CONTEXT AND BACKGROUND An outburst of the worldwide pandemics has added to understanding the importance of contemporary technological skills and competences. 3D modelling and printing was one of the cutting-edge technologies used to respond to the unprecedented risks caused by COVID-19. In the educational sector, interest in the technology is constantly rising. The impact of 3D projects on student learning shows that students develop a number of skills, including not only 3D modelling and technology literacy, but also so-called soft skills, such as creativity, problem-solving, self-directed learning, critical thinking, and perseverance. PROJECT IDEAOur idea is to take a further step in 3D education at school by making use of technology to explore European and local history and cultural heritage. We want to raise the interest of upper grade pupils in the historical landmarks in their surroundings and develop their creativity by presenting the archaeological objects through modern technologies. This way we will also respond to the need of up-to-date methodologies for the integration of STEAM into content of other subjects. PARTNERSHIPSeven organizations from three countries: Lithuania, Slovenia and Romania, which represent school education, non-formal education, business and non-governmental sectors, have built a partnership based on cross-sectoral cooperation, in order to come up with innovative solutions for the reinforcement of creativity. OBJECTIVESBased on the context of the project and the needs of the target groups, partner consortium has set a goal to develop creative skills among upper grade pupils (age 15-19) and to strengthen competencies of history, art, social science, IT and technology teachers by developing and implementing an innovative training tool to respond to the lack of educational resources for the integration of history and technology.The objectives of the project are to:1. Develop a ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool consisting of lesson materials, teacher’s guidelines and recommendations on the use of the tool.2. Pilot the product in partner countries for its assessment and improvement.3. Provide competence development for teachers as key actors in the implementation and sustainability of the produced intellectual output in partner and associated organizations.4. Engage target group pupils in exciting educational activities to stimulate their creativity, develop technological, personal and social skills, and enhance interest in history.5. Disseminate the project’s intellectual output across school education, governmental, non-governmental, youth and other sectors.ACTIVITIES-Development of ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool.-Delivering training for teachers from partner and associated organisations. -Testing and validating the methodology with target group pupils at partner schools in three partner countries. -Implementation of a product quality and skill development research to collect feedback from the testing activities for the upgrade of the lesson materials.-Presentation of the project’s results at local, regional, national and European levels.RESULTSThe activities will lead to the following tangible results: -An innovative ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool. -At least 500 virtual learners (including both teachers and students) registered on project’s website play.gaminu.eu.-At least 15 target group teachers and 150 target group pupils involved in intellectual output testing activities at 3 partner schools.-At least 3 cultural heritage objects from Lithuania, Slovenia and Romania represented in pupils’ projects. -At least 90 learners, teachers, policy makers, industry representatives involved in multiplier events in 3 partner countries. -1 transnational staff training event and 4 transnational partner meetings.Non-tangible results:-Increase of skills and competences of partners’ staff and collaborators.-Increase of skills and competences of target group pupils and teachers.-Better awareness of innovative ways to understand and display cultural heritage through new technologies. -Expansion of formal and non-formal educational offer for partner and associated organizations. IMPACT AND SUSTAINABILITYTeachers will enhance skills related to technological tools and implementation of relevant education methods. Pupils will develop innovator skills such as creativity, critical thinking, problem solving, artistry, innovation, initiative, and others. The project will provide an opportunity to strengthen cooperation and networking between educational institutions and cultural organizations, such as libraries, museums, cultural centers, etc. Intellectual output will be of benefit to other organizations for similar activities at local, regional, national and European levels.

"“Passport to the future"" is an interdisciplinary project focused on development of competences that will increase effectiveness of a professional start-up of young Europeans. The main project’s goals are: diagnosis of the situation on the local, national and EU labor market, equipping students with knowledge and skills necessary to make educational decisions guaranteeing employment and professional success, improving competences to facilitate success on the labor market, including mathematics and natural sciences, IT and linguistic skills, an indication of the wide and practical application of mathematics, especially in relation to new technologies, creating opportunities for information exchange, confronting methods of solving problems with students and teachers from other countries.Activities aimed at achieving project objectives are included in four areas:1. The European labor market2. Knowledge and competences as a condition for development of new technologies3. Developing mathematical and logic competences in an unusual way4. Mathematics for humanistsThrough the implementation of our project, we want to show the conditions of the European labor market and competences that will allow our students to succeed in their future professional life. The 21st century is inevitably connected with sciences and modern technologies and their development is related to maths. Implementation of the first theme’s tasks will help students to: gain necessary knowledge about employment opportunities, preferred occupations and education trends, internships, provide practical skills that increase their chances of professional success. Project participants will take part in workshops on starting their own company, possibility of obtaining EU subsidies, conducting an interview and preparing a CV. Since maths is responsible for development of computer science and further civilization progress, within the second theme we want to show how new technologies enter our everyday life. Implementing topics related to automation and robotics, we will show young people the future world and improve their mathematics and IT competences. By implementing a block of maths and logic skills, we want to improve mathematical skills in an interesting and unconventional way. Planned activities include: mathematical culinary workshops, mathematical city game, solving logic-mathematical puzzles in the escape room, match and mathematical marathon, logic-strategic games, mathematical competition, stock market simulation and classes using the experiment method illustrating the application of maths in sport and traffic. The fourth theme will prove that maths is universally present and permeates many fields constituting an important aspect of the humanities’ development. We will organize a debate on the humanistic aspects of mathematics, a competition for a reportage about maths in art, drawing workshops, literary competition for a poem about mathematics or photo competition The adopted project methodology will minimize (or completely eliminate) the risk of irregularities and the variety of methods (workshops, games, competitions, presentations, lectures) shall keep our students interested in the project. Secondary schools’ students(aged 14-19) as well as their teachers will be participants and recipients of this project. Two schools provide general education and two vocational one which ensures experience and good practice exchange. We assume that over 200 students will be directly engaged in the project’s activities(105 students will participate in international mobilities ), but all other students in our schools will have the chance to learn from the project.The project’s results include: knowledge about the EU labor market which will help participants to make decisions related to career development, increase mathematical, IT and language competences (both students and teachers), increase in communication skills and openness to other nations’ values and culture.The following will be created as permanent project’s results: studies and presentations on national and EU labor market, knowledge on employment conditions and starting own business, preferred occupations and candidates requirements, manuals on how to prepare for an interview and write a CV, scenario of the mathematical city game, competition regulations , sets of tasks for mathematical matches, mathematics and logic competition, mathematical marathon, scenarios of classes using the experimental method, IT workshops, applications of mathematics to establish regularities in nature, presentations on new technologies in various fields of science, photo exhibitions.Potential long-term benefits shall not be overestimated because they involve the students acquiring both practical knowledge that they will use in future and development of the ability to think logically, improve the English language, exchange experience and finally expand both students’ and teachers’ intellectual horizons."

Tourism is an integral part of European economies and educational fields of study throughout Europe focus on the preparation of students for the real work in tourism industry. However, practical ways of preparing the complex tourism product are neglected because of the time schedule of the school curricula and due to lack of activities in the school environment. This project will help the participating students with the development of their abilities to prepare the complex tourism product and realize it in a real environment by sharing it with other the participants as tourists from various foreign countries – the project school partners. It will contribute to better versatility of the students in the tourism labour market.The main aims of the TRIP project are focused on the entrepreneurial learning - entrepreneurship education, the world cultural heritage, the social inclusion and the 21st-century skills. The participants will improve their awareness of the European cultural and natural heritage based on the visits. The entrepreneurship will be promoted among young people and the participants will implement the social inclusion in practice. They will improve the 21st-century skills such as collaboration and co-operation, communication, critical thinking, information, media and technology skills and, ultimately, life and career skills, leadership, flexibility and social skills. Team work of the students will represent the basis of the project success.There will be 100 students (14 – 18 years old) participating in the short-term exchanges of pupils and 50 accompanying persons and there will be involved 21 teachers in teachers´ L/T/T activities. The project will involve students from the disadvantaged families, be it single-parent families, low-income families or students with special needs, including the handicapped ones in various forms. The teachers will be selected according to their linguistic, specific and ICT competences and for their certified experiences on similar issues. Students will guide other students and learn by doing, e.g. a simulation of a TRIP Travel agencythat will result in variety of complex tourism products which will be a good practice for other European schools. Each project partner will prepare the itinerary of the L/T/T for the duration of 5 days. This will include the proposal of workshops, sights, means of travel, costs/budget, time schedule or guiding. The mentioned itinerary will be created with respect to the standard offer of a travel agency aiming at the incoming tourists. The short-term exchanges of groups of pupils will be focused on the most prevalent and the most basic forms of tourism: cultural and sightseeing tourism, sport and adventure tourism, medical and spa tourism, rural and ecological tourism, recreational tourism. The forms of tourism will be presented to the participants by various tourism organizations during workshops. Visits to UNESCO World Heritage Monuments will be also included . It was selected in coherence with the main focus of the EU for the recent time period. Every short-term exchange of groups of pupils will be pointing (besides the main topic) also at the preparation of a tourist guide including: Topographic preparation, Itinerary of a Tour, Planning the Budget, Psychological preparation and Evaluation of a Tour. Dissemination of the project results and outputs will be arranged by project webpage, social networks and channels which will make the student work more visible, attractive and appreciated. The development of tourism and further project impact will be realized with the help of local travel agencies and tourism entities. The overall project output will be a printed TRIP heritage guide of the visited countries including the texts in partner languages with own photos. Promotional videos will be created and offered to the national/regional tourist boards of every project partner. A guide handbook describing various expert topics mentioned above will be a part of outputs. Another part of project activities will be two events Mini-Fair of Tourism and Social Inclusion TRIP which will be organized in every partner country as a form of dissemination on a regional and, if possible, on a national level.The partners will share good pedagogical practices, they will learn how to use the project-based, problem-based and entrepreneurs learning. They will include the world heritage topics in the school curricula. Created project outputs will be useful in geography, history or tourism-related subjects. This material will be also helpful for various tourism organizations. Language teachers and their students will implement the multilingual tourism vocabulary in their lessons. Students and their teachers will improve essential life skills and the 21st-century skills. The students will learn good manners and how to collaborate with the disadvantaged.

As the name itself suggests, „Waking up in Baroque“ project drew students´ attention to one of the most notable historical periods in oder to make the whole subject more gripping and exciting for them. Our objective went far beyond repeating general facts and knowledge as regards to music and architecture only. Experiencing baroque in its dailiness, creating and trying things first-hand made the real difference, be it associated with baroque fashion, music, dance, craft, preparation of delicious period meals, cures to period ilnesses, period judicature and other areas of everyday life. We called the atmosphere to mind with its everyday insecurity about what the next day might bring (in contrast to the comfort of the present day). And since we are modern people, all pieces of knowledge and experiences were computer-aided, processed with the assistance of modern technologies. Thus, we made an effort to truly interconnect the past with the present and the future to prove that history is not lifeless/dead. We experienced fellow feeling with people who had lived their lives in the past, most likely to discover that there is a lot we have in common, that their lives were not that different from ours in certain basic aspects.Our activities and partial outputs corresponded with our objectives: we held a fashion show, strolled through the baroque city, listened to Bach´s compositions, identified with period sculptors, interconnected current and baroque art based on typical baroque signs, created a period toy, experienced the lives of saints. All the findings and experiences were shared and summarized on the project website.We prefered (and learnt form one other) methods which activated students´ creativity and opened attiude to learning. Such methods also taught them to be self-reliant and developed their organizational skills. Also teachers benefited from the project, namely by implementing new methods, modern technologies, workshops and student-focused work.Guiding students and stretching their imagination towards understanding that baroque – despite regional differences – is all-European universal line of thought/art form/style, represents another significant aspect, which can be one of parallel ways for realization of present Europe complexity. There were four schools from different parts of Europe entering the project (Germany, Lithuania, Italy, The Czech Republic). Each of them focused on different areas of life in baroque.

Humankind has great responsibility on environment. The most valuable heritage to the next generation is leaving them a clean, green and liveable world. In the last century, environment has used loutishly and unconsciously. People’s indifference and irresponsibility to the environment make it dirty and natural sources have been decreasing day by day. Among many environmental problems, the most serious and threatening our future are; environmental and air pollution, depletion of natural resources, and lack of recycle and reuse. European Commission’s 7th Action Programme to 2020 published in March 2015 emphasises clean air and water, recycle, reuse and sustainability of resource efficiency. To decrease and solve these problems and had more responsible individuals, promoting environmental awareness at school years was an effective way to create environmentally-conscious citizens.Our project aim was to raise interest on environmental problems among students, teachers and parents with the activities in and out of the school and other people with transnational meeting activities. We had three main steps: First, We attracted our students’ attention on environmental issues. Environmental issues and project activities were included in the curriculum and monthly implementation activities at schools. Second, we did various activities for better environment such as planting trees, workshops, organizing open to public activities such as Walk, Critical Mass, and celebration international days, competitions shooting film, documentary or public service ads to raise awareness on environmental problems. In the last step, we enhanced our students and the community’s ability to act responsibly for a sustainable future. For this step, we prepared leaflets, infographics, public interviews and polls, and organized contests by integrating many people from all age and profession group.Additional to these; we did extra cultural activities to learn more about our partners and overcome the prejudices, raise cross-cultural awareness and sensitivity among students. Active study language was English in this project. All developed materials were translated into English and students had the opportunity to improve their English. Students were actively involve in all project activities. They planned and implemented the activities and teachers were their guide. Students worked cooperatively during learning/teaching/training activities for workshops, social responsibility activities and creating project forests, and teachers discussed, evaluated, and planned project activities and road map.All activities and products created during this project were published on school Project Corner Walls, Project websites, Project Facebook Page, School magazines, leaflets, local newspapers, and local TV channels. We had concrete products such as 9 memorial mini forests, toys, objects, and souvenirs made by waste materials, brochures, posters, films or documentaries and recycle bins for dissemination of our projectAt the end of this project, especially students and then local people were aware of the problems of environment they were more environment-friendly individuals. With the activities and public service ads local people also realized the environmental degradation, problems and solutions. In medium term programme, the significant problems of partner cities/towns (pollution, deforestation, recycle, reuse) were decreased. In long term, partner countries had memorial forests and greener and cleaner environment, responsible individuals, a good friendship and work together for further partnerships.