"The project has been conceived in consideration of the fact that modern languages have become extremely synthetic due to ever more frequent use of modern instruments that support very quick and vanishing contacts. The main objective of the project is to consider narration as a metaphor of life and of an ever changing society that promotes a more inclusive citizenship. The project intends to create a strategic networking among organizations in education and training fields (Bimed and Pegaso Online University) and four secondary schools of different European countries, working on initiatives to promote the active participation of students in social life, with particular attention to students coming from disadvantaged contexts. The project is based on the transfer and implementation at a European level of an innovative good practice called “Relay of Creative Writing and Legality” which aims at providing students the necessary instruments for reading, writing, doing and being during the academic curriculum. This practice has been widely experimented by Bimed nationwide since 2004 and this year has involved about 1000 primary and secondary schools. In 2013 and 2014 the project has been awarded the “Prize for higher educational value” from the President of the Italian Republic. In our project, each European school will involve in the Relay two teachers and two groups of ten students each. The opening words of the story will be given by a famous writer and will be sent to the first school which will write the first chapter and will transfer it to another school which will write the second chapter, and so on until the end of the story. Pegaso University will be responsible for the translation and the publication of the final story in the different languages of the participating schools. Students and teachers will be supported by two innovating tools specifically developed for the project: • the Cyrano online platform, developed by Bimed, that will allow the students in different countries to chat through a dedicated chatroom provided with a simultaneous translation system and will help them to debate around the development of the common story; • a blended training course for the teachers on “Creative Writing for inclusion and citizenship”, which entails one week face to face training in Italy and four month online training, through the Pegaso University e-learning platform, and will provide teachers the necessary skills to assist students in the relay. Moreover, in line with the above, the project will involve developing in students other creative competencies. Therefore, students will be given the opportunity to make videos concerning the topics covered in the story. This way the project intends to promote new types of learning approaches that enrich and complete traditional methods. With regard to dissemination activities, four multiplier events will be organized, one in each participating country. The events will represent the opportunity to spread the four intellectual outputs developed during the project. In fact, in the first and second event the multilingual platform and the course on creative writing will be presented respectively. In the third event a small festival of short films will be held to present videos made by students. During the final event called ""Festival of Inclusion"", the story translated into the languages of the partners will be presented in book form. The intellectual outputs are all tangible products whose usefulness will not be limited to the temporal and geographic scope of the project. In fact, they will be made freely available and promoted through open licenses, in order to allow the use outside the participating institutes and to the public at large. On the occasion of the Inclusion Festival, the students of the four schools will meet and will take part in a Summer school, which will take place in the beautiful natural park of Tremiti Islands, the most marginal area of Europe, an environment among the most beautiful in the world, but, because of the lack of services, completely abandoned by young people between 18 and 25 years. Cooperation between students of four different countries will allows them to acquire the ability to operate internationally overcoming the social, linguistic and cultural diversities."

We have made an analysis about our needs and present situation with our partners about the project. We have decided to make our activities in order to find solutions to our needs. We have understood the importance of education and employment which is related in a part of the Declaration of Paris, 2015 and we have arranged the activities according to it. The life conditions didn't let us achieve our goals in education completely. So with this project our teachers have had the chance to see their students as real European citizens. The activities which had been hold in our school and during the transnational meetings have changed the teachers' negative aspects into positive ones concerning education and have increased their personal motivation at teaching. In the project, we led our teachers to be more willing about making their careers more creative and more professional, more attractive and innovative in their teaching methods. With the project activities and international project meetings, our teachers have enhanced their professional development. With the help of this project, we have supported them in dealing with diversity in the classroom. When the teachers used to meet in different countries, it has been very easy to adopt collaborative and innovative practises. This helped the teachers to determine their role in the school as leaders, and strenghtened their leadership. The project let teachers express themselves and their new approaches freely. They have discussed new approaches on thier lectures, also how to adopt them to their lectures. We were five partners in this project and we had common issues which joined us up. All participants had nearly the same school level and similar problems about the project topic.In the activities part, the dates and the subjects we have studied have been done in detail. We had 5 Ltts and 5 TPMs during the project. The teachers had been aware of the importance of improving themselves in their careers. And they have met different cultures abroad. Our students have realised their innovative and creative aspects and they have also had the opportunity of meeting foreign students from different countries by travelling abroad. So, the participants and the people they met will unfold their horizons while their interaction which started2 years ago it is still going on. We planned our project for 24 months. All of the activities were prepared in a way that participant schools would have integrated all of them. The partner schools' roles in the project have been equally important. The project activities have been done regularly according to their importance and some activities were repeated so that they could become lifestyles. One of the most important part of our project was sustaining equality in education among the students. Our priorities in our project were; exchanging students in short-term, LTTs helped them in developing group work skills, sharing, learning cultures, respecting the others, using technology in daily life.Gathering students and teachers from different cultures, has improved their perspectives about life finding solutions to different problems in their life.

"Virtual reality; Although it is a technology used in many different sectors in developed countries, its use in our country is very limited. Students do not seem to be able to learn this technology because they do not take part in the curriculum applied in public schools. Whereas the ""Turkey vision 2023 "" and EU 2020 strategies are aimed at developing new skills in students to increase employability, knowledge-based economics and qualified workforce. Teachers who have virtual reality training will give students virtual reality training. This allows students to become more qualified, to gain the skills that should be in the future's professions, to become preferred individuals in the sector.In this context, teachers in the scope of the project will be given training on virtual reality applications in the first movement. Trainings will be carried out in the workshops using the learning by doing model. In the trainings; firstly, the historical buildings in our country will be animated in 3D, the students will be interested in the historical works and the cultural heritage will be protected. Then, the informatics teacher who has received the virtual reality education at our school will train the other 36 informatics teachers in the province through in-service training. Teachers who do not want to take courses will be provided with mini workshops. Each teacher who takes the course will teach their students the virtual reality practices in the IT laboratory in their schools.In project scope; project logos, project brochures will be designed; web sites, Google groups, Facebook and e-twining accounts will be created. Trainings will be organized for volunteer teachers on the TV channels. A cultural heritage-related video contest on virtual reality will be organized and a booklet will be prepared.The information teachers will be informed about the studies done up to that date within the scope of the project and the project post will be prepared. An e-book with all the information gathered throughout the project will be prepared at the end of the project. Project results will be published, a project evaluation report will be presented, and at the end of the project, participation in the best practices exhibition organized by the Provincial Directorate of National Education will be ensured to spread the project at the highest level.In terms of our project agency; this project will contribute-To increase preference and recognition of the school-To strengthen cooperation between us and our partners,-To have a chance to have workshops with modern equipment,-To have an idea of the European perspective on gifted students,-To establish a rapport with the foundations, companies and the sector,-To increase the possibility of graduation of qualified students-To establish a cultural heritage awareness as a institutional culture.With this project our students will - Satisfy their needs to learn new technologies and the continuity of the school will increase.- Learn applications and programs related to virtual reality.- Develop digital skills and integrations.- Catch technological development and develop their expertise skills.- Develop teaching modules and activities.- Develop curiosity and questioning methods - Develop critical and creative knowledge technologies of students - Get a chance to join courses.- Be able to do virtual reality applications in real sense.- Improve communication skills and creativity.- Achieve cultural heritage protection awareness - Be aware of European citizenship.- Develop their English speaking skills - Develop the intercultural teamwork skills, and tolerance for accepting differences and respecting the different.With this project, our teachers will;-Realize the modern technological applications,-Increase their professional skills-Have the chance to participate in the Certified courses.-Learn about European perspective against their vocational teachers.-Have a chance to observe the workshops of different cultures.-Be able to raise students according to their needs.-Develop digital skills and integrations.-Realize modern approaches in the name of school education.With this project, firstly 36 informatics teachers will be reached and then 16736 students will be directly educated with the trainings they will give. Students will learn about virtual reality-related applications. All volunteer teachers who wish to learn about this technology will be trained in the dissemination process of the project. The spread of the project will ensure that our teachers and students are educated well and that the quality of our education system will increase. Therefore, students who graduate from our schools will increase their preference both in the country and abroad and they will be employed more easily. Thus, they will be able to contribute to the country's economy."

"""Destination: Happiness"" is a 2-year project which aims at developing a strategic partnership between 6 European secondary schools from Poland, the Czech Republic, Romania, Italy, Lithuania and Greece. It is designed in a way teachers of all school subjects, psychologists, pedagogues, parents, specialists and high school students (15-19 years old) can contribute to the project implementation on broadening the knowledge of happiness and introducing ways of achieving and maintaining a state of happiness in order to improve the quality of life.The project will consist of 4 modules, each related to the idea of happiness in its unique way and carried out based on the Project Cycle Stages: investigating, planning, taking action, and evaluating. Each module will add to participants’ knowledge of happiness, including its benefits, sources, obstacles and threats. Apart from various methods of research and presentation of conclusions, participants will be encouraged to engage in non-formal activities as well as reflect and come up with solutions or indulge in artistic self-expression. Along with different forms of project work, it will develop their critical thinking, research, communication, collaboration and self-management skills. The variety of products to be completed will demand motivation, positive attitude and responsibility. All those skills are necessary for academic performance and professional career. In the first module, the participants will explore the concept of happiness in different fields of knowledge and will work out a recipe for happiness. Along with their individual perception of happiness, backed by results of a diagnostic survey they will undergo, participants will formulate their algorithm for happiness. The response to the investigation part will be also workshops on happiness-related issues like life balance, body image, mind-shift.In the second module, the participants will find out how stress might shatter happiness and learn how to cope with it to not let it hinder their self-development. It will be achieved through research on stress, its sources and possible repercussions, including interviews with specialists recorded as podcasts and blog entries, where students will share their experiences and consequences they suffered. Students will also write the set of guidelines advising on stress management while all participants will take part in workshops.In the third module, the focus will be on the unavoidable risks of our interference with the natural environment that puts some strain on our experiencing of happiness. Humans are part of the ecosystem and our intervention has an irreversible effect on nature itself and our physicality and mentality as well. The results of the investigation, including meetings with university staff and researchers, will be gathered and diversely presented with panels recorded as podcasts, whereas as an action students will take up an artistic challenge in order to praise the advantages of people’s living in harmony with nature. A ‘Model United Nations’-styled conference will be organised so that students can reflect on the question of the natural environment even more while some will give a speech as ‘goodwill ambassadors’.In the fourth module, students will become advocates of change, activists, promoters of personal development and global change of mindset. Inspired by the previous modules, they will act as writers and speakers when delivering their speeches at a school TEDx-like conference. We will all leave a message for future generations in the time capsules.During the project it is intended to create a project website, organise workshops, panels on relevant topics, conduct surveys for continuous evaluation, set up an eTwinning website; students and teachers are going to use cloud computing and ICT tools to prepare presentations, posters, podcasts, blog and social media posts etc. All the results will be shared on the open license (CC-BY-SA). At the end of the project students are expected to:1. confidently and critically use the variety of ICT tools to create podcasts, posts, posters, presentations, infographics, surveys, tutorials etc2. communicate their ideas and opinions in English in a variety of forms (written, oral, formal and non-formal), develop awareness of intercultural understanding and demonstrate positive attitude and appreciation of cultural diversity3. identify needs, initiate, plan, manage, execute and evaluate actions with an awareness of possible implications that come with them, assuming different roles and developing motivation and determination in achieving goals4. explore different teaching and learning techniques and develop new teaching strategies that will be implemented in the partner schools5. cooperate transnationally with partners and nationally with local partners and institutions, especially university staff, researchers, psychologists, coaches."

The project A Cup of Creativity in Educational Process brought together schools of secondary education from four European countries: Slovenia, Italy, Greece and Portugal. All the schools observed the need to include creativity as a competence, intercultural, linguistic and digital competences in educational process. All partner countries have developed diverse social habits connected with drinking coffee, tea and milk, which served as the basis for researching and creating. The objectives of the project were: inclusion of creativity in learning and teaching, development of social and intercultural competences and the change of teacher's as well as students' perception of creativity and its evaluation. The core project teams at each school consisted of four teachers and six students. In order to achieve the goals, there were national and four international learning activities in the time period of 24 months. In each initial activity, the students researched their local environment. The preparatory activities were followed by international learning activities, where the findings were presented in international groups. What is more, they served as the starting point for cooperative creative activities – the research of characteristics, habits, culture and economy of each country, and presenting them as a lesson plan, a video or a visual presentation to be used educational process.Each international activity focused on a topic that was agreed upon by all partners as the most suitable for their environment: the meeting in Ptuj focused on languages and cultural awareness, introducing the participants to the period of the Middle Ages and Baroque. Kavala hosted the second meeting, whose topic was history and art. Torino provided the participants with the environment where science and entrepreneurship can flourish. Caldas da Rainha focused on multimedia and the activities connected with it. The teachers exchanged examples of good practice and included creative approaches in teaching. Thus the methodology followed the pattern: researching/learning – creating – presenting/use of results.During the project, the website was being created, which now comprises the tangible project results: an online resource pack of creative material for classroom use, created by the participants, which comprises creative lessons for English, History, History or Art, Literature, Mathematics and Geography; a collection of guidelines for assessment of creative activity, created by the teachers, the findings of the international research of beverages drunk from a cup, and a gallery of posters, drawings, paintings, design produced by the participants. The website also represents an exhaustive diary of all project activities, including tools for monitoring and evaluation, dissemination activities and use of results.The activities and the impact were evaluated with tools created during the project. Thus, at the project's completion, all four participating institutions observed an increased awareness of their creative potential among participating students, the positive change in their perception of partner countries as well as the novel perception of their homecountry's ingenuity, attractions and heritage, improved interpersonal skills and the ability to actively contribute to the work of (an international) group, improved presentational skills and self-confidence, and new pursuits in the field of ICT, particularly in the field of video-presentation projects. The teachers began including creative material in their lessons, either the project results by created students or their own creations. The new approach to creative teaching was the inclusion of creative projects as homework activity. In each partner country, the most remarkable impact of project activities was observed on school, local and regional levels. Teachers at partner schools and at primary/secondary schools in the region were willing to try out the project results as soon as they were disseminated, already in the duration of the project. Local cultural organisations, craftsmen and entrepreneurs were actively involved in the project activities, in turn, their activity was presented to the international audience.Creative activities did not end at the project completion: the website remains active and is upgraded into an online collection of examples of creative approaches in education. Schools to which the project results have been disseminated use the material and/or add their own creations. An e-mail address was created, allowing all interested teachers to comment on the results or their use of results and approaches. The cooperation between the participating schools and the local institutions involved in the project activities continues in the future.