"Thanks to the partnership between the two schools, the Italian Maria Consolatrice and the Spanish Gala Colegio, the IN-FUTURE project achieved the exchange of knowledge, methodologies and good practices.The teachers were able to obtain experience in the field of application of CLIL methodology (Content and Language Integrated Learning), but also in the ""flipped classroom"" techniques, in which they can overturn the traditional learning techniques for students, using in a more productive way the time in classroom and teaching the kids that technology and the internet can be used as tools to reach alternative solutions.Students, by their side, had the opportunity to experiment new learning methods and to share those they know with their European colleagues.The students remained in virtual contact for the duration of the project and many of them will continue in the future. This experience allowed them to get to know each other, apply the language in an informal context and share experiences.The school to school exchange consolidated this synergy and allowed participants to explore new methods, attend lessons and exchange experiences among teachers and students, also through extracurricular activities, such as visits to places of interest and moments of recreational activities.The project has seen the creation of an interactive, multimedia and integrated learning path in order to promote a participatory approach and a real interest of the students, who are been led to understand the real application of what they will learn.The project allowed not only the creation of international networks and future collaborations, but above all, the strengthening of the European dimension of education offered to students and a strong drive towards innovation.The learning of foreign languages, the development of students' creativity and spirit of initiative, the knowledge and understanding of cultural and linguistic diversity was strongly encouraged.The project therefore had intends to:- the school was able to create new networks for sharing methodologies and best practices;- students were able to improve their language skills, through innovative and more effective teaching methods by applying the language through a real full immersion;- the teachers have enhanced their technical and linguistic skills through the management of an additional training path to the normal teaching which has allowed the experimentation of new experiences of active and participatory learning, in particular the CLIL methodology and the Flipped Classroom."

The pervasiveness of technology in our lives is increasingly drawing attention to a need for professional figures trained in the technical and scientific world, but also for some support assets with a keen interest in the humanistic and artistic knowledge, in line with the growing need for companies to create innovation. The focus on digital technologies in the strategies generated by the companies is undeniable; they emphasize their use to improve processes and to make the offer of products and services more competitive.According to the Information Systems Directors involved in the study, all the experts in the fields of cyber security, digital strategy, data protection, big data, data science, and other innovative technologies, such as artificial intelligence and robotics, will be increasingly supported also by resources with humanistic profiles, especially by people with a degree in philosophy, sociology, anthropology, psychology and design.In other words, the idea of a humanistic expertise within a technical team is developing an optimal formula to create more and more innovative products and services. Thus, it is deemed that the combination of technical and humanistic skills can further strengthen the problem solving ability and inspire more creativity. Therefore, the importance of enhancing our students’ knowledge of STEAM - Science, Technology, Engineering, Arts & Mathematics - in order to promote knowledge and skills for sustainable development. Sustainability is the change process, in which the use of resources, investment plan, orientation of technological development and institutional changes are all in harmony, and they add value to the present and future potential, aiming to meet needs and ambitions of men. First of all, we can state that there is no alternative: today it is necessary to embrace a sustainable approach. In fact, according to an international study by Wpp in 2019, humanized growth (= purpose) is preparing to become absolutely the main critical success factor and driver development for the companies in the upcoming years, and there are many who know that the strategic approach in which the Corporate Social Responsibility (Csr) is the focus, it is a factor that directs and multiplies the positive effects.These teachings would be part of the plan of the Institute to make progress and improve its educational offer, but also to act as a leading school of the future, able to train students with the must-have skills in today’s job market, as well as being aware and responsible citizens.The detailed study of the proposed contents within a European partnership will produce a double effect:- It will encourage the educational growth of all students who will benefit from the project;- It will increase the knowledge of teachers who will participate in it.Training for students, simultaneously with their teachers training, will be achieved with a two-year course, which includes both a simulated work on the eTwinning platform and an exchange between students. With reference to the mobility, the expected flows are 5. 99 students and 15 teachers participate in the project activities and exchanges.The project is aimed at achieving the following objectives:- Improve students' knowledge and skills on Environmental Sustainability;- Improve students' skills in STEAM subjects through more effective innovative teaching methods;- Improve the teaching skills of the teaching staff in STEAM subjects with particular reference to sustainable development;- Strengthen a network between partner schools, by increasing the ability to operate transnationally and to share and compare methods and results.The achievement of these objectives will produce these outcomes: - Creation of new activities to promote learning and the development of new skills;- A teaching staff able to use new teaching techniques, as an alternative to the traditional teaching methods;- Students with scientific and technical skills, but also critical sense;- A new European collaboration network between schools, teachers and students.The project aims to create an educational path sharing best practices in order to achieve the outlined objectives by using the examination and research of innovative teaching practices, such as Service Learning; their analysis and monitoring of their impact, the practical verification whether this method responds to the needs of students or not, the definition of feature in terms of inclusiveness and innovativeness, as well as their transferability and repricability

"“Chemistry” is an endangered subject: it's not very popular with most students and if possible, students drop this subject. This is true for all Europe. The reasons can only partly be found in each individual country. All schools taking part in the project ""Ma.t.che.s. - Make the chemistry sexy"" have in common that the high-level expectations of the subject in combination with its ""nerdy"" image make students shy away from it. However, chemistry as a subject is very important for the development of basic and advanced skills: Objective and long observation and documentation, revealing contradictions, focused analytical thinking, working with models, simulations (e.g. IT) and finding solutions are all skills needed for every day science classes. On top of that the high number of experiments in chemistry lessons demand good team spirit. Students with these skills will have more chances later and will learn more and more easily in other subjects and will have better career opportunities. Five schools took part in this project to still students' fears of chemistry. By developing specific materials from students for students and with unconventional approaches students' attitudes are meant to change in a way that will make the subject lose its nerdy and ""for experts only-image"". The subject should seem manageable so that the students won't close their minds to the subject. Students were the main actors of the project. First they were supposed to find out with the help of a questionnaire they had created themselves where other students see the main problems of the subject. At the same time they asked for other students' expectations and suggestions for improvement. The results of the questionnaire were used to develop ideas for unconventional actions that are supposed to change students attitudes. The partners carried out the actions, evaluated them and summarized them in a reader. In the course of the project students were involved in the design of attractive worksheets for other students dealing with the central problems of chemistry lessons. As a completion of the project all partner schools developed games for the chemistry lessons. All activities took place exchanging ideas and results on an international level; students were always guided and supervised by the chemistry teachers of the schools taking part in the project. The results of the questionnaire as well as the hand-outs for all actions, the worksheets and the games were integrated into the chemistry lessons of all schools and were published on the 0ER platforms. During all meetings teachers got an insight into chemistry lessons of the individual countries. This way, teachers could exchange best practice ideas. To increase the value of all materials there was an exchange with local universities which supported both participating students and teachers. Hopefully the mentoring by university experts will lead to more acceptance of the high-quality results by people that were not involved in the project which would result in an increase of the range and the sustainability of the project."

"Inequality in education is a rising problem in many EU countries due to various factors: the main obstacle for children to meet the expectations of schools is the economic and educational background of their parents, not the fact that they have a migrant background. But mainly migrant children face disadvantages during the lockdown. In our project, we try to not only reduce the negative impacts distance learning has on the equality of chances in education, but rather use it as an opportunity and provide special training and tools to teachers to better understand their students’ needs.Teachers tend to have a negative perception of the performance and the behaviour of migrant children, which leads to a continuous downsizing of their talents and options as they still don’t receive appropriate training to deal with diverse classrooms. To remediate the negative impacts of distance learning for underprivileged children and to strengthen them in a new situation of online and blended learning, it’s not only important to go for digital literacy education and for adapted online learning tools but also for a steady training of teachers and educators in dealing with discriminating patterns and for an analysis of teachers’ expectations towards parents’ support.The project brings together 4 organisations from Austria (Südwind), Italy (ProgettoMondo Mlal), Spain (Association Madre Coraje) and the UK (Gryd Ltd.), experts in providing innovative tools for global citizenship and digital education, and 4 secondary (higher) schools (HAK 1 Linz, BSBK Vienna, Istituto Sanmicheli Verona and Ergos Sevilla) who will participate in the project, mainly with a team of 2-4 teachers and educators each. The main target group are the teachers who work in secondary schools with high diversity and with pupils of poor economic background. In the long run the project outputs will be available as multilingual OER for teachers all over Europe. DigiEdu4All also targets disadvantaged learners and their parents as beneficiaries of the pedagogical action.The objectives of the project are the development of digital pedagogical competencies of educators, enabling them to deliver high quality inclusive education in a setting of blended learning, taking advantage of online tools and flipped classroom settings. This learner-centred approach gives room for participation in the whole learning processes and with a strong accent in the empowerment and strengthening of disadvantaged learners within the educational system. Educators and students get curated information and tools to enhance learning and improve digital literacy and the implementation and evaluation of inclusive activities for inclusive teaching.Therefore in a process (research, draft, pilot, feedback, final version, evaluation) of extensive exchange and mutual learnings 4 intellectual outputs that will be available as free online resources on the DigiEdu4All web platform in the final stage of the project will be developed. (1) a didactical handbook “Digital learning with no one left behind” on inclusive digital education as a printable online publication (ca. 50 pages), primarily addressed to teachers and parents from secondary schools across Europe.(2) an online training course for teachers “Strengthening digital readiness giving voice to ALL pupils”. Content of the 6 modules is non-discriminating digital education, digital and media literacy, analysis of discriminating patterns, participatory methodologies to strengthen self-esteem, ownership and active citizenship. But there will also be a module on parental engagement and on the use of the evaluation tool for inclusiveness (IO4) as part of training. The course will be tested in a blended version in Austria.(3) a multilingual Open Education Digital Literacy Platform "" DigiEdu4All "" with Toolkits and a Lesson Creator that provide educators and students with curated information and tools to enhance learning and improve digital literacy can be used across Europe. It will contain tools for teachers and students and rich media lessons created by partners and the wider education community.(4) a toolkit to evaluate the inclusiveness of digital and blended teaching units based on methodologies consistent with Global Education, composed by a manual for teachers and educators on how to evaluate inclusiveness and a web app “digital glasses” to test the evaluation tools and to foster its application by teachers (beyond the project).Beyond conceiving, testing and evaluating these tools the partnership will strongly be involved in disseminating the innovative tools among teachers and educators across Europe. An important impact of the project will be a deepened knowledge and understanding within the Educational Community about the linkedness of an inclusive approach in online education with a critical and caring way of thinking and learning to tackle discriminating patterns, offering tools to sharpen the skills and the attitudes to do so."

The quality of early childhood education and care is very important in present times because children have to be prepared for the future and to adapt better to the requirements of the European Union. Studying English in the kindergarten is one of the ways to improve it. Children are capable to absorb new knowledge and language skills better and with greater success. An attractive, interactive way of teaching English can encourage them to like English and to want to study it. The project C.L.E.V.E.R. - Children Learn English Very Easily and Rejoice was created as a response to this necessity. It used innovative methods of teaching English, for example CLIL and PBL methods, by teaching certain subjects through English. Apart of it, teaching and using basic ICT was necessary in communicating and cooperating in different activities. The regular and free of expense English courses in kindergarten were rare or unavailable for all willing children. Apart from that, a vast majority of pre-school teachers didn’t speak English, didn’t study methods of teaching foreign languages, didn’t want to use ICT. The project allowed to change this situation. It aimed at establishing a body of theoretical and practical aspects regarding teaching English in the kindergarten. It implied a set of objectives, closely connected with the kindergarten curriculum, but using English as a means. In the same time, it was an example for other kindergartens interested in studying English. The key project objectives were as follows: • To teach English the kindergarten children by using modern methods of work. • To use English not only during regular English classes but in another activities during the day/week. • To encourage teachers for improving their language and professional skills. They were coherent with the following European Union priorities: 1. Enhancing the quality of early childhood education and care. 2. Strengthening the profile of the teaching professions. The project „C.L.E.V.E.R.” pertained strictly to teaching English the kindergarten students. The cooperation in a transnational project implied using English in actual communication, which proved to all participants the importance of learning English as a means of cooperation in the future as European citizens. It allowed to increase educational opportunities for kindergarten students, give them an equal start in the school reality and enable an achievement of success in the future (by shaping of traits such as tolerance, openness, self-confidence, curiosity, ability to work in a group - the use of natural skills and talents of children). It prepared our children for today challenges, in order for them to broad knowledge of new cultural contexts, the willingness, and the ability to accept and recognize the differences in each of these contexts, and to gain an European awareness, and for that, the transnational project was essential. The collaboration between project partners allowed teachers to learn from each other, share the knowledge and experience, find out more about the methods and theories of second language acquisition in the kindergarten, collect and develop methodological material suitable for preschool children, establish a body of good practices and implement them in their kindergartens. The project was both innovative and complementary to other projects already carried out. The innovation of the project was determined through introduction or extension of teaching English the whole or the majority of our kindergarten communities not only during regular English classes but mainly in another activities during the day/week - using modern methods of work, including elements of CLIL, PBL and ICT. The partners involved in the project: Poland, Turkey, Spain, Slovenia, Portugal, Lithuania, Italy, Latvia and Romania, have been selected in order to offer a great cultural, geographical, historical and social variety. All partners brought their skills and competences to the project: some of them - their experience in European project working, others - fresh ideas and vision of conducting activities. All teams worked with different methods of teaching which they shared and recommended. Project activities were closely integrated into the school curriculum and for the quality of its implementation developed a monitoring system, including questionnaires, surveys, evaluating tests for different participants. ICT was fundamental for research, communication and presentations. The results were widely disseminated through web, media, conferences. Sustainability was achieved through continuous creation of communities which were able to manage and use resources efficiently, to tap the innovation potential of the partnership.