This Project stems from the shared concern over accelerating climate change and its tangible effects on all of us. It is also driven by our wish to explore an encompassing view of sustainability that includes its economic, social and environmental dimensions that are interdependent, overlap and together create a holistic perspective. We believe that our students have a central role to play in taking action to stop a dramatic turn in our lives. We feel that the best way to achieve this is by cooperating with European peers and making a joint pledge in tackling it. Taking part in a strategic partnership the benefits are multiplied: working in transnational groups broadens horizons, cultivates European identity and keeps motivation levels high.The main objective revolves around altering existing lifestyles and mentality given the common threat imposed. Lifestyle choices that impose on the environment need to change and by exploring the right questions we can reach feasible solutions. Efforts are put in cultivating different values, attitudes and skills not only raising awareness on the issue. Cultivating and enhancing environmental sensitivity to students, teachers and the local community, adopting an ecological mindset, inspiring and involving students with learning disabilities and socially vulnerable ones are essential.We are four secondary education high schools, with students aged 15-18 from Sparta, in the South of Greece that is also the coordinating school; Frazão in the region of Porto, Portugal; Pascani in the Moldavia region, Romania and Belgrade, Serbia. The participating schools from Greece, Portugal, and Romania are comprehensive senior high schools whereas the Serbian partner is an Information Technology school. We aim to be travelling in groups of 8 students and 2 accompanying teachers per flow. Participants are selected according to interest in the Project topic, willingness to participate and cooperate throughout its stages, linguistic competency, social and communicative skills. They are ready to leave their comfort zones, travel abroad, gain new experiences, experiment with new methods and explore new cultures.Before the mobility exchange, we will be cooperating to organize transnational activities, between our disciplines on the eTwinning platform. During the exchange, subtopics of interest will be explored in further detail. In Romania, students will engage in researching the life cycle of clothes, the soil and composting, the flora and fauna of the region and the process of waste disposal. In Portugal, the main topic will be understanding fresh and sea acidification that is disastrous for ecosystems. In Greece, the focus will be on everyday consumption choices and food safety. Finally, in Serbia, urban growth occurring over the last decades and taking action to tackle the social and environmental challenges it entails will be studied. Videoconferencing, experiments and research guided and supervised by teachers will be carried out and visits to topic-specific, institutions are believed to bring added value to the effectiveness of activity implementation. Transnational group work, group and plenary discussion of findings and student suggestions are also key to tasks. Assessment of students’ performance will also be essential to determine the success of the interventions proposed. Green Open Days will inform the community on the Project. The methodology followed is mainly based on innovative learning and teaching methods as the tool to connect real-life needs to classroom practice. We aim to enable students to work collaboratively maintaining their motivation and interest through addressing real-world problems and attempting to answer complex questions. Project tasks chosen are inquiry-based and cultivate deep content knowledge, critical thinking, collaboration, creativity, and communication skills. They will be able to demonstrate their knowledge and skills by creating public products for a real audience. They also include field research and hands-on experience, multiple resources and methods to meet students' learning styles. Integrating environmental education in a cross-curricular and interdisciplinary approach is also crucial in the realization of the Project.We expect these activities to have a real impact on the school and community level. Raising awareness about global environmental topics can reach afar through electronic media. Thereby, all student families and other stakeholders will be informed about our progress. It will highlight the imperative awareness from all of us about natural resources' protection. Interdisciplinary lesson plans will be used long after the Project is finalized. In collaboration with cultural, educational and social organizations, this project will present positive results that will arouse substantial identification with the European Green Deal and civic participation. International bonds and European identity will be strengthened.

Project coordinator Kretingos r. Vydmantai Gymnasium serves 368 students with 38 teachers. It aims to raise individuals who can keep pace with the developing and changing world, and for this purpose, it is a primary school which conducts various local projects and national eTwinning projects and provides educational content on Robot Science which contributes to the development of STEM skills. Despite all these studies, according to the data obtained from the pretest evaluation results, the rate of application of innovative teaching methods in our school is 40%. We aim to increase this rate with this project, which we prepared with the content of the exchange of good practices. In this context, in our project, which consists of 5 partner countries in total, we aim to increase the quality and efficiency of education and training, and to encourage creativity and innovation, including entrepreneurship at every stage of education and training which are among the Europe 2020 Educational Targets. And to reach those targets, we also aim to provide 21st century skills to students and to increase the rate of foreign language learning, and to increase the rate of participation in European school network activities, all of which are among the EU Benchmarks. Therefore, we have decided to work on innovative teaching methods with our stakeholders. From our project partners,- OU Dane Krapcev - Skopje (MK) is a primary school with 73 staff, serving 830 students aged 6-15. The school, which is very active in local and national projects, wants to increase the application rates of innovative teaching methods with this project.- Agrupamento de Escolas de Portela e Moscavide (PT) is a school with approximately 2555 students and 200 teachers. The school takes part in local and national projects and wants to increase the application rates of innovative teaching methods with this project.- TOKI Secondary School (TR) is a school that serves 767 students and has 49 teachers. The school, which is active in informatics projects, wants to increase the rate of innovative practices.- Srednja skola za informacione tehnologije (RS) is a private high school that offers its students a quality education in the field of information technology with 50 teachers. It is also active in eTwinning projects.As a result of our situation assessment with our stakeholders, it has been observed that the rate of application of innovative teaching methods in our schools is 50%.Project Objectives:- Increasing the rate of applying innovative teaching methods with an average of 50% to 70%,- Breaking prejudices about applying innovative teaching methods,- Realizing the importance of the Coding method, which is one of the tools used to teach students 21st century skills,- Organizing brainstorming, which is, nowadays, one of the most important tools for intellectual outputs, and its developed version, the 'hackathon' competitions, at schools according to the levels.Our project, which consists of 5 partners, will be implemented under the coordination of Lithuania. The eTwinning platform will be used in every stage of the application process of our project consisting of 5 transnational mobility and 21 local activities. Participants will be provided with information about Coding, simple programming, data structure and algorithm so that Coding technique can be integrated into the courses. They will be able to use coding as a teaching tool in areas such as Morality, Mathematics, Foreign Language, Natural and Social Sciences, and Art Education. The quality of education will increase with the application of these methods and techniques to be learned, and the methods and techniques experienced during transnational visits will allow participants to organize their educational environments with a more universal perspective and innovation. Participants will continue to take part in the European school network with the eTwinning projects they will continue to carry out after the project and catch the opportunity to update and share their knowledge.Schools as institutions will also have information about computational thinking and coding. Awareness will increase, students will develop a sense of cooperation and self-confidence. The development of advanced basic skills and cross skills such as advanced teaching tools, digital skills, competencies in foreign languages and communication will be assisted. The rate of applying innovative teaching methods will increase. In school - teacher - parent - student relationships, parents will be made a part of education. It will be ensured that innovative ideas will emerge and take part in the proactive education system. By also organizing 'hackathon' contests for teachers to create new educational materials, this application will be integrated into education. Project outputs will be open source on sites and dissemination platforms and will be enriched with further experience and feedback for 2 years following project completion.

Our project will be held in partnership with Italy, Portuguese, Poland ,Spain and Lithuania under the coordination of Turkey. The project will enable culture teachers in Vocational High Schools teaching in different European countries solve the problem of low motivation and low academic success level of students (which encountered frequently). With this project, we aim to enhance the basic skills and competencies of students aged 15-19 who are into social media tools in subjects like Maths, Science and Foreign Language by integrating social media tools into education. We intend to enrich lessons and make them more fun, more nonselective and more permanent by integrating social media tools to processes before-during-after lessons. Thus, it is aimed to improve both students’ basic skills and competencies and teachers’ professional development. Beside digital literacy, we would like to have students prosper academically in terms of Sience, Maths, etc. We also consider supporting their language skills and key competencies by renewing and boardening what we have already know.We especially ensure students and parents to be conscious media literate with the user’s guide of social media that we will prepare for them.Our project has 4 concrete outcomes: 1) User’s guide of social media prepared by teachers, 2) e-list (prepared by students) about the benefits of social media 3) e-book (prepared by students) for the professional development of teachers, 4) Safe user’s guide of social media prepared for students and parents and report for SEN studentsOur project includes 5 mobilities Acquisitions like enriching the education environment, strengthening teachers’profiles and integrating social media tools into curriculum will be the best example of the sustainability of our project.Our teachers will amplify their profiles internationally and use the acquisitions acquired in-and- out of class activity plans until their retirements. And this will be the proof of long term impact of our project. User’s guide of social media (which will be in service in local education and international platforms like E-twinning) which is one of the outcomes of our project will be a guide for teachers who will need it not just for now but also in future.We will use the most powerful tools to disseminate the outcomes of the project and make it reach large masses .It is obvious that social media has become the most important tool to make something known by people all over the world than written and visual media.Hence, social media tools like E-twinning, schools’ social media accounts will be the most important platforms to make our project and its ouutcomes known by large masses. We will share the project activities and outcomes not only with social media tools but also with local communities and authorities responsible from education in countries.Evaluation of the Project: language test and social media usage scale will be applied to both students and teachers before and after the project.Project diaries that will be written by students during the mobilities are thought to be an important evaluation for the mobilities.Besides, the follower, download and like numbers of the project outcomes will be other signs of evaluation.All these evaluation materials will be reported and be in the final report of the project.

According to the results of Europe Online Children Survey (2010), nearly 60% of children are online every day and the starting age for Internet usage is decreasing each year. When we analyse the problems of education, it can be easily noticed that a lot of new educational problems have occurred as a result of False Technology Usage and Usage of Internet unconsciously and mistakenly. According to our research in this matter, we have not met a project aiming to focus on both False Internet Usage and supporting the psycho-social improvement of students together (http://www.europeansharedtreasure.eu/search). For this purpose, Romania and Turkish partners first met each other on etwinning platform and then, created a project draft and contacted other schools from different countries experiencing the same problems via eTwinning and SchoolEducationGateway platform. Then, it has been decided to create this Project with the contribution and participation of schools from Greece, Turkey, Italy, Romania and Serbia.Our project aims to increase the qualifications of the school staff and provide the students and parents with the skills of conscious technology and safe Internet use. While planning the project, the calendar and interaction of LTT and local activities were determined by preparing a Gantt chart.Our project objectives:- To ensure the conscious use of technology and the Internet- To contribute to the socialization of our students by reducing the use of unnecessary technology and by teaching the traditional children's games as alternative to computer and online games- To develop the skills to cope with cyber-bullying by teaching teachers, parents and students the use of secure Internet.- To decrease the technology addiction rate in our participant schools by 10% in the first year and 20% in the second year by providing the skills of conscious technology and Internet usage (Technology Addiction Scale)- To increase the attendance rate of social and sporting activities in the school by 5% in the first year and 10% in the second year (non-attendance system data)- To increase academic achievement by 10% in the first year and second year with a decrease in technology addiction and absenteeism rates (Course notes charts)Local activities to be carried out in our participating schools will contribute to the access of our participating schools to the project objectives. These local activities are:BREAK THE CHAIN, I AM NOT ALONE, REAL SECURITY IN VIRTUAL LIFE, I LEARN LIFE WITH GAMES, START THE DAY WITH MOVING.5 LTT activities and 16 local activities were planned. The approximate number of participants expected to participate in the project activities and the scope of the dissemination activities of the project are as follows:- Within the scope of the project, 5 teachers from each participating school will participate in 5 LTT activities, 5 * 25 = 125 teachers in total.- 50 students from 11 to 18 years old, 50 * 6 = 300 students from each school will participate in the 'Break The Chains' activity.- ”Start The Day With Moving” event, all students of our schools between the ages of 11 to 18, a total of 5850 students will participate.- 150 teachers in all participating schools, 4700 students in the 11 to 18 age range and 4700 parents will attend 'Real Security in Virtual Life' activity.- ”Do You Hear Me?” and ”Will You Play With Me?” activities will be attended by 5000 students from all participating schools between the ages of 11 to 18 and 5000 parents .- All of our participant schools are expected to attend at least 60 of 6 * 60 = 360 students from 11 to 18 age group.-Tech Training Modules with Combating Technology Addiction Training will be given to 5850 students, 550 teachers and 5850 parents in 11-18 age group in all participating schools.One of the most different and important features of this Project is that there are too many local activities to be held besides the ones regarding w,th the LTTAs named such as ‘Big Changes Starts with Small Touches’, ‘Do You Play With Me?’, 'Theater Days',etc. and the responsibilities for each activity are certain and it has been stated in the parts of timetable. The preparation and transportation of the materials to be prepared for each LTT subject is the responsibility of the leading school. The leading school in each LTT will be conducted and evaluated by the pre-test and post-test on the subject, and follow-up will be done by Turkey.The use of secure Internet with project applications is expected to increase by at least 10% in participating schools. This rate of increase will be measured by Google surveys.The use of secure Internet with project applications is expected to increase by at least 10% in participating schools. This rate of increase will be measured by Google surveys.

Multilingualism has been identified as playing a key role in fostering mobility and linguistic diversity in the EU by the European Commission’s article “About multilingualism policy” and the Council Recommendation on Key competences for Lifelong Learning. Language learning is therefore one of the top educational priorities in the EU, calling for innovative, inclusive and multilingual teaching methods allowing for students to speak two additional languages to their mother tongue. Language learning is a discipline that calls for regular practice and immersion in order to develop the four main language skills, namely: reading, listening, writing, and speaking. Language teachers are always on the lookout for innovative activities allowing them to work on those skills with their students. In the past few years, Escape Rooms (ER) have generated a growing interest among teachers as they are indeed engaging and immersive. Nevertheless, the existing solutions are often expensive, only in digital format, or do not fit the needs of teachers in terms of quality and/or accessibility. In order to really help teachers, this project will provide ready-made content as well as practical advice on how to implement such activities in the classroom for language learning. The goal of this project is to foster multilingualism and diversity in the EU by promoting good practices to implement ER in language courses. These games will consist of a scenario in which the students will develop their reading, writing, listening and speaking skills in the foreign language by solving language riddles, decoding written and audio messages, communicating in the target language and exploring an environment filled with challenges and clues in order to escape a room. Our project’s approach is to guide language teachers and equip them with the knowledge and tools related to the creation of Escape Rooms. By using ER, we are creating a scenario in which students will be surrounded by elements allowing them to practice the target language. The experience will therefore be totally immersive. To create engagement, the students will have a motivating goal: to escape the room in which they have been locked, to open a chest, or to save the classroom, by working together and solving riddles.In addition to the four main necessary skills to practice a foreign language, two other aspects are important to include in this project: The first is cultural heritage. As a language always reflects a community's way of thinking and culture, it remains essential to teach students about the culture behind the language they are learning. With Escape Rooms, this can easily be integrated in the scenarios by choosing relevant figures as characters and by creating an environment that is true to the cultural reality.The second is the development of language teachers’ digital skills. The project will train them on the use of different resources in order to understand why and how to practically implement the use of ER in their language courses. Among those resources, some ICT tools will be recommended and tested by the partners, such as QR codes, Artificial Intelligence, Augmented Reality, Voice Recognition, etc.The intellectual outputs developed in this project will be:•A booklet “ER and languages: a perfect match?”•A creation box with tools, resources and inspirations•A collection of 300 enigmas•A guide “Animation of a pedagogical ER for language education”•The creation of 50 ER scenarios