<< Objectives >>Since the pandemic caused huge damages in our lives, with the WISH project, we mainly want to minimise its effects by equipping teachers with practical tools to deal with students’ wellbeing in the school environment so that they can recognize the power of emotions in their lives. With the help of the techniques and the activities, teachers will easily cope with the problems related to the issue and students will learn to regulate their emotions and find happiness within themselves.<< Implementation >>There will be 2 types of transnational activities: training for teachers and learning activities for students. First of all, teachers will receive training on the topic of positive emotions, EFT and happiness along with many workshops focusing on specific techniques. On the other hand, learning activities will focus on students’ recognition of their emotions to develop social and emotional competence in four different fields to be organised: relations, creativity, flying high and happiness.<< Results >>As the main project result, we aim to prepare a methodological guide (MANUAL) for all teachers regardless of their majors, with the help of which they will have both the theory and some practical ideas to deal with students’ mental health and wellbeing which have been damaged a lot due to the pandemic. A website for the project results and the activities: the manual will be shared in partners’ languages as well as in English to reach more teachers and students.

On the basis of the current migration and refugee movements in Europe it became clear that most schools had no or no current concepts for intercultural education. As a rule, newcomers from other cultures were completely unprepared for the new class association, met fellow students whose intercultural competence was scarce, and saw no possibility of being productively involved in the school community. Frustration, aggression or school refusal were the result, and sometimes the entire school climate was severely impaired. Our project is to develop innovative teaching modules on the basis of different teaching subjects of our curriculum for intercultural education. In six different modules, we want to combine curricular topics with superior learning goals such as openness, the reduction of prejudices or the awareness of one's own cultural identity. In this way, we would like to point out approaches to facilitate the integration of children from other cultures into their new school community, to actively involve the new classmates in their new school environment, and to teach local students the culture of their classmates without prejudice and authenticity. In the same way, we aim to raise our awareness of our own cultural identity, to bring together the common European cultural values as a basis for our coexistence, to feel culture as an enrichment of one's own life and to improve existing intercultural teaching modules through innovative approaches. The six participating partnerships want to involve as many people involved in school life as possible in the project, actively involving representatives of social organizations such as refugee initiatives, NGOs, cultural, political and religious representatives in the project. The nature and scope of these external participants is determined by the respective topic of the module. The project has the intention to identify methods and approaches in six modules, how intercultural learning can be linked to different basic teaching subjects and focus on openness, empathy, respect for the fellow-pupil's culture and the awareness of one's own cultural roots as a central learning target to stand. All modules follow a similar scheme and want to actively involve the young people in our schools with their biography, history, skills and abilities, as well as their fears and concerns. Culture is to be experienced by all participants as valuable, enriching and trustworthy. The modules focus on: - Language and literature - Music and dance - Visual arts - interreligious dialogue - Politics and history - everyday culture And link this focus to a higher-level learning target. In detail, the modules are shown on the page ....... We want to develop at our schools and all schools in which we will act as a multiplier, solid building blocks for intercultural education in all relevant disciplines, which in turn serve to bring students from other cultures into our school community , The opportunity to contribute to the school life with their cultural background. Likewise, we want to develop teaching modules to help the newcomers integrate and grow into our own cultural environments and to raise the awareness of the cultural identity of their new classmates. The results should be as follows: - Educational building blocks for linguistic, artistic, artistic, political-historical, social-scientific and religious Compartments; - Apps for Intercultural Education - diaries, ePapers, storybooks, biographical videos, exhibitions on the empathic confrontation with the Refugee theme - A website, a blog, an eTwinning project page and a youtube channel for the documentation of our work and our results as well as CDs and DVDs to document the work on the individual modules - interreligious prayer books - self-produced workbooks for learning the basics of the new language for incoming refugees or Migrant children

The subject of our mutual projet dealt with the topic of easening the transition from school to the job market or university for young adults in Europe. This project was divided into four phases which were thematically organised so the students would add to their skills in each phase. Target groups were students preceding to graduation with school diploma. Each country had a minimum of 24 students participating in the project.In phase one we focussed on qualifications, special skills and strengths which the students possess. They filled in questionnaires and compared their results. Schools dicussed their concepts for the transitioning phase and compared these. Teachers discussed which elements could be of use in their own school. The questionnaires of the first phase were used by the students as a starting point to develop an indivual application -a CV and a cover letter - in English and also in their mother tongue. As a result every participant developed a portfolio for applications similar to the “Europass“. Students with similar job or study interests worked together. Fields of interests were social jobs, skilled crafts and trades, industrial jobs, sales, medical jobs, media and IT. In the third phase of the project students prepared a presentation of their skills in English. Students practised a job interview in English working together as a group (“peer teaching“). The interviews were recorded and evaluated. In the fourth phase students had the opportunity to present themselves to several companies of their choice during a spped-dating and practise their skills in a real life situation. It is a longterm goal to prepare and motivate students to apply for internships in European countries. Connections to companies and universities that were built during the project help to achieve this goal.

The imperative for realisation of the project on an international level was the affiliation of all partners to European Union, partners who have common but not the same culture, history, traditions, customs, religions and an array of past events which affect present relationships and sometimes they cause tensions and conflicts. The problems were even higher these days due to migration and Covid-19 pandemic. In such a situation the important idea was integration, which happened through mutual activities aiming at mutual recognition, exchange of ideas in the spirit of partnership, tolerance and eagerness to compromise and agreement . Our goal was to prepare young people to the role of being aware, open, wise and tolerant Europeans. Realisation of this project gave an opportunity to equip these young people with competences and skills which will enable in the future for stabilisation, peace and development of the European Union. Young people, taking part in the project had an opportunity of meeting new friends from many European countries and carrying jointly activities, activities which were important not only on a European level but on the global level, too. The goal of this project was making our students aware of necessity to protect our environment and giving them a chance to get involved in it. While working on the project and after its completion, our students became aware of their very outer world, its diversity, problems and aware of their ability to have impact on it. They were encouraged to do researches, analysis, drawing conclusions for future. They realised that their activities gave positive results. They became aware that consumerist lifestyle is dangerous for the environment. They are able to recycle at school and at home, they consciously undertook long-term actions to influence our environment, our local communities and through media wider target groups. They are aware how effective collaborative work is. Communication in the English language was an important goal, too. They understand now how important it is to communicate fluently using a foreign language. Having a good command of foreign language lets them express their needs and problems, including basic needs like sharing ideas, discussing, compromising, giving arguments, presenting, learning and transferring their knowledge. English language as a skill was used with school walls as well as beyond the walls lets them make new friends, motivate them for further efforts to study more and trigger the fluency and joy of being able to communicate with others. Development of language skills brought long term effects affecting next level of their education and their future lives. Using phones, computers and ICT tools is vital and essential for young generations these days. This project allowed them for using all these tools in a new way, other than virtual world which absorbs them too much. They can change this situation and use ICT in a practical and useful way, useful for themselves and useful for others, useful for the world beyond. ICT tools are some kind of bridge which connects generations of teachers and students. This aspect was beneficial for both students and teachers and it brought the feeling of being helpful for others around us. ICT was not only a communication tool but also other digital tools which can be used to produce films, presentations, leaflets, brochures,etc. Students had an opportunity to develop their skills, including artistic, photographic, being well organised and many more. We included students with special education needs, students with problems for whom the project gave an opportunity for team work in the atmosphere of understanding, common support and empathy. For many young people this project was a great challenge of their lifetime. The project changed our students, teachers, our schools and our local communities. We understood that we could achieve a lot despite differences and despite difficult Covid times. Covid pandemic made us work through internet and we all can say that we faced the challenge with success.

"<< Objectives >>With the implementation of the project, we aim to contribute to raising self-confident individuals who have developed the skills to live together in harmony, who can understand rather than criticize in the multicultural world, who know the importance of others' values ​​while protecting their own values. We aim to equip the adults of the future, todays youngsters, with the necessary skills for a peaceful future in our world where cultural borders are rapidly disappearing.<< Implementation >>While the project supports the skills of understanding, learning and internalizing the other through the implementation of creative drama activities, making use of museum, art, music and culinary culture elements,With the web tools training , it will be ensured that these experiences are announced to the digital world. Briefly, the project activities can be summarized under two headings:-Creative drama activities in intercultural competence education-Digital competency trainings.<< Results >>In addition to youth who can build bridges between themselves and the others and respect common European values, our project will also have a concrete output. The e-book ""A Guide for Intercultural Competence Training Through Drama"" will be created as the output of the project. This e-book including drama practices in intercultural competence education will be made available to all organizations who want to develop intercultural competence skills in non-traditional ways."