroma, Turkish, too. We have students from different social levels, almost one third travel every day from rural places to schoolGermany and Italy - a great number of students from migrants/refugees families with different cultural backgrounds Estonia -students belong from rural area or from disadvantages families 1st meeting-Getting to know each other better Organizing and planning all the mobilities and activities -Distribution of tasks to the respective partner schools Set up of a TwinspaceCreation and exchange of personality profiles Students and teachers upload their profile on Twinspace Creating a logo for the project 2nd meeting Multiculturalism and democratic values - tolerance, non- discriminationStreet survey about the relationship between people in our communityCreation of a questionnaireContest – poster about stereotypes and prejudices in our community Students will create video /short movie - What it means to be a minorityCreate a web page to be part of a final blog open to other communities 3rd meeting Democratic values in today’s Europe From European to local level - The rights of minorities/disadvantages All equals – all different good practices of integration in each schoolDiscrimination in our school – interviews with students from different backgrounds 4th meeting Helping students to develop a sense of identityAn album History of my family – Collecting pictures/stories – telling storiesTheater forum - Multiple layers of identity 5th meeting From tradition to modernity Including the migrants/minorities/risk situation students in the school activities -making videosPresentations about ‘’Folk songs and traditions ‘’of the partner countries"