"The project has promoted the development of a multicultural, open, competent, creative society which is characterised by social inclusion, substantial equality and the harmonious development of a modern society.The project has involved 2 countries, Italy and Austria, together with 2 High schools, both having many years of experience in Media Literacy and a high level of competence with reference to the activities of the project. 55 students and 14 teachers have been involved in the project, all taking part in three international exchanges, one in Austria (20 students) and the remaining two in Italy (20 students + 5). A further virtual exchange took place in May-June 2021 to replace the one during the Timeline Festival in May 2020, due to the pandemic. Since the statistics (Source: ISTAT) confirm, that access to art and places of art (e.g. Museums) is directly proportional to educational levels and socio-economic conditions: 62,8% graduates - 38.6% GCSE level (Italian Final State Exam) - Elementary school / no qualifications 15.1%, it was important to study deeply what the prerogatives of the places of culture and art are, and what they mean in a socio-cultural context that changes every day. Moreover, it was fundamental to explain and underline how they can support the social conditions of inclusion / exclusion. The project has stimulated the development of the key competences of Lisbon 2006, in particular: - social and artistic skills - digital and technological skills - foreign language and mother tongue skillsIn addition, it has developed citizenship skills, thanks to the awareness of the territory in which we live: knowing the territory and understanding it allows us to contribute to enhance its value.The objectives of the project have been: 1 – getting the disadvantaged groups to know the European artistic and cultural heritage. Key Competence of Citizenship: Awareness and Cultural Expression. 2 - increasing accessibility to places of art overcoming social, linguistic and cognitive barriers. 3- Increasing linguistic competence also through the use of innovative digital tools. 4- Key competences of citizenship: competence in foreign languages, and digital skills, in addition to the most significant competence: “learning to learn”, which involves the ability to collect, analyse and organize information. 5 - fostering intercultural dialogue and inclusion: migrant students and disadvantaged social groups have been involved in the project. The non-tangible results have been mainly the improvement of the basic skills of Lisbon and those related to the soft skills of each individual. The tangible results have been: - creation of the project logo - videos - geocaching app usage - tour guides - video interviews - statistical analysis - docu-video about storical-social problems - using the ""found footage"" film technique (video title: 8391) - collage with reference to the pandemic - use of APPs that implement virtual and augmented reality. - videos and guidelines for the debate- video lessons about the culture of the two countries- video lessons with a German mother tongue girlCommunication was based on a ""collaborative working"" method through digital tools (internet, Google Apps, Drive, WhatsApp, tablet).The activities have taken into account the skills of the partners (audio-visual production and creation of docu-videos); statistical surveys, both through traditional and digital tools. The methodology used in all the activities, both those carried out in schools, and those during exchanges, also online, has been that of: - construction of learning units a) in real contexts b) CLIL c) production of concrete and multimedia products d) debate methodology (www.wedebate.org) After the bilateral project, considering also the good cooperation between the two schools involved, our idea is to go on collaborating with our partner."