"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.