"Modern school has changed the understanding and approach not only to the teaching/learning methodology but it also does not fit in the traditional classroom. Keeping in mind that 21st century school has to develop young people's intercultural competences such as critical thinking, problem-solving, cooperation and collaboration, entrepreneurship and initiative, flexibility and adaptability ; the educational process has to go further, deeper and wider to satisfy the needs of the young generation who are European citizens. The globalization process requires to equip our students not only with the essential knowledge but also to develop their ability to be , to live and to act in the changing surrounding, to live together with others. The main aims of our project are based on developing above listed competences of the project participants. The cooperation and collaboration with the project partners from Turkey, Slovakia, Latvia and Lithuania while accomplishing the planned project activities and creating the project products will lead to higher understanding of the importance of innovation and changes in education and personal development.The main objectives of the project are: - to motivate students and teachers for common work creating new or transforming old places into more attractive academic educational spaces both inside and outside the schools, creating learning/teaching materials;- to increase the participants' motivation to learn foreign languages and develop ICT, new technologies and digital competences; - to get to know other cultures and increase respect and tolerance towards others;_ to promote participants' creativity and boost their imagination;- to enhance international cooperation and intercultural understanding.The participants of the project are four schools providing secondary education for 16-19 year old students in Lithuania, Latvia, Slovakia and Turkey. 28 teachers and 94 pupils will participate in learning/teaching/training activities during 20 days. The participants of exchanges will be the most active and highly motivated students . Each LTT activity has its title and focuses on a certain topic and methodology: 1) ""Virtual spaces"" (November 2019, Turkey) will concentrate on the use of modern technologies, online programs and platforms(e- Twinning) as virtual educational spaces;2) ""A story behind the history"" (June 2020, Slovakia) will be devoted to using historic sites and structures, traditional crafts for educational purposes and spaces;3)"" Youth and Innovation in Nowadays Culture Space"" ( October 2020, Latvia) will focus on use of cultural spaces and cultural awareness of partner countries;4) ""Thinking out of the box, learning out of the classroom"" (May 2021, Lithuania) will concentrate on finding out the most unexpected places and forms of educational spaces . Each Learning/Teaching/ Training activity will combine a wide variety of tasks for participants: presentations of their schools/towns and countries, creating online lessons, learning and practicing new things, designing new learning/teaching spaces and materials as well as evaluation of the LTT activity itself. All the planned activities will be carried out through a learning by doing approach, by the end of the exchange we expect for our students an enormous increase of knowledge, competences and 21st century skills such as communication and collaboration/teamwork, creativity and innovation, critical thinking, problem-solving and decision-making, meta-cognition and learning to learn, citizenship, life and career skills, personal and social responsibility, interpersonal skills and intercultural learning. The project activities will serve to achieve our aims and good practices will enrich our personal and professional capacity. The main results of the project: - The created or modified inside and outside spaces in partner schools for individual learning or just concentration or relaxation, for different events or students'/ teachers' interests. - The interactive maps of project partner towns/cities will be created with the hidden sightseeing routes of the towns/cities with special educational tasks and evaluation criteria for the teachers and students to use. The leaflets of those routes.-The digital photo album of educational spaces in partner schools at the beginning and at the end of the project.- Visual teaching/learning materials will be created: online lessons (prepared using the tool ""learning designer"" (http://learningdesigner.org/).), videos, posters, apps,etc. The benefits of the project will be witnessed not only in project partners' schools but other schools which we will share our ideas and materials with through dissemination activities. More attention will be devoted to make learning/ teaching environments more involving, thought-provoking, visually attractive and emotionally satisfying the diverse needs and emotional states of students, teachers and other school staff members."

The whole project “Way to Go-paths of life” was a mosaic of different learning environments which focused on three very important paths-aspects of life that is History, Culture and Nature further analyzed into issues of art, music, traditions, cuisines, sports life and healthy living. All these elements compose everyone’s Tree of Life which starts growing from their roots which are the historic background of their families, their hometown and their countries. Apart from that, strong bonds with Culture and Nature make this tree even more robust and fruitful. The learning environments we created during our project’s lifetime were permeated with the principles of “Lifelong learning” and “Learning to learn” through a new perspective of more dynamic and attractive ways of teaching and learning and ICT-based methodologies. These new innovative methods are in alignment with the principles of the “New Curriculum in Finland”. Through the exploitation of mobile technology and ICT tools both teachers and students got involved in a game-like process of problem-solving, synthesizing information, using their imagination and critical thinking in order to reach the expected learning outcomes. Students actively participated, increased their sense of initiative, shared thoughts, collaborated with their peers in different learning environments and marked their own learning routes along this journey instead of being unappealingly spoon-fed with a pile of information. It was our aim to convey the message that marking your own route in life in such a creative and inventive way can make you an independent thinker and a resourceful entrepreneur capable of dealing with the challenges of life.There were nine partner schools: two from Finland which was the coordinating country and the other ones were from Iceland, Slovakia, Croatia, Italy, Spain, Turkey, and Greece. One of the schools was vocational while the others were general secondary schools. Most partner schools had participated in previous multilateral or bilateral Comenius partnerships, and other European Union granted projects while three of them participated for the first time. Apart from the creation of the project website, the logo, the blog and a picture gallery as well as making digital posters, there was a variety of courses and ICT teaching. Teachers and students got acquainted with new ICT-based methods and new principles in the educational process.With the use of these methods students and teachers of each country- walked the “path from home to each partner school” marking these routes on maps with QR-codes, behind which there was more information about the history of those places (facts, pictures, videos)- walked along different kinds of paths in nature, gathered material such as photos, sounds, videos and samples and processed it to make presentations- made presentations about music, dance, food, natural sights, sports, art of their countries using various ICT tools as well as relevant Kahoot games -got involved in preparing traditional dishes in each country-were involved in various breakfast environments from different countries of EU and made posters about typical breakfast of each partner country.-made culture activity maps with information about art, crafts, music, sport, food and literature of different parts of their country-learned techniques in craftwork workshops related to the culture of each country and got to know customs and traditions.-got involved in geocaching activities along the “path of history” -took part in sports activities to walk successfully on the “path of sports”- made calendars with images depicting highlights of each meeting acting as a final exhibition of the whole project-created travel diaries after each mobilityAlso, certain dissemination activities were implemented such as media coverage and organising meetings with teachers of other educational communities to share project results. Project results were demonstrated on the Erasmus+ project results platform.Through multicultural dialogue students became even more aware of belonging to a broader European family responding to the EU values of active citizenship and intercultural solidarity exorcising xenophobia, racism and social isolation. Both students’ and teachers’ participation increased their motivation for language and digital competence through the extensive use of ICTs. Our partnership enhanced a more integrated use of ICTs in education, the development of students’ transversal skills and student-centred learning contributing to innovative and more attractive ways of teaching and inspiring both teachers of the participating schools and those of other school communities to adopt new methodologies, raise their students’ motivation and fight professional stagnation.

Spisska Nova Ves is a gateway to Slovak Paradise National Park. That might be one of the reasons why so many teachers of our school are close to nature, understand its role in our lives and value its significance for not only our physical but mental health as well. Unfortunatelly, we are witnessing global climate changes and we do not want to just talk or teach about steps which are necessary to be made; we want to take action and one way how we can do it is by attracting students` attention and raising public awareness through activities done in this project. Thus the main objective of our project is to contribute to the EU's achievement of climate change targets by contributing to awareness-raising activities against climate change.When considering the partnership, we tried to bare in mind certain balance between experienced partners as well as partnering schools with little or no prior project experience but on the other hand, we also took into account the relevance other schools demonstrate in the issue of climate changes or particular measures they have already taken. We firmly believe we succeeded in creating a strong strategic partnership (consisting of 5 schools) in which mutual learning and teaching processes will be highly valued and thus help gain the best results possible. What is even more, students of all participating schools will not only learn and disseminate the knowledge on climate change, its consequences and possible solutions to prevent dramatic changes, they will also develop their key skills and competences, such as communication skills, flexibility, cooperation skills, goal oriented thinking, creativity, planning of work and strategy, responsibility, motivation etc. We also tried to create a partnership rich in cultural diversity since beside the main objectives of the project, its aim is also to promote active citizenship in democratic life in Europe, to improve intercultural dialogue and intercultural awareness, to improve foreign language skills and competences and to contribute to intercultural tolerance and respect. Our project will include students at the age group between 14 and 19 years old from 5 different countries. As for the number of participants, we decided to include 4 students from each participating school for each learning activity except for Aruban school and the learning activity taking place in Aruba (there will be 2 participants from each schools and 2 accompanying persons). The decision was made upon a thorough consideration based not only on less convenient logistics but also much more demanding requirements on accompanying persons. The participants of this age group need to express an interest in environmental and climate change issues, be aware of the need to protect the environment. Our aim is to broaden their horizons and strengthen their determination to combat climate change and the problems it brings. In order to achieve the goals of the project, we have determined 5 modules covering our goals and the activities that will reach these goals. Module 1: Burning fossil fuels, Concrete Output: Electric vehicle design - Line following vehicle will be built., Module 2: Beach and ocean environmental damage due to plastic pollution, Concrete Output: Design of creative objects from plastic recycling., Module 3: Land use changes, Concrete Output: Design of ideal agricultural environments, Restortion of local wetlands by planting native trees, shrubs and flowers., Module 4: Deforestation, Concrete Output: A different approach to recycling: Toy design from Waste Forest products., Module 5: Green Energy, Concrete Output: Innovative home design that meets your needs and supports energy saving with green energy sources. In addition, planned outputs of the project are logo of the project, a presentation and an e-book describing the regional climate changes, a booklet of good practices, a letter to the European Parliament explaining the project, the project website, climate change boards, climate change T-shirts, hats, pens etc. In project execution, methods such as activity-based teaching, project cycle method, flipped classroom, cooperative learning, problem-based learning, design thinking and gamification will be given a priority. Teachers will prefer student-centered approach and try to focus on such students` skills and practices that enable lifelong learning and independent problem-solving.Dissemination is of great importance and we envisage a long-term impact and benefits of our project as the outputs of it will be integrated into the curriculum of Biology classes. Thus, the dissemination activities will include powerpoint presentations, project posters, open lectures, e-Book, Good Practices Guide, conferences with the presence of local as well as national media, social media accounts etc. The satisfaction of teachers, students and their parents will be given a high priority and will be evaluated through forums and surveys.

The beneficial effects of Probiotic foods on human health and nutrition are increasingly recognized by health professions and some studies show that probiotics can help reduce the number of days of school missed due to illness by boosting immune system and link the consumption of foods rich inprobiotics with fewer exams' anxiety to students. In view of this growing necessity of probiotic foods we decided to make a project about it and want to make the benefits of probiotics and prebiotic foods known by students, colleagues and as many people as possible around us. While doing this we're going to do STEM education activities such as laboratory experiments and fermentation workshops which we believe will improve our students' competences.With this project we aim to;* promote healthy lifestyle* promote creativity and innovation,* raise awareness among students about technology, health and nutrition topics, nutrition rules for a healthy life,* improve teachers' STEM pedagogy by innovating, sharing, discussing and comparing the methodologies* raise awareness of European citizenship and also European values* improve students' communication skills and other competences such as language and digital skills, problem solving skills, social and intercultural competences* embrace diversity, explore traditions in relation to food conservation and fermentation* introduce Project Based Learning and Life Skills ProgramTo achieve these goals we're planning to do such activities;*surveys will be conducted about the consumption of probiotics* STEM related experiments* presentations and interviews with nutritionists* fermentation workshops*brochures, e-books, cookbook with recipes of probiotic rich foods*a project corner on e-twinning*a variety of lesson plans by using STEM and PBL.The project will be executed with Language, Biology, Chemistry, IT teachers and students. All the partners agreed to choose their project team according to a selection criteria.The students will be 15- 19 years old and the ones who have computer skills, communication skills in English language and who are enthusiastic about projects will be selected. Participants at each mobility meeting will be six students and two teachers. We'll also involve students with fewer opportunities such as facing economic, social and geographical obstacles and the students who have health problems like diabetes to motivate them for having a healthy diet which will help to control their blood sugar. Each school's project team will be responsible for the activities and the schools' administration will bein cooperation with the project team about logistic matters. During the project there'll also be cooperation with health institutes, local institutes and parents association. The platforms such as e-twinning and schooleducationgateway will be used for dissemination and a project corner on eTwinning with public project twinspace will be created. The students will exchangeideas and share the project's outputs through e-Twinning.The partners will raise awareness for consuming probiotic rich foods by activities such as creatingYoutube videos, making posters, creating blogs and facebook pages. There'll be surveys after eachmobility meeting.The surveys will be an evaluation for us to see if the activities will have an impact onconsuming probiotic rich foods. The Erasmus Project Corners will be kept up-to-date with articles,photos and posters by the students in the project team. The families and local authorities will beinvolved in some activities to enable the whole community to contributeto the well-being of our youngpeople aiming a fundamental impact on the quality of their future lives.The dissemination of the project will be through social media, booklets, a cookbook with recipes, aDVD and presentations. The main target groups are the teenagers as their eating habits tend to beunhealthy to make their peers aware of negative impacts this kind of diet has on their health.During the execution of the project we're going to share articles from European Commission andEurostat websites to strenghten our subject with scientific studies and also statistics.We believe that the long term benefits of this project are;- it'll improve the level of STEM education activities in the classroom- it'll improve students' quality of nutrition habits and abilities- it'll help to preserve and respect identity in an interconnected world by working together withpartners from different cultures and students'll gain self-confidence for future projects- it'll improve the students' English language level and the specific vocabulary related to science andtechnology and also digital skills so that they'll gain skills for future STEM projects- it'll foster the development of social and intercultural competences of both our students andteachers.

"Educational scientists have been trying to develop new techniques, methods, and material since the very beginning of teaching and training as formally and informally for students. The methods and techniques have started to change as student-oriented that is compatible with students' needs in the last 10 years from teacher oriented. While the times have been changing along with the technology, even the fun methods and techniques away from ICT have started to fade away both amongst the students and teachers. We as 5 partner countries (Turkey, Italy, Slovakia, France, Czechia) active in the field of secondary education decided to develop the social media tools that we already use and get better results by cooperation and sharing our knowledge and skills with this Project, SMPE- Social Media to Promote Education besides fun. We all are secondary schools that have students aged between 14-19. The reason why we all are secondary schools is that our students’ motivation level towards the lessons as Literature and Foreign Language is lower because they are mostly concentrated on the subjects just needed for academic success. But, for those lessons such as Maths and Science etc., they only focus on solving tests and do not deal with the content. We would like to rescue them from a test solving system. That's why we decided to reorganize these lessons by cooperating and developing new ways to spice up our lessons and raise our students’ motivation, knowledge and skills level. Another reason why we want to run this project is to raise the knowledge and skills of our teachers that have to be compatible with the new generation. As we all know, to stay away from social media and its tools is not much possible if you are living in a modern environment and these tools have already started to integrate into all our lives including almost every field of life from private life to work, economy and politics. The new generation also loves to spend their time on these platforms and that's why we decided to use these tools to raise the motivation and knowledge level of our students with the tools that they already love to use every moment of their lives.In this project, we organized 3 students ltt activity and 2 staff ltt activity and home activities to address our needs. In our LTTAs, there will be concrete outcomes such as a social media e-guide regarding how to integrate popular social media tools into our lessons after the 1st LTTAan e-list describing the classes with or without social media tools after the 2nd LTTAa guide about How to become a true e-reader on Digital literacy after the 3rd LTTAa ''safe use of social media e-guide'' for their peers after the 4th LTTAa handy e-book for all teachers and local or International authorıties that can be used to strengthen their professions or can be used as source material for many surveys after the 5th LTTAWith this project we aim to get these results:1) Increase our student's motivation level so that to address their underachievement in lessons.2) Strengthen the Professional skills of teachers3) Improve the profile of our teachers by letting them have a chance to work on new educational tools.4) Enhance the educational service that our schools provide for their students.5) Change the bad image of social media and show people that these tools can be turned into a very practical and fun educational tool if we learn how to use and integrate them into classes.Thanks to SMPE, we aim to raise students' motivation towards the lessons. We as all partner schools have a shared problem about raising students’ motivation towards the basic competencies that our students usually have less motivation regarding Maths, Literature, Foreign Language, and other school subjects. Our students think that they do not need these lessons and because of the workload, they have. We want to improve the basic skills and key competencies of our students regarding these lessons by using social media tools in a fun way during the lessons and improve their basic school subject skills that they need at least as much as vocational knowledge and skills. Besides, by developing and sharing the ways of using social media for classes, we will also strengthen the profile of our teachers. They will learn from each other how to use different social media tools during lessons and improve their teaching techniques. Our motto is "" The More Motivated, The More Successful"", ""The Newer, The More Interesting"".SMPE will be a Project not only for the participant schools but also for the whole World because the outcomes of it will be able to be used as main sources and samples for any teacher from any part of the World. The reasons for writing this Project are the same all over the World and in many countries, there are too many acts to stop students using their phones at school while trying to use ICT more and more in classes. SMPE will help lots of us to find a true way to solve this climax and get success."