"Our project called; “Digital Classes; Here and There!” aimed to raise the digital qualifications of our teachers and students and to gain experience about preparing desirable classroom environments by using Web 2.0 tools and digital techniques. The ""information"" of society indirectly creates the need for students to acquire a kind of ""computer culture"" that will allow them to integrate better in today's society. This integration can mean more integrated citizenship (active citizenship) and, more generally, more meaningful participation in social life. The increasing complexity of the education system necessitates the introduction of ICT in education as it is believed to be able to make a substantial contribution to improving teaching and learning processes and, more generally, to create environments for the development of specific skills and the acquisition of new knowledge. Throughout our two-years project, 4 participant countries took place; Turkey, Portugal, Greece and Italy. The participants for the mobilities; both the teachers and the students were chosen from the ones who got the highest points from the criterias which weredecided by the Project Management Team in all schools. During the mobilities, students learnt Web 2.0 tools, Coding, mBots and the technologies that they would use in the classroom, and had chance to experience the things they had learnt throughout the workshops. Teachers also learnt how to integrate the technology to their lessons and the whole curriculum and school’s culture. Participants had great experience in raising students motivation and preparing attractive and rich classroom environments for them. Bullying has also been really important for our project as students learnt what it is, how to cope with it. Every activity was done with the games, digital tools, workshops. Dissemination activities were started at the time of project’s approval; and at the end of the project, they would go on with the aim of reaching more and more beneficiaries. Both participants shared their knowledge and experience with the school staff and the other organizations in their cities. Overall, the project aimed to raise the qualifications of the participants in the area of ICT, coding, foreign language and their career development while reduce all kinds of bullying. We obtained social, cultural and linguistic diversity. Students joined to the learning process with more enthusiasm by the help of the communication with their teachers who had the same digital language with them. Cooperation, self motivation and organizational environment were also be the needed competenses for the project. And owing to all these outcomes, the quality of the organisations was moved to European standards and the organizational capacity were increased."

Conflict between students and peer bullying (swearing, mocking, insulting behaviors, social exclusions, and physical violence against peers) decrease teaching and learning experience in the class. This situation negatively affects the perspective towards the school and the routine atmosphere of the school. Also, according to the scientific researches students who have experienced peer bullying or worry that they may experience peer bullying in the future develop negative attitude towards school, absenteeism, feel alone and have hopelessness, lose self-confidence and academic success. It is beneficial to learn some information (preventing measures) in order to remove damaging and violent situations between students. It is needed to increase awareness and sensitivity against these problems which spoil the healthy school’ atmosphere. We and our partners together applied need analysis before writing this project to our teachers. Result shows that 65 % of the students who come from lower socio-economic class, the most important problem is conflict between students and peer bullying. According to the survey result peer bullying decreases learning quality and adversely affects school atmosphere. The data shows that students is exposed to physical or psychological violence or they put their peers through bullying. Responds from our schools are approximately 48 % students say that “I mock and tell humiliating words people who tease me”, 52 % students say that “I am exposed to some kind of bullying”. These results show that students do not have the skills which are necessary when handling situations such as the conflict between their peers.Teachers of Psychological counseling and guidance and other branch teachers discussed reciprocally. They said that there is a misconception and tendency that traditionally peer bullying situations and conflict problems are handled by school administration. Their opinion is that they should know more and gain more skills when solving and preventing this kind of problems before occurring. We created a union between the partnership schools that have experience regarding peer bullying and the schools that have no experience at all. Five different countries came together under the roof of one partnership: Poland, Turkey, Greece, Romania and Serbia. Useful application exchanges, educational attainment sharing and activities focused five different kind of bullying which were physical, psychological, nonverbal, cyber, and social exclusion. Generally, our project is related to peer bullying between students and how teachers manage these conflicts. Other projects usually focus verbal and physical bullying, however our project` activities will also include nonverbal, cyber bullying behaviors and social exclusion. The project which were created together with our partners will be beneficial to our schools` students and teachers.Students who will attend the mobilities (activities-project) selected from between the ages of 11-14, this age group covers new transition to adolescent and also inside the participant student group there will be lower economical-social level, physical-mental handicapped students and inclusive (special needs) students. The project works will be carried out together with all our students, teachers and parents which will be open to press, nongovernmental representatives, teachers of local schoolsMain targets of the project;- To create an awareness about conflict management and peer bullying.- To learn constructive and peaceful solution techniques and facilitate these techniques for students' usage- To improve inclusive and happy school atmosphere.- To popularize peer friendship.- To act according to European Union 2020 target strategy.- To be included in an international professional field of the educational study. - To improve the quality of teaching profession and learning quality of students. Output that we consider to have at the end of the project- To create a manual (booklet) against the cyber bullying.- To prepare a brochure against the nonverbal bullying types.- A short film about the harms of the social exclusion.- An action plan to cope with peer bullying.

Critical thinking and problem thinking has been identified as a key competency for the 21st century. Teachers will develop pupils critical thinking skills encouraging pupils to explore the sustainable development goals. The project will explore the goals of poverty, hunger, health and well being, education and inequality. The project will help pupils to develop the skills needed to enable them to progress well and be ready for the challenges of modern society. The pedagogy of critical thinking is one that has been developed in schools and now needs to be embedded in the curriculum. Our partnership of dedicated practitioners will work together to ensure that parents are aware of aims of the project. Teachers will use positive research methods in which we look for the transformative impact of the project as part of our research. The project will not only embed new pedagogy but will also focus on the attainment and progress of pupils. This will enable teachers to see both the progress of pupils in terms of academic success but also in terms of attitudinal data. The project will culminate in having a shared resource of good practice in developing critical thinking skills in primary school. This will all be put onto the twinspace and then gathered in the form of a report by the project coordinator.

"This project was established with school partnerships ofTurkey, Italy, Lithuania, Poland, Macedoniaand Greece. According to the report on exposure to bulimia prepared by the World HealthOrganization, these countries are at the top of their list. First Ranked is Lithuania and third is Turkey.Other countries also appear to be at the top of the bully in various age groups (Currie et al., 2008,WHO). The most obvious causes of peer violence and violence are school problems and failures,absenteeism and school leaving, escape from home or school, witnessing violence at home, violenceat home, fragmented families, low socioeconomic status of parents, parental indifference, low selfesteemand insecurity . In addition, it has been proven by studies that lead to the traditional bully inthe Siber bullying (Erdur-Barker-Kavşut 2007; Li).Schools with common problems have established partnerships to solve problems related to violence,to share effective practices with others on the spot, and to solve the problem of violence together.The fact that the staff at the partner schools were not sufficient and effective in solving this problemwas effective in the preparation of this project. The inability of the staff to efficiently implementstrategies to cope with the problems is also the reason for the preparation of the project. In addition,the staff has given life to the project with the willingness and willingness to increase the knowledgeand experience to solve this problem. With this project, the professional qualities of the teachers inthese schools will be increased, the problem of peer bullying and violence will be solved and theproblem of early schooling will be removed. The goal of eliminating early school dropouts is to serveboth the purpose of the Erasmus + program and to prioritize the EU 2020 strategy.The main objectives and concrete results of the project are as follows:Developng peer bullying and violence prevention methods in Europe and Turkey.Teachers can easily find the most appropriate ways to communicate both victims and bully students,Increasing the number of effective teachers in the solution field by transferring our experiences withour partners,To learn the solutions applied in different countries and to discover the skills and key skills of ourpartners who are experiencing the same problem,To strengthen the teaching skills of school administrators and teachers to prevent violence,To ensure that the students who have suffered the violence are recruited to adopt common values,To ensure gender inequalities and disadvantaged groups end up with their problems byimplementing integrated approachesTo ensure be to reach to schoolls who are in need of our ""Happy School"" practice, which includesboth course content and school physical arrangements,Having an idea about the ""Read More"" practice that our Italian partner uses in tackling Peer violenceand violence,To monitor the ""olweus"" system that our Lithuanian partners have received from Norway, and stillimplementing.Our partner, who is specialized in CyberBullying, one of the biggest problems of our age, is to benefitfrom the practices of Poland, Through the ""Lifelong Learning"" project, it is aimed to monitor the practices of Greece, which findssolution by directing the students who are suffering peer bullying and violence to social and sportsactivities,Being able to avoid the handicaps that might occur by passing the strong sides of all these goodexamples through the filter with the works that will last 2 years,By collecting the data we will obtain from all our partners in a common pool, writing a program thatwill be given together in the international validity,Making our program more accessible with Google Play and Appstore apps,To create a booklet for school administrators and teachers,To ensure the social integration of the target group with planned activities.Our new program, which will be internationally validated with 6 partners at the end of this project, willbe implemented in these 6 countries and will guide all European countries."

How to deal with waste has been a hot topic and not only a fundamental issue of environmental protection but also a growing problem of modern civilization in general. Throughout the world there are huge amounts of waste being produced by industrial plants, households, public institutions as well as individuals. Those huge amounts of waste end up piling up in the seas and oceans, rivers, lakes, forests and mountains. The amount of waste generated currently in the EU countries is around 3 billion tonnes a year, with more than 10% of it being produced by households and public institutions, which is around 300 million tonnes a year and only as much as 40% of it gets reused or recycled. This percentage of recycled or reused waste varies between EU countries. In Croatia it accounts for barely around 10% of total waste produced in households and public institutions, while in Germany most waste is recycled or reused (98%). The latest research shows that reducing waste produced in households and public institutions would largely affect and help mitigate the impact of waste on our environment. The objective of the EU Waste Framework Directive is to prevent the production of waste as much as possible, to use the generated waste as a new resource and to reduce the quantities of waste sent to landfills. Since we often encounter irresponsible individuals and communities who throw waste into forests, rivers and seas, do not sort waste and behave irresponsibly towards the local and global environment we all share, the students from partner schools have launched a project initiative. The main objective of this project is for students, their teachers and parents as well as other citizens in the local community, to understand the importance of the negative impact of waste and its poor management on the environment and climate, both locally and globally, and to learn how to recycle waste and use it as a new resource. The other project goals are: acquiring knowledge about waste, waste recycling and reusing of waste as a resource at school, at home and in the local community; developing personal and social responsibility necessary to protect the local and global environment; gaining knowledge and thinking about the causes and consequences of human environmental impact; developing creative and innovative thinking in addressing the issues of recycling and waste management as well as learning about the rational waste management and using waste as a resource. By doing so, we will be able to encourage young people to take personal responsibility for the environment and future generations, to motivate them to act for the well-being of their environment, to think about the future, thus preparing students to participate in creating a society based on sustainable development. The project includes primary-school students and teachers in partner schools from Croatia, Italy, Greece, Poland and Turkey. The teachers act as the project coordinators, who will educate both themselves and their students as well as work on developing the general awareness about the types of waste, different ways of recycling and sorting waste as well as using waste as a resource. They will also gain knowledge about the possibilities of recycling waste collected both in households and schools, such as paper, plastics, glass, batteries, electronic waste, scrap metal and bio-waste; and how to use it as a resource in a creative and innovative way. This project will also help students and teachers improve their digital, linguistic and presentation skills by communicating in English and delivering presentations to the students and teachers from partner schools, in the nearby schools and to the general public. The project activities will also involve educating students’ parents and the wider community on different environmental issues and topics in order to engage them and to raise awareness of the need to sort, recycle and reuse waste in local communities. The partner schools will raise the educational standards in their schools by implementing innovative teaching methods in the field of environmental and climate protection. The project activities, such as Green Building (sustainable building from waste), Educational Games Made From Waste, The Animated Film About Recycling, E-book On Making Games From Waste, Creating An Educational Kit From Waste And Recycled Materials for Biology, Chemistry, Geography and Physics will all contribute to students’ creativity and innovative creations and also to some new ways of learning about waste and how to use it as a resource. The dissemination of the animated film, the e-book and also the exhibitions of students’ work (made of various waste materials) on Earth Day in partner schools, will contribute to the long-term awareness and educating young people about the importance of recycling and using waste as a resource. Moreover, it will contribute to the protection of the local and global environment.