"The project focuses on education and social inclusion of refugees and immigrants. The main objective is to exchange good practices as to how we solve both pedagogical challenges as well as challenges in terms of social inclusion for minority students. As a second motive, we want to focus on how ICT can be used to facilitate better learning and social inclusion for minority students. Finally, the project will give participating students intercultural competence and further improve their English skills. All four participating schools have experience in teaching immigrants and refugees. Our project partners all participated in Erasmus plus KA229 ""School Walls"", a project exploring inspirational learning environments. During our work in this project it became clear that we had a lot to learn from each other in the way we welcome and teach minority students. Over a period of 20 months, one visit to every participant will be organized. With our four particpating schools, this will yield a total of four transnational meetings. These meetings will involve three teachers and three pupils from every school as well as 10 pupils from the school that hosts the visit. In the transnational meetings the host school will organize lessons and activities for the pupils that highlight and demonstrate how the host school works with education and social inclusion of minority students. Teachers from the visiting schools will observe and interact with the students, but also discuss practises in meetings parallell with the students' lessons. Excursions and other activities that will promote cultural exchange will also be organized by the host school.We will conduct in-depth interviews with the students that participate in the project. Participating teachers will also be asked to write a short entry in which they reflect on what they have learnt from the project. A digital guide with best practices will be the final product of this project. This guide will be easy to use for all teachers and schools and we will make sure that it is widely circulated through E-twinning and other media. The guide will be discussed and changes to existing practises will be implemented according to the results of the project at all the participating schools."

The project stems from the idea that school has a key role to realize a real integration of any minority, the enhancement of personal attitudes, and the creation of a shared European Culture. Object of the project is to investigate the Educational Systems in the different countries and identify the best practices leading to student success. This success is intended as creation of a shared European identity, sense of inclusion, possibility to maximize students' potentials and achievement of personal satisfaction.Starting from the cultural heritage we share, the project will identify the roots that contributed to the creation of the European Culture. It will proceed to analyse some projects/activities aiming to inclusion and enhancing of individual skills and then focus on the assessment of the performances in prevision of entering a European dimension in higher education or in the world of work. The 4 partners of the project are all coming from Mediterranean areas, even if with very different cultural, social and ennvironmental situations. Two schools are located in highly populated areas and insereted in a typical metropolitan reality. The other two member schools are small realities located on irelatively small slands, with a strong connection to the local communities and their traditions. The planned activities are meant to put in contact such different realities, both in their learning and teaching components with the final target of underlying the best practices put in action from the participants. LTT will provide investigation of common roots, identification and sharing of pedagogical and social activities aiming to maximaze the performance of each student, creation of a positive environment and preparation to a better academic or working future. The results of such investigations, gathered in different forms, will be disseminated both locally and on a wider dimension and will also be starting point for implementation of new activities, projects and practices in the participant schools.

Raising Responsible Citizen (RRC) is an Erasmus+ KA229 project carried out by five partner schools: Gymnasio Gennadiou (Greece), Zespol Szkol im. Macieja Rataja (Poland), Agrupamento de Escolas de Benavente (Portugal), Fatsa Cahit Zarifoglu Anadolu Lisesi (Turkey) and Srednja škola Ban Josip Jelačić (Croatia) as the project coordinator. They have been chosen based on previous cooperation in KA1 and eTwinning projects and shared areas of interest: improving the 21st century skills and competences through innovative teaching methods as well as dealing with the issues connected with (cyber)bullying, student depression and early school leaving. Teachers and students have benefited working transnationally on this project by sharing examples of good practices and encouraging students to take active part in their education and be more tolerant and responsible. The project consisted of two types of events - joint staff events (JSEs) with the objective to enhance teaching practice by using innovative student centered methods (problem based, flipped, blended and outdoor, role play, augmented reality games learning) and in this way help students develop both their transversal and soft skills, and student learning events (SLEs) with objectives to help students change their attitudes towards themselves, others and the EU thus becoming responsible and active citizens who will promote European cultural heritage. This has added to the European dimension to partner schools increasing the visibility. Teachers took part in exchanges of good practices enhancing their knowledge on using innovative teaching methods. They presented and adjusted their lesson plans, developed joint ones for planned outdoor learning activities in SLEs, created RRC ebook and dissemination e-magazine, delivered lessons in the teaching assignments in the host schools and participated in job shadowing. Those not travelling were involved in preparation and dissemination activities. In SLEs all students collaborated with their peers from partner schools virtually and those travelling, onsite by participating in planned activities with the following results: project’s logo, European Green Alley (tree planting), quizzes of citizens’ awareness of the emergencies, digital posters about emergency procedures, announcement of a book raising campaign, augmented reality location based game, films of the role play Raising Our Hand For a Democracy For All and the simulation of the future European Parliament, The 2030’s Universal Declaration on Democracy, e-magazines published after SLEs, blog, QR codes as city guides and journals on volunteering. Results are available online on project’s and schools’ websites, social networks and on eTwinning which was used as examples of good practice for Citizenship Education and inspiration to change. These have partly become part of schools’ Curriculums and Annual Plans. Due to the Covid-19 pandemia, our project had to be carried out as a blended learning activity, so the last mobility consisting of two events (SLE and JSE) took place virtually. Polish school was the host of these virtual mobilities that gave all partners new insights in international collaboration in the context of teaching, training and learning. After having bridged all the technological challenges, we managed to meet all the objectives as they were defined by the project proposal. SLE activities took place in the morning every day, whereas JSE activities took place in the afternoon and evening. Students intensively collaborated in Twinspace whereas teachers had workshops and presentations, as well as guest speakers, in Zoom. One great benefit was that more teachers and students could take an active part in these activities. This in turn prepared us for our everyday work due to the new normal.

<< Objectives >>The aim is through the collaboration with two Spanish schools which apply successful environmental practices to promote α) Interventions in the school environment, to create an eco-school as an example of small-scale improvements b) Educational activities to foster environmental awareness at school and at home Two Greek schools, one from Rhodes and one from Athens collaborate while Directorate of Secondary Education in the Dodecanese will support the dissemination.<< Implementation >>Educational visit to Spanish schools. Study visit and attendance of a training programmeEnvironmental interventions in Greek schools and dissemination of the interventions in Dodecanese schools<< Results >>The results relate to the objectives as followsA) interventions at Secondary School of Gennadi Rhodes and 1st Lyceum of Papagou based on good practices from Spanish schoolsB) educational activities for environmental awareness in schools that are in accordance with the environmental interventionsC) dissemination and support of similar interventions and educational activities in schools in the Dodecanese

<< Objectives >>The project is a partnership between schools with a large percentage of pupils from different cultural backgrounds. The main objective is the inclusion of all pupils through the promotion of works of art from cultures linked to the countries of origin of pupils. The idea of the project is to highlight the importance of all ethnic groups in terms of cultural expression and to emphasise to pupils from other countries that the culture of the country they left behind is just as important as the cult<< Implementation >>1. Visit by Greek teachers, police officers and members of ICON Greece to the school Agrupamento de Escolas de São João da Talha in Portugal on interculturalism at school, social and national level 2.”Art and Interculturalism” booklet. Each student will choose a work of art or cultural element linked to the culture his/her country of origin or residence. The pupils will present it using one photograph and three short sentences in English.<< Results >>The transnational cooperation of all schools together with the participation of non school institutions (ICON Greece, Police) will enhance the holistic study of interculturalism and the promotion of best practices at school, social and national level. The presentation of works of art and/or cultural elements from different ethnic groups in the booklet “Art and interculturalism” will highlight the cultural diversity and creativity of students