There is a great polarization in lifestyles and understanding the concept of comprehensive welfare between the Youth in Finland (National School Health Poll 2019) and also very widely in Europe (LIKES). Welfare during the study time affects young people's ability to study (Syväoja 2016) and to have energy in everyday life. By physical activity focused and peaceful behavior on the lessons is promoted (Finnish Schools on the Move -program). Especially this is recognized among the youth who are hyperactive or who have challenges in concentrating. In Finland and also wider in Europe, there are a lot of students in VET who have problems to concentrate for different reasons (for example ADHD, ADD, psychological reasons, problems of understanding etc). Physical activities and functional teaching and learning methods increase learning during the lessons and decrease disturbing behavior. Physical activity also affects the conscious functions of the students (for example memory, executive functions).The main topic of the Students on the Move in Europe -project is to find innovative approaches in education to increase the students' and staff members' physical activity during the school days and this way increase the working and studying capability and also health and wellbeing of the students and staff members. Promoting the physical and mental health of the young people studying in VET through physical activity already during their study time is very important not only from the working capability point of view but also to extend the working careers, prevent social exclusion and the financial costs of the exclusion. The Learning, Teaching and Training project activities of the project are planned in a clear way to guarantee the achievement of the project objectives. There is one Learning, Teaching and Training project activity arranged in each participating country, LTTA1: Ready in Finland, LTTA2: Steady in Italy and LTTA3: Go in Slovenia. Arranging one Learning, Teaching and Training project activity in each country gives a chance to have school-wide theme events for all the students in each participating organization. That will maximize the opportunities to achieve the expected results. In each LTTA there will be six students and two teachers from each participating organization. Both physically active and inactive students are included. The physical workshops and theme events during the project activities increase the knowledge for both students and staff members about the importance of the physical activity to the ability to study and work. Adding the knowledge is one of the main steps to activate students for more movement in reality. During the project the participating students plan and implement functions, events and break activities in the school. The students also test their ideas and create functional learning and teaching methods in co-operation with teachers and other staff members. These results will be collected to an open digital platform where it is available to everyone.The main expected results are the exchange of the good practices for promoting welfare and physical activity and innovations for functional learning methods for VET. By implementing the project activities there is an expected result in increasing the knowledge for both students and staff members about the importance of the physical activity to the ability to study and work. Also an expected result during and also after the project is a change to more active and welfare-promoting operating cultures in the participating organizations. Furthermore, during the project there are concrete practical learning methods and tools created to be used to increase the students' and also staff members' physical activity and welfare during the school days. As a result of the project the plan is to have permanent changes in the participating organizations operating cultures which can be seen in increased low-level movement as a part of normal school life.In measurement of the expected impact on the participants, participating organizations, target groups and other relevant stakeholders a RE-AIM evaluation framework is used. RE-AIM is an evaluation framework which is used to evaluate the results of research and development projects in health promotion.To disseminate the project results also outside the participant organizations, there are many relevant stakeholders involved in the project. In Finland these include the national Students on the Move (liikkuvaopiskelu.fi/fi) and Smart Moves (www.smartmoves.fi/in-english/) -programmes, the Finnish VET culture and sports society SAKU ry (sakury.net) and a regional general sports organization Hämeen Liikunta ja Urheilu ry HLU (https://www.hlu.fi/). In Slovenia a special target group for dissemination is the Sport Directorate, which is a part of Slovenian Ministry of Education, Science and sport. In Italy a special target group for dissemination is the local Town Sport Department of Como.

The aim of YESSS project is developing and fostering entrepreneurial thinking of students at secondary schools through equipping teachers with relevant coaching and soft skills training methods and approaches. This project proposal comes in response to the need to intensify the development of entrepreneurial mindsets and attitudes of young people in an efficient and economical way. The proposal offers universal integrated modern approach to the work of teachers in class that does not require their extensive training and investing additional resources for using project products after its completion. It addresses directly to promoting the acquisition of skills and competences of students and to supporting individuals in acquiring and developing key competences, focusing on entrepreneurship. YESSS will add different perspective and value to entrepreneurship education within the formal education systems in many EU countries which in most cases is focusing on teaching about business models and financial instruments, planning and resource management, and on building skills to implement concrete business tasks.The project brings together 4 public secondary schools and an NGO, active in the training field from 4 countries that are committed to addressing the target groups.The objectives leading to achievement of our aim are to:-> design, develop and implement in practice a teacher's METHODOLOGICAL HANDBOOK for entrepreneurial mindset development at secondary school;-> train 12 teachers-multipliers who will have the task to train piloting teachers and provide them with support and mentoring in implementing the approach in their classrooms;-> train and provide certification of 36 teachers from partner countries how to implement coaching and soft skills methods in the classroom;-> conduct pilot sessions with 720 school students in all partner countries; -> disseminate Handbook by organizing 4 multiplier events.The project addresses two main target groups as follows:• Secondary school teachers in all subjects in grades from 10th to 12th. • Secondary school students from 10th to 12th grade.The methodology applied comprises the following main interrelated elements:1. Elaboration of Methodological Handbook for entrepreneurial mindset development at secondary schools with didactic materials for training of different target groups: teachers-multipliers, teachers, students. 2. Training of teachers-multipliers.3. Training of teachers. 4. Piloting of the approach and feedback; evaluation. 5. Informing about the nature of entrepreneurship competency and benefits of development of appropriate mindset and motivation in the secondary school in relation to labour market and society needs. Dissemination of the good practices, project results and intellectual outputs. The sustainable effects of our project will foster learners’ entrepreneurial spirit, which is the key prerequisite for their active and successful transition from school to higher education or to the labour market. Integration of different modern pedagogical approaches as coaching and soft skills training and relevant tools will contribute to the early identification of actual needs and overcoming behavioral problems, making students adaptation more effective. This will contribute to building more appropriate relationships in school, meeting individual and group needs in the class, using effective cooperative learning strategies. Offering entrepreneurship mindset development by coaching and training activities in school would not only give knowledge and skills, but will stimulate motivation and self-esteem of students. It will teach them to discover new opportunities; to have more courage in making decisions and be prepared to bear responsibility for the consequences; to be able to set goals and to pursue them finding the most effective way and relying on their own strengths. In general these activities will make them undoubtedly more adequate to the requirements of employers and more competitive for the labor market. Moreover, it will positively affect all areas of their lives, making them more confident and more effective in formulating objectives, decision-making and achieving the desired results.Last but not least, it should be emphasized that the use of the project products after its end is not related with any additional resources, which is a clear advantage especially with regard to the budgets of schools.

"The context of the project: The collaborators of Szegedi SZC Móravárosi Vocational School considered the analysis of the potential options regarding the development of the motivation toolbox between 2018-2020 within an international mobility project. Based on the analysis the school needed methodological reinforcement 1. motivating students in school targets, 2. strengthening teachers’ individual motivation, 3. arousing students’ motivation to participate in social events related their school. From our previous international project collaborator partners we enlisted the participants based on their professional background. The main criteria aimed to involve participants, who considered it challenging to motivate their students and they intended to extend their motivational knowledge and additional experience in this field. The project’s main goal was to share our knowledge and to encourage the partner institutes to collaborate through the presentation of good practices. Secondary schools were collaborating with the coordinator institute: the Icelandic Verkmenntaskoli Austurlands, the Norwegian Odda vidaregåande skule/ Odda upper secondary school, the Italian Istituto di Istruzione Superiore ""Roncalli"", the Croatian Gospodarska skola and the Slovenian Gimnazija Celje – Center. The Main steps of completing the project were outlined as follows. We planned the project for 24 months, but due to the global pandemic we worked on it for 36 months and in the meantime the partner institutions applied two main forms of work. 1. During the mobility they visited each other’s school to observe the motivational good practices of the host institute in order to gain additional experience. 2. Afterwards the collaborators participated in the activities of the mobility project. Each international meeting was followed n and they also gave a brief summary of dissemination for the collaborators involved in the project. The acquired theoretical knowledge was put into practical knowledge and applied directly in their institutes. In overall the effective good practices were integrated into the motivational methodological toolbox of the institute. Short description of the results: Partner institutes learnt about the international partners’ motivational good practices related to the students’ and teachers’ individual and community motivation. Reconsidering the motivation theme, having a general view of the system and thorough knowledge of the complex project the prevention of Burn-out syndrome was required. IIn relation to the contemporary motivation of the Students’ Union and the teachers’ individual motivation, students became more motivated in order to achieve better results in their studies, to be active participants of school life decreasing the number of school dropouts. Through international contacts, working together during mobility activities itself was motivating for the participants. We have seen that high school students and their teachers have the same problems in all participating countries. But we have also seen that solutions are found everywhere to deal with the problem, and mostly not the same methods, or the possibilities of applying was others. In this way we were able to learn new teaching methods from each other, such as the possibilities of experiential pedagogical training, the motivating effect of arts education, the role of school support staff in motivation.During our Erasmus+ KA2 project new common goals were formulated by the six European education institutions who planning and implementing this project. In the program, we found that developing learning motivation is in many cases impossible due to an initial hurdle, and that is addiction. Learning motivation of students with various addictions - alcohol, drugs, nicotine, food, digital devices, energy drinks – can’t be developed effectively, because in many cases, addiction takes a good portion of a learner’s capacity: time, energy, work ethic. Therefore, partners consider it essential to help their students with addictions in the fight against addictions, for this goal the six partner shools will make a new Erasmus+ project.Presentation of the short- and long-term effects of the project: On short-term as a result of the project: - The school management learnt new methods to prevent teachers’ burn-out and maintain their motivation, - the pedagogical motivational toolbox of the institute increased with an additional 15 methods, the motivational methodology of the Students’ Union increased with 5 new methods. At institutional level-the positive long-term effect of the project was the growing group cohesion and the standard of education of the city and the region. At social level the project contributes to reduce unemployment in long-terms assisting young people to find a job and start a family."

During the joint E+KA2 project new common goals were formulated by the six European education institutions who planning and implementing this project. In the running WILLtoMotivatE (U) program, we found that developing learning motivation is in many cases impossible due to an initial hurdle, and that is addiction. Learning motivation of students with various addictions - alcohol, drugs, nicotine, food, digital devices, energy drinks – can’t be developed effectively, because in many cases, addiction takes a good portion of a learner’s capacity: time, energy, work ethic. Therefore, partners consider it essential to help their students with addictions in the fight against addictions. The topic of addictions is extremely complex: in this application, we study the areas that most affect the high school age group. Each partner has different goodpractices in the field of addictions, but there is a need to rethink and expand their existing tools - in the form of an international exchange of experience.Groups involved into the project activities:Teachers: teachers from the participating schools who have expertise in the pedagogical practices of the participating schools and are able to pass them on to teachers from other institutions; they are open to the partnerschools own goodpractices in the field of various addictions, they are ready to get to know, disseminate and implement them. Additional, also open teachers from the partnerschools, who are ready to integrate the results of the project into their own daily work by learning through to know new practices by the dissemination channels, the most important target group for the renewal of the teaching professions and the development of the teaching methodology toolkit. Furthermore, teachers who work in schools not directly involved in the project but who are willing to incorporate the results of the project into their own daily work.The leaders of the participating schools, who support the mutual exchange of goodpractices and themselves want to gain experience from other institutions, especially in the field of sensitization and development opportunities for teachers, in the possibilities of prevention, recognition and treatment of addictions.Students aged 15-18: Students'Union members who involved in mobility activities: they are open to the problems of students’ addictions, they themselves are looking for goodpractices on how to help, support their peers in not becoming addicted or how to support them in quitting. In addition, additional students from the partner institutions: one of our most important goals is to develop their health-conscious attitude, strengthening their commitment to a healthy lifestyle; strengthening them in preventing the development of harmful addictions and overcoming the development of harmful addictions. Furthermore students and Student'Union representatives of schools not directly involved in the project: open students of our domestic schools who are ready to integrate the results of the project into the daily work of their own institution.The aim of our partners and our project is to get to know, learn and apply the goodpractices of our international partners in the field of addictions affecting the high school age group.As a result of the project, we expect the commitment and awareness of the teachers and students involved into the project to increase in the fight against addictions, each of the teachers is familiar with at least 80% of the methods collected during the project and uses more than half of them in their daily work.Learned methods can help addicted students reduce their addictions that hinder their study work, so they will achieve better learning outcomes, become more active participants in school life, and this will lead to a reduction in early school leaving in the long run. In the short term, as a result of the project, at the institutional level, we expect that:-school staff to learn new ways to prevent, recognize and manage student addictions-goodpractices in the fight against addictions will be integrated into the schools daily routin-the methodological tools of the schools will be expanded by at least 10 methods.In the long run, the project will have a positive effect at the institutional level, improving the quality of training in the schools, leading to a reduction in early school leaving, improving the external judgment of the schools, in addition, schools are being internationalized.At the level of institutional systems - thanks to professional dissemination (events organized for employees of institutions with similar profiles) - the positive long-term impact of the project that the effectiveness of prevention and the quality of education in the city/region is increasing.At the societal level, the project will contribute in the long run to reducing the proportion of young people drifting towards deviance, thus reducing unemployment and improving young people's chances of creating jobs and homes.

"<< Background >>PROTECT project intends to set up an educational model that takes into account some global issues perceived as priorities, such as safety and environmental protection, introducing innovative teaching tools and methodologies in schools that will simplify the teachers’ work, developing key competences in students at the same time. In the current time, conditioned by the spreading of Covid-19, a central issue has been and still is the management and protection of the environment and common spaces, to ensure the delicate balance between safety, psycho-physical well-being and continuity of activities. In schools, the management of learning environments has become an extremely important issue, looking for answers to these questions: how to guarantee the continuity of teaching activities, how to speed the process of opening up schools to external spaces and how to enhance the connection between school and the outside world. In the last decade, the issue of environmental protection is becoming more and more prominent in schools. This is also in line with the new European Green Deal, which highlights that ""schools, colleges and universities are in an ideal position to engage with pupils, parents and the wider community on the changes needed for a successful transition"" (European Commission, The European Green Deal, 2019). Indeed, there is no doubt that today's students are ""those adults most likely to be affected by the current climate change. For this reason, it is essential to start working in the classroom to raise awareness that will guide the daily actions of the younger generations and make them aware of the risks linked to a failure to protect the environment, in the direction of shared behavioural sustainability"" (eTwinning, 2020).In light of the psycho-social difficulties experienced by pupils in the current period (e.g., low motivation, distance from peers, etc.) and considering how difficult it is to get to grips with the issue of environmental sustainability at a time when extracurricular activities are restricted (e.g., field trips and guided tours), it is important to consider the importance of environmental sustainability in the context of the European Union. The edu-larp methodology is the key solution: the methodological tools for the construction of edu-larp will allow teachers to deal more effectively with issues of global relevance across school subjects, through play and exploration of school spaces, appropriately redesigned, while restoring students' cohesion and motivation. The opening of the school system to the outside world will also be developed through the dissemination of virtuous behaviours aimed at sustainability, through the so-called ""transformative competences"": knowledge, skills, attitudes and values that students need, in order to transform society and shape the future with a view to a better life (OECD Future of Education & Skills 2030, 2019). The 3 competence areas identified are 'Creating new value', 'Reconciling tensions and dilemmas', and 'Taking responsibility'. Setting up a green-themed edu-larp, the creation of new value meets both the sustainable development goals of the UN Agenda 2030 and the reconciliation of tensions and dilemmas, as during the simulations students will have to make decisions that will define the following plot. Similarly, taking responsibility is linked to the edu-larp structure, as a safe and neutral game context where students can learn the consequences of their actions. These three dimensions are complemented by digital competences, which are necessary in view of the hybrid character of the proposed edu-larp, which is also built and developed through the use of digital tools.<< Objectives >>PROTECT project aims to achieve a set of objectives, that can be subdivided on the basis of the different targets identified (Teachers, Students, Schools), as described in the following lines.TEACHERS. The objective for teachers is to integrate the new methodologies and interactive activities developed into their teaching tools. This will also allow a professional enrichment of their curricula. Another objective is a higher involvement of students in terms of motivation and commitment to school, dimensions that have been compromised as a result of the long breaks of physical absence from school and distance learning. This will make the gradual resumption of classroom activities more efficient.STUDENTS. As beneficiaries, the objective for students is to broaden and strengthen their transformative skills in the immediate future, and at the same time to promote those psychological dimensions affecting motivation and involvement, both of the individual student and of the classroom group. The co-design of the edu-larp will also enable students to develop skills that are useful both for professional use and for building a better future. SCHOOLS. The objective for schools is to redesign environments to ensure educational continuity, also integrating digital elements (e.g. QR codes, social network campaigns), thus taking care of both physical and virtual spaces and making them an additional vehicle for learning. The aim is also to open up schools to the themes of the 2030 Agenda, in particular environmental sustainability, increasing the school's reputation to stimulate new national and European partnerships.<< Implementation >>The planned activities of PROTECT project are closely linked to the expected project results.The teachers of the 3 upper secondary schools involved (20 teachers per school, for a total of 60), will participate in a series of training workshops on the edu-larp methodology at school, in order to develop a dedicated methodological toolkit. The aim is to prepare teachers to design edu-larp on topics relevant to young people and global development, such as environmental sustainability, using innovative tools and immersive activities with high digital content. Afterwards, 3 teachers from each institute (9 in total) will be chosen to take part in further training workshops on the three ""Transformative Competences"", based on the OECD model. In this case, the aim is to support teachers in monitoring and evaluating skills that are highly employable, contributing to building a better future for students.After the training, the teachers and the students will design and co-design hybrid edu-larp on the environmental protection theme. The re-design and enhancement of school spaces will be an opportunity to build ""learning environments"", contexts where the environment itself, in addition to teaching, can provide positive behaviour patterns and healthy habits to students, stimulating the development of key competences. The aim is to transform the school environment into an open, digital place welcoming the needs of the outside world, integrating them with the students' growth process and providing innovative learning environments. To do this, teachers and students will collaborate together in the preparation of all the elements underlying the edu-larp, choosing the story to tell, the characters and roles, the settings and the scenery, as well as the exercises, puzzles and tests which will then be used to solve the proposed exercises and make the workshops successful. The edu-larp developed by the schools will be tested by the students of the other classes participating in the project, who, thanks to the mobility, will be able to experiment the experiences produced by the other schools.At the end of the edu-larp testing, on the basis of the results obtained, a final handbook will be written, containing the guidelines and results of the project.<< Results >>PROTECT will focus on 3 main target groups: teachers, students and schools. The expected project results will affect different aspects, related to the 3 target groups. The methodological toolkit will involve teachers and will guide schools to open up to global issues inspired by Agenda 2030, such as environmental sustainability, integrating edu-larp in teaching and in the design of school spaces as an input to transfer key competences to students. The evaluation toolkit on transformative competences will grant teachers the opportunity to widen their students’ assessment, not only evaluating their school-based skills, but also some highly marketable key-competences that can have a positive impact on young people’s future. The testing of edu-larp will also help to integrate highly stimulating, innovative and interactive activities in the school curricula, leading to a greater student involvement and encouraging the reactivation of an inclusive mood in the classroom. Schools will benefit from the re-designing of learning spaces and settings, according to models based on environmental sustainability.Here is a list of the expected outcomes, related to each target group identified and linked to the project activities. OUTCOMES FOR TEACHERS1)Greater self-efficacy in carrying out their role as teachers; 2)Professional updating on the latest innovations, both on methods and on IT in the teaching field;3)Knowledge and capability to integrate elements of global interest into their teaching activities, particularly those related to environmental sustainability;4)Increased skills to assess the pupils in a global dimension, not only linked to school performance;5)An update on the most advanced key-competence models for future students;6)Dissemination of tools to standardize the assessment procedure on transformative competences, making it as reliable and sound as possible.OUTCOMES FOR STUDENTS1)A greater accountability concerning their own academic performance;2)A higher degree of sensitivity to global issues and universal values, in particular related to environmental protection, and accordingly a stronger sense of civic duty;3)A greater sense of belonging to their own school;4)A higher degree of involvement and motivation, thanks to the opportunity to have an active role in the implementation of edu-larp and educational workshops;5)A higher degree of satisfaction and integration within their class group.OUTCOMES FOR SCHOOLS1)A better ability to effectively redesign common spaces and school environments for the resumption of in-presence activities in the post-Covid19 time;2)Using the results obtained as a basis to build new partnerships at national and European level between schools; 3)Increasing the school's brand image, in line with environmental sustainability and technological innovation;4)The opportunity to offer a new and stimulating learning environment, re-designed according to the principles of safety and environmental protection."