"It is a key element of good teaching practice that teachers begin from the place learners are currently at and then help them progress further along that path. In order to achieve this goal, teachers must try to use tools and techniques that best engage with the learner and provide the motivation and intellectual stimulation they require at all levels of study and ability. Technological developments, particularly in the area of communications, have very much changed the way learners react to educational stimuli. Engagement with the internet and the consequent access to information, social contacts, online gaming and other tools have modified the ways in which people learn and interact. The overall objective of The Learning Games is committing the students to modify their attitude towards learning, increasing their motivation and, consequently, enabling them to achieve their full potential. In order to reach this goal, we have made use of game-imported elements which bridge the gap between the students’ life outside and inside the school, considering gaming is becoming an important leisure activity, with a ever-growing base even on older generations, according to the Interactive Software Federation of Europe. This situation encompasses the chance for teachers to incorporate gamification as the base for class management, implying an effort to learn and master both the theoretical aspects of the framework and, on a more practical level, the use of gamified software for our everyday practice. The project has delved into innovative methodologies and developed accompanying tools to put these ideas into practice, aiming at improving not only subject-specific achievement levels but also transversal skills in every educational level and, in lower educational levels like secondary or second chance education for adults, also basic skills like literacy and numeracy. In order to achieve our goals, a partnership of six educational institutions from different levels was set up, so starting from an analysis of the similarities and differences of the students on every level (their objectives, their main motivations, their expectations) we could focus on the flexibility of the approach to make the IO relevant for all of them. Thus, the partnership was led by a secondary/vocational school from Sotrondio (Spain), IES Juan José Calvo Miguel; another secondary school was added, Onan Fatma Anadolu Lisesi from Kusadasi (Turkey); a college from Cork (Ireland), St. John’s Central College to cover post-secondary vocational education; a university from Budapest (Hungary), Budapesti Metropolitan University; an adult school from Talavera de la Reina (Spain), to cater for second opportunities and informal learning and another educational institution dealing with second opportunities and also non-academic learning from Regen (Germany). Even though the partners led the development, the students from the institutions took active part so the platform was developed by the Application Development students from some of the partner institutions and analysed and tested by students from all the institutions.Our project has developed a system of educational gamification delivery that taps into elements from the modern students real world experience and incorporate them into an integral framework that can be used to assess all kinds of learning (formal, primarily, but also informal and non-formal) within the classroom through the achievements the students make in their modules; a system that provides immediate and accessible feedback about performance and the level of mastery acquired and what needs to be learnt in order to progress; a system that improves teacher-student communication, and also student-student communication, a social dimension of learning, which is known to encourage deeper engagement with the activities. The tool, Classquest, is a mobile solution based on the principles of gamification, looking to increase motivation in the students through automatic feedback while triggering behaviour changes. Even though the primary focus of the project development was on VET students, due to the multi-level nature of the partnership, the framework developed is flexible enough to work both within and outside of the VET context. Because of this flexible design, it may also be used as an effective communication tool with parents to share the competential development of their children. The main result of the project, Classquest, is a mobile platform that teachers and students can install and use on their own devices as a native app for Android and iOS, helping also integrate digital devices into the classroom dynamics. Accompanying instructions and documentation on gamification are provided.The endgame (gamification term used to define what happens after mastery) of the project is to help students ""up their game"" in the classroom and create dynamics of participation and flow which result into better, more significant personal development."

"The rapid technological development and digitalization is a trend of transformation both for economic and social life at globe. The pandemics started at the beginning of 2020 also accelarated this process. The future which we are going through is also a changing one comes with the problems. The changing tools (technological trends) and the global problems (grand societal challenges) can be seen as a threat for current generations but on the other hand they create further business, social and economic opportunities for the younger ones. During the preparation of the project before submission, the project partners with this approach aimed to develop teaching modules that enable students to look to the future (apply foresight) and to develop innovations based on those futures that are not only commercial sound, but also are socially right and are sustainable. In addition, the partners also planned to develop an instrument by which it is possible to monitor the ‘future consciousness’ or ‘future orientation’ of the students during the period that they follow the courses developed within the project.In the previous three years, the project partners worked on creating the methods, content and materials for ""Foresight"" courses, developed the teachers' manual for these materials to be used efficiently, started classes at the home universities with students to apply to course in pilot level, organized three intensive programmes (one for teachers and two for students) to test the effectiveness of the materials in international level and developed a monitoring content to measure the success of the tools. The course materials are started as presentations but for the MOOC and the last online intensive programme (because of the pandemics) the materials also created as videos by partners. There were two multiplier events organized (midway conference and final conference - both online) and also dissemination and management activities were followed as mentioned in the application form.During these events 20 teachers from 5 partner universities participated to the IP1-Teach the Teacher. 99 students participated to the IP2-Pilot Programme in Antwerpen and 45 students participated to the IP3-Online. The midway conference in June 2020 and final conference in May 2021 were both organized online and broadcasted via youtube and zoom. There were 165 registrations in midway conference and 83 of them from Hungary were budgeted. But in the youtube there were 316 followers in the time. For the final conference there were 15 local participants in the zoom and the rest were the students. The project partners organized 6 management meetings including the kickofff. One of them was organized online due to pandemics but the rest of the meetings were face-to-face. Apart from these general meetings the project partners organized meetings to manage the pandemics crisis over the project every month from April 2020 to July 2020 and from September 2020 to January 2020. The pandemics and its impact on physical meetings had a negative impact for the coordination in the beginning but by the September 2020 the project partners used all online tools to cowork on the project. The methodology and content was applied 2 semesters (Fall 2019 and Fall 2020) on students. In fall 2021 even the project ended still 3 partner universities are applying the courses as electives at their universities. The project helped students to develop projects, business ideas and social entrepreneurship ideas that may be applicable in the near future. In Netherlands and in Turkey we have seen that 4 applications by the participating students about the global problems started to be applied in the field of healthlife and wellbeing and climate action. The developed methodology and course materials are still in use in partner universities and disseminated in academic platforms with the conferences that the project partners attended. The partners also working on a new project to apply Erasmus Capacity Building in the field of Higher Education program to use the results of the project outside Europe. The project was disseminated with the social media, academic conferences, local media at partner universities and with publications disseminated in country-level."

The project “LINGO+” is incepted according to the Council of Europe’s policy to promote plurilingualism, linguistic diversity and language learning in the field of education. Linguistic diversity is also enshrined in Article 22 of the Charter of Fundamental Rights of the European Union.The European context is extremely significant, with three alphabets and 24 official languages, and some 60 other languages spoken in particular regions or by specific groups. Teachers are crucial to the implementation and success of the policy. Current (initial and in-service) teacher training practices often do not correspond at all, or only partially, to the plurilingual and intercultural approach. Generally, they remain enclosed in monolingual traditions; only very rarely are the boundaries between disciplines (in the case of both languages and other subjects) overstepped. According to the policy it is necessary to define clear objectives and create innovative but pragmatic training approaches, building on what already exists. The educational project “LINGO+” intends to bridge the gap between schools and teaching in multilingual and multicultural settings creating a set of tools and teaching materials addressed to: - teachers of foreign languages, as they are on the front line in teaching one or more languages;-teachers of other subjects that would like to teach in other languages (e.g. CLIL);-students of all ages, even if we believe our tools will be especially (but not only) implemented by high-schools. The main objectives of our project are:- facilitating the acquisition of linguistic and intercultural abilities; - promoting coordination of lessons, with a view to greater coherence and synergy between the learning of foreign, regional, minority and classical languages, the language(s) of schooling, and also the language dimension of all subjects;- supporting teachers to acquire the principals of multilingualism and intercultural awareness and learn how to incorporate them in their daily routine;- developing both dimensions of language (linguistic, sociolinguistic and pragmatic knowledge, skills and existential competences) and cultural (knowledge, skills and existential competencies relevant to social groups who speak a given language and their cultures) competencies;- develop multilingualism competencies emphasising their social role in terms of employability, social relations and tolerance towards other cultures;The results of the project will be:-A Methodological Guide for a role-model bilingual and plurilingual education for teachers with a repository of the best bilingual and plurilingual existing teaching practices. -Development of educational tools and designed game-based and project-based activities that could be used in a classroom.-Development of a platform with video courses for teachers combining classes about bilingualism and plurilingualism together with cultural intelligence, intercultural communication, and multicultural education providing teachers with knowledge, skills and existential competencies relevant to an understanding of other cultures and cultural diversity, prompting reflective and critical thinking about one’s own culture. -Development of an online self-assessment questionnaire, with pre-recorded recommendations, an online tutorial explaining how to use the repository, video courses and developed tools and games. The methodology practiced for process and product incorporates three key features:a) coverage, ensuring that all participants in the project and beyond have formal and effective access to all information and material;b) transferability, securing the reproducibility of the process and results to more spheres other than language teaching;c) transparency, ensuring access to user-friendly information, who, how, when and what was done at any time of the project development and beyond.At a local and regional level, we aim to have an impact on schools and teachers close to our headquarters and that we may reach during the implementation/testing phases. The impact will be also monitored in the longer term by monitoring the following numbers: - Development of skills of at least 5000 professionals (language teachers at schools and graduates of linguistics departments) towards bilingual/plurilingual teaching.- Empowerment and inspiration of 2000 students and young people to learn languages and support their bilingual and plurilingual status within the duration of the project.Taking into account all our national and international networks together, we aim to disseminate the project to at least 10.000 people.All these results will be included in the final evaluation report.

As a result of our early Erasmus+ project— Kids Inspire Kids for STEAM (https://www.kiks.unican.es/), we found teachers encounter a lot of difficulties to implement STEAM Activities in their classrooms. Teachers are normally subject-specific and usually have never being trained on interdisciplinary approaches such as STEAM. They thus feel unconfident when applying this teaching approach in their classrooms. As suggested by EU and recent research, our educational systems require a STEAM Teaching Approach helping students to become well-prepared for the necessities of the current society. We live in a society led by technology that requires interpreting and analysing huge amounts of information from different disciplines. Nowadays, learning is just not about acquiring knowledge but also about developing skills to be able to integrate concepts and ideas from different fields, and to apply these skills in a variety of contexts. There is thus a priority for Promoting Innovative and Cross-Disciplinary approaches to Teaching and Education. Through the STEAM approach, students not only operate technologies, but technologies can be utilised to help them to understand and learn abstract aspects of STEM subjects. Through Technology and Art students can also learn new Digital Art skills and develop creativity and innovation intuition to convert abstract ideas into tangible products. The STEAM approach helps also to integrate Sciences and Maths concepts and procedures to solve Engineering Problems common in our society. These are the skills needed for future employment and global development. Despite much investment in equipping schools with laboratories, materials, and technology, the use of an interdisciplinary approach such as STEAM is limited in mainstream education. We understand that todays learning can only be enhanced if teachers have the skills to embed STEAM learning approaches. Therefore we propose a programme of Professional Development for in- and pre-service teachers. The objective of our project is to work within the existing teacher-training infrastructure producing Cross-cultural Course programmes for Preparing Teachers, which can seamlessly be rolled out to all training centres and implemented by teachers in their schools. We aim three specific objectives: Designing a Transcultural Professional Development Framework; Using such framework for developing and implementing Teachers’ STEAM Training Course Programmes; and Testing the local and trans-cultural effectiveness of these STEAM programmes by assessing the instruction of our trained teachers in their classrooms with students. To achieve these objectives, we will apply different learning approaches related to STEAM education, including Content integration, Inquiry-Based Learning, Solving Context-based Problems, and Collaborative Learning. These methodologies will also integrate a strong Technological Teaching and Learning component, in which our consortium is rather competent. Our target group will comprise at least 300 teachers (pre-service and in-service) during the whole project in the five participant contexts. From the total number of 300 STEAM trained teachers, we will select at about 25 teachers to further work with them, and to evaluate their STEAM instructions in real classrooms with students. These 25 teachers as well as others participating in the workshops will be also involved in an International Online Collaboration.Our methodology will entail a documentary analysis, together with a case study approach leading by an iterative training, implementing and evaluating research process. We will thoroughly review the state of the art on STEAM education for developing a Transcultural Professional Development Framework; based on that framework, we will design Teachers’ STEAM Training Courses and refine them iteratively by testing their effectiveness in real classrooms with our trained teachers. For data collection and analysis, we will use documentary scrutinizes, observations, interviews, and mainly qualitative approaches.Our expected results are to develop teachers’ STEAM instructional competencies. Hopefully, this all will impact on the training of the future generations, preparing them for the challenges of the new society. Many of today’s students will later work in professions that do not exist today. For a future society to react to such changed conditions, it will be necessary to train our students today, and consequently to instruct our teachers on interdisciplinary STEAM approaches. This will provide teachers with the necessary skills to effectively educate students for a future context paradigm. Particularly we will focus on designing Open Cross-cultural Course programmes for training on this STEAM approach. To ensure sustainability, our designed programmes and materials will be uploaded on our project website and refined by our team in future projects with the help of external educators and associated organizations.

One of the targets of the Europe 2020 strategy is to strengthen the research and development performance of the European Union. STEAM-related educational subjects provide an opportunity to support and popularise this strategy. STEAM is a vehicle to make STEM (Science, Technology, Engineering, Maths) even more important, relevant and potentially exciting with the addition of the Art component. Our project is addressed to support the Europe 2020 strategy by raising awareness towards STEAM amongst secondary school students. We propose that the best way to do that is to make these subjects attractive for some talented and creative young people, who will then influence their peers by sharing their good experiences and ideas, also, their enthusiasm. Further, we propose that the key to understand the next generation is to discover their point of view, to understand their expectations and to give them possibilities to form their own future through their own way. That is why we named our project “KIKS – Kids Inspire Kids for STEAM”.In order to reach that strategic goal of ours, we challenged kids on a national level first, in every country in the consortium. We used a Hothousing process featuring Intellectual Outputs 01 Hothousing Workshops, 02 Local Challenges and 03 International Collaboration culminating in the Multiplier Events. In the first phase of the project, Hothousing Workshops, they had to form teams and execute awareness raising activities in their own environment: amongst their friends, classmates, school, etc. The student-teams from every county developed their ideas/projects in Local Challenges. They then participated in an International Collaboration during the lifecycle of the project. They were asked to show their results to each other, to their classmates and to the wider public and used Face-to-Face Multiplier Event(s) plus on-line tools in particular Facebook closed user groups, Youtube, KIKS website and a KIKS WIKI to disseminate the project. Therefore, it is not only the partners of the consortium, but the students, as well, who will ensure the high on-going visibility of the project. So not only their knowledge about STEAM, but also their creativity, entrepreneurial skills, language and social competences will develop. Experts from consortia partners continuously monitored the development of the students during the project, and worked together with their teachers. Through this way, our project not only influenced the students, but their teachers as well, who will be able to refresh their teaching methods with the help of KIKS in the future.Extensive information on the project is available in the KIKS National Reports collating the four individual countries. In summary, it will be seen that the KIKS Hothousing Process achieved a remarkable 90%+ completion rate (i.e. Hothousing through to Local Challenge and International Collaboration) in each country (There were 30 schools delivering 28 projects across the four countries). This compares with perhaps 50% maximum completion rates for comparable activities engaging schools to deliver projects (experience of STE in UK). As emphasized in the proposal, we worked with groups of heterogeneous schools (state and semi-public schools), with different backgrounds and also with different experience on STEAM activities. Some of them never worked on STEAM, while others reported to be familiar with this teaching/learning practice. Finally, it should be noted that there were many participants, for example the collection of Spanish teams accounts with more than 25 teams— from nine different schools— working in the project. Each team is composed by five/six students, and is led by, at least, one teacher from the STEAM areas.In terms of international collaboration, the project achieved 20+ On-line international Collaboration projects extending beyond the four countries. In the KIKS WIKI for example there were 400 unique visitors per month and 20% of visitors from US. The Intellectual outcomes of the project can be seen and will be available without any limitation on various platforms including the above but also national sites described in the collated report of the National Reports (LINK) from each of the four countries plus on-line sites in particular the KIKS site developed by the Spanish team https://www.kiks.unican.es, Facebook https://www.facebook.com/groups/KidsInSTEM/, WIKI https://kiks-microbit.wikispaces.com/ and most recently our new MOODLE https://istemplus.moodlecloud.com.