"1) Context/backgroundThe project involved four schools in diverse European regions: Greece, Portugal, France and Germany. Due to the Covid-Crisis essential aspects could not be carried out, such as the production of the travel guide, which was largely depending on the canceled final meeting in Greece. But our work lead to the creation of parts of a travel guide written and produced by teens for other teens. We cooperated with local experts, researched, examined three out of four region’s tourist attractions, became familiar with travel guides as a literary form and developed categories for our guide book. 2) Objectives Our objectives were related to the four strategic objectives of ET 2020 and Europe 2020. Despite the challenges of the pandemic we suceeded at enhancing basic and transversal skills, such as promoting empowerment, participation and the active citizenship of our students. Their intercultural competences reached a higher level. Students became aware of their abilities and built up confidence to cope with future challenges.We focused on the usage of English, French and German and gave the students an authentic experience of Europe. The informal cooperation between schools and partners from the local area was a complex and ambitious challenge that turned out to be only applicable on a lower level. 3) Number/profile of participantswe aimed at directly involving 25 students and 4 teachers of each school. A qualified estimate lead to about 170 people (students, parents, stakeholders from the region). Those numbers were slightly surpassed because more teachers and other local and regional stakeholders particpated. 4) Description of activitiesOur work process progressed from basic to more complex learning situations. - The participants examined their own school’s region (with the exception of Greece) and its tourist attractions for teenagers. The local students worked as tourist guides for international guests. - The participants got to know three out of four of the partners’ regions by researching and creating e-books. - They dealt with principles of writing and producing travel guides and met an author of travel guides. - This cooperation enabled the participants to become familiar with travel guides as a literary form and with current genre trends. The students developed categories based on their acquired knowledge and ideas. - Since the meeting in Greece could not take place, the participants could not organize an exhibition to present advance copies + first results of our guide book and get feedback. Alternatives were not feasible due to the lockdown since March 2020. - Legal matters and some technical aspects were dealt with. Working on design, layout and the printing process fell victim to the pandemic. 5) Methodology We applied the systematic PDCA-cycle to keep our project on track. Our methodical approach included defining a main topic and subtopics, anticipating results, developing a schedule and a risk management. Moreover, we focused on evaluation, dissemination and budget control and assigned responsibilities to each national team. 6) A short description of the results/impact Despite not being able to produce the guide book, some relevant products were accomplished: - twinspace (E-Twinning): our working platform; data pool - project homepage: to spread info about the project, to ensure free access to products for the public - project logo: to jointly create a corporate feeling - ""Erasmus+ Corner"": an info-place in all participating schools - newspaper articles, info events and exhibitions at ‘open-house-days’ - e-Books: to compile the info about the partner countries - the Europass/Youthpass- a compilation of ice-breaker-games - a collection of receipesEven though the project was abruptly paused and for the students practically ended in March, we see a significant impact on the participants. Cultural, management and ICT-skills as well as linguistic proficiency have increased. We created motivating learning situations and encouraged students to consider an extended stay abroad. The students have a more nuanced understanding of European regions and the teachers reached a higher proficiency of teaching methods, assessment forms, evaluation etc. Working with twinspace had a high benefit for teachers and students. The wider school communities gained a deeper awareness towards the Erasmus+ program. 7) Potential long-term benefitsEven though our cooperation could not be carried out as intended, we can state to have ensured sustainability and benefits that will outlast our cooperation.- The project added to the positive image of all partners.- All involved teachers and some colleagues are motivated to implement new projects or have already done so.- We have seen students coming in contact with literature and parts of the process of creating it. - This experience and the establishment of contacts will be useful for future traineeships of the students."