The background to this project is the need to introduce continuous educational innovations to keep motivated teachers and students increasingly exposed to ICT. One school from Spain and two from Germany were involved in this project, in which we continued our previous experience with our iPad classes, in which we already started to implement the improvement of the use of ICT, the enhancement of skills and key competences, the fight against school drop-out and the support to disadvantaged pupils, and thanks to this project it will be further improved. Despite the withdrawal of the German partner (Aichach) from the project, all members of the partnership are of the opinion that the objectives of the project were absolutely fulfilled under the circumstances (Covid 19). The participants, 35 teachers from Germany and Spanish as well as pupils aged 12 to 14, have increased their digital competences and are able to use and design their own apps in class. At the same time, the apps have enabled them to deepen their knowledge of the topics in the curriculum, encouraging other students to consider different educational opportunities when they finish school, such as in Spain in vocational training programmes. In addition, thanks to the gamification and project-based learning methods implemented in the schools, the participating students have developed an entrepreneurial mindset, their creativity, ability to organise ideas, self-improvement and logical thinking have been improved. The activities implemented ensured that the teachers and students were able to build social relationships with other teachers and students from the partner school, work in a foreign language and significantly improve their linguistic competence in English/Spanish.The newly acquired knowledge from the job shadowing and workshops was first rehearsed in the project through the development of activities in the Twinspace platform. We initiated eTwinning projects, teachers and pupils tried out the acquired apps and then we integrated them into the lessons. In doing so, we were able to establish innovative and motivating offers, attract pupils and combat school failure and dropout, as shown by the evaluations carried out throughout the project. In this sense of implementing innovative methods, it is also noteworthy that the professional profile of the teachers has been highlighted, also thanks to the development of their digital literacy, the sharing of good practices and the promotion of their linguistic competence in English and Spanish.Gamification methodology was implemented as a focus, thanks to the use of different educational apps for iPads. The students developed a research paper on the possibilities of ICT tools in face-to-face, distance teaching, not only in the educational context but also in the workplace, making them aware of the digital world we live in and the importance of these tools. The second part of the project involved multimedia content creation and introduction to computer programming with a grade 6 class (eTwinning project -Digital Creations -https://twinspace.etwinning.net/176833). In the penultimate phase of the project, we developed a common digital catalogue of apps and programmes for iPad classes as well as a practical handout for teaching the necessary media skills. Unfortunately, the pandemic made it impossible to carry out the last activity in person, which was to take place in Spain in May 2020. We extended the project until January 2021 with the hope of continuing the activities, but the severity of the Corona wave caused our schools to close. We continued to work virtually or in distance learning and discovered that our catalogue was a real treasure for all school partners.An active and dynamic methodology was used in all phases and activities of the project, where pupils participated in group activities of pupils of different nationalities thanks to tools such as TwinSpace, Padlet and videoconferencing. The methodology of project-based learning, where real problems were presented for them to solve by designing their own computer tools, proved to be very positive and enabled the pupils to learn how to learn and develop their entrepreneurial spirit. We are currently working together again to adapt our catalogue to the new forms of distance and hybrid teaching.

<< Objectives >>At the latest with the worldwide pandemic, it is clear that job profiles are changing dramatically fast, a rapid shift towards a fully digital working world is taking place.In addition to offering real mobilities, the project wants to give trainees the opportunity to expand the quality of their training and to come into contact with the European idea and interculturality remotely during their training and thus subsequently be even more open to international cooperation and digital working.<< Implementation >>There will be 6 main activities. Activity 1 will analyse digital competence requirements in the craft/electrical sector. Phase 2 will implement multiplier events in all partner countries to gather inputs. Activity 3 will develop a concept for apprentices to implement an international remote project work. Activity 4 will implement this concept as an example. Activity 5 evaluates phase 4. Phase 6 disseminates the tested concept among trainees and training centres during 4 multiplier events.<< Results >>The project partners expect to end up with a valid concept guide that can be used by VET-centres and their trainers to implement transnational, (interdisciplinary) working groups of trainees in remote project work. Ideal working environments, intercultural preparations, language courses and required digital tools are addressed.In this way, the partners want to awaken openness for the European idea and the willingness as well as readiness for digital communication and interaction.