This European educational project makes an important contribution to maintain the inner unity of Europe at a time when the cohesion of Europe has been called into question by media and politics while racism and populism are increasing. Therefore, the overarching goal of this project is to counter tendencies towards radicalisation and promote the integration of minorities into society. This goal was linked to an awareness campaign about minorities. With “We in Europe – Shaping the future” we concerned ourselves with developing sustainable integration projects (idea pool for integration) and counteracting barriers between cultures and social levels, enabling understanding and emphasizing diversity as an asset.The different starting positions concerning the composition of the pupil groups in the partner schools in Gran Canaria (50% migrants/disadvantaged), Hungary (70% Roma) and Germany (refugee work in cooperation with a Hauptschule and different organisations) have made multi-faceted access to the individual components possible. The implementation of the main project activities rests on four pillars:1) Treatment of the topic “integration of minorities and the disadvantaged” (1st project year):In accordance with the resources and possibilities of the partner institutions, the pupils have concerned themselves with and publicised topics such as the reasons for emigration, integration policies, living situations of the Roma, diversity as an asset, or successful integration in units embedded in the curriculum in an interdisciplinary way and across the age groups, in clubs, classes and courses in a variety of ways. (i.e. in workshops, presentations, podium discussions, competitions, creation of videos, etc:).2) Project work – development of sustainable projects about integration, implementation and assessment (idea portal – 2nd and 3rd year):Originating from the above-named project topics and in cooperation with pupils from minority groups, we developed a collection of ca. 15 project proposals from several different areas, some usable in lessons as teaching materials for the work with migrants and refugees in schools and others which could be used as suggestions for project work outside of school. 3) The awareness campaign about minorities took place inside and outside of school and functioned as an announcement and publication of the project. Activities and events such as the traveling exhibition, campaigns against racism (100 coloured balloons, postcards for tolerance, hymn against racism, flash mobs for acceptance, info mobile diversity, logo competition), solidarity activities (walk, speed dating, give me a smile, culinary activities), information campaigns (open house day, remembrance days). The city of Kerpen, the project homepage, eTwinning, Facebook and Instagram helped to spread our message and create an awareness of the contents of the project, so that others could become interested and motivated to follow the good example.4) Performance of evaluations (in the course of 3 years)The transnational project work was evaluated using self-developed evaluation forms. The emphasis was on the quality of activities, the internalisation of the topics and goals, the effect of the project.Moreover, a number of original projects for integration were assessed (i.e. schools, youth centres, projects in refugee homes, integration festivals), forming the basis for the development of further ideas.The following products constitute the main results and effects:-digital collections of sustainable integration projects-project homepage in four languages-traveling exhibition “We are Europe, too” (exhibition inside and outside the countries)-digital intercultural box according to Dr Howard Gardner’s intelligences theory (one’s abilities consist of 8-10 kinds of intelligence) – in three languages + English-Facebook page, Instagram account-establishment of an intercultural day in the Europe Week (DE), on Europe Day (HU), in the culture week (ES)-implementation of a workshop (permanent cooperation on the topic of integration, annual Day of Integration-Roma Integration Day (HU)-long-term project activities through eTwinning-improvement of linguistic and social competences-permanent cooperation with the “Comité de Solidaridad (Solidarity Committee), publication of our activities (project “Escuelas solidarias“ (ES)-establishment of a greeting committee to accompany and advise students abroad (refugees, the disadvantaged) -permanent campaigns in the schools, i.e. Peace Day, Women’s Day, solidarity run, solidarity meals, Migrants’ Day (ES)

CONTEXT AND BACKGROUNDBeing aware that European schools are confronted with the pressing new digital era, teachers are bound to educate students according to the new demands, in terms of ICTs, new methodologies and pedagogical approaches. We have to get used to tackling this imminent pedagogical innovation in our classrooms. These approaches determine a more active and meaningful learning process, inviting students to participate in their learning process more actively and applying their knowledge and skills in real life. This project aims at making the participants aware of some useful possibilities in the immense digital market, binding them into the process of the project, applying the techniques in different subjects, working in a cross-curricular way and crossing borders to make lessons motivating.NUMBER AND PROFILE OF PARTICIPANTSStudents taking part in this project are between 10 and 15 years old. Some of the partner schools will involve the whole school in this project, which will be working with new technologies and new methodological approaches since they are small schools. The Romanian, Czech and Spanish schools will also involve pupils with economical and learning difficulties in some activities in their countries; Italy will involve pupils with special needs and Germany will involve migrants and refugees.We aim to involve the school community through events, workshops, debates, videos etc. and to create an open school with this project.DESCRIPTION OF ACTIVITIES, METHODOLOGY TO BE USEDWe will be working in an interdisciplinary way by applying new methods of teaching-learning skills, implementing new pedagogies by means of ICT, CLIL, PBL, STEAM activities in which not only teachers and students are involved, but also parents and the whole school community.The activities will be developed into cooperative learning-teaching methodologies. Students from all school classes will be working with parallel classes from other school forms, primary or secondary, general or vocational school, promoting permeable learning from each other on the basis of equality. Older students can not only teach the younger ones but also work as a mentor. Talented students will teach digitally-challenged children. Students will have the opportunity to get involved in planning different activities to improve their knowledge in all subjects. School staff will be involved in the activities that children will develop. The motivational key: When students are given the opportunity to deal with real situations, they will learn to handle all the techniques and skills, including oral skills to express themselves and convince others of their ideas in a very competitive economic market.All partner schools will carry out the same or similar activities, adapted to each age group. However, the results and the final products can be different. This is one major aspect of the project: a similar activity can be developed in different ways depending on students' characteristics. RESULTS AND IMPACTExpected results: -advancement of digital competence for students and teachers, didactic units that include ICT tools and apps, educational units adapted to children's skills, also inclusive,-changes in lessons: apps, ICT, project, -acquirement of teachers’ competences on PBL, CLIL, E-CLIL methodology,-acquisition of knowledge by working on STEM subjects.-increased learning motivation for the young generations of students,-improvement of the students' and teachers' communicative skills in a foreign language,-dissemination of cooperative work between our student and teacher teams and between any students or teachers from abroad, -promotion of a conscious approach towards peers without any prejudices or stereotypes. POTENTIAL LONGER-TERM BENEFITS1.On teachers and schools:-introducing new and innovative teaching methods, in accordance with the new digital era-establishing cooperative work with the staff of partner schools, -strengthening teamwork and integrating ICT in lessons. 2.On a European and at international level, this project is the beginning of a long and fruitful cooperation between our schools and any new school.The expected impact this project will have on parents is fostering parent participation in school activities and projects. We also want our project to have an impact and influence our local community, region and country.