This would have been our first partnerships with schools from other European countries. Our school organised an exchange project with a school from Mezzolombardo, in the Italian region of Trentino two years ago. The project’s respective weeks in Italy and Austria would have been the actual goal in themselves: one week with 11 students and two teachers from the HAK Lienz going to Italy in March 2020 and 11 students and three teachers from Italy going to Lienz for one week in May 2020. The main purpose of the partnership was to introduce Italian and Austrian students to each other’s country’s local traditions not only from a cultural point of view but also to let them experience the daily routine, with a special focus on human and environmental sustainability. Teachers from both schools would have got a chance to become acquainted with sometimes very different school organisation methods, pedagogical approaches and urban structures. The language exchange between teachers and students from two different partner countries should have fostered cross-cultural curiosity. Collaboration should have further been enhanced through various projects linked to the Erasmus+ School Exchange Partnership and the ensuing contact generated. Other schools from the region as well as the public would have had the opportunity to learn more about our project. Schools could have advertised and promoted their international activities using different means of communication. The teachers involved in the partnership program could have improved their organisational abilities and management skills. Moreover, they would have had the rare opportunity to get to know their students outside the usual school environment. We started a close cooperation between our school and the ISIS Mattiussi-Pertini, not only to gain new educational and pedagogical insights but also to promote the cultural exchange of ideas. We would have liked to gain a better understanding of both schools' organisation, as well as the regions' rich cultural and economic offer, and how students are involved. We would really have appreciated a long-time partnership, the geographical proximity of the two schools would certainly have helped.Unfortunately, shortly before the beginning of the pandemic, the only activity which was possible was the kick-off day in Lienz, where students and teachers met each other and spent one day together exchanging ideas and expectations. All further activities were blocked by the evolving of the pandemic.

"Context and background:Our students read about multinational and international trade, but come across very few real-life examples in their direct environment or in the local economy. More and more students start out with little experience in international business and find their way to the job market with limited business capacities (such as sales skills, negotiating with clients and suppliers, business communication, making a business plan etc.). A business-orientated school should be able to fulfill this growing demand, but at the moment there is no ready-made guideline to follow, and starting up an international project looks like a big jump for many inexperienced schools.Objectives:The project's main goal was to develop workable, sustainable and ready-made methods for a school to transfer knowledge and experience about the international trade from the actual work field to the student. By using these methods in the trial-and-error context of the project, we found different ways to stimulate and reinforce student empowerment to take care of international business relations. We came across methods to motivate students to leave their comfort zone (friends, fools & family) at presentations and sales moments. The project included local companies from the participating countries, which were contacted on the students' own initiative. The basic idea was to make the students search for innovative products or services in cooperation with the local entrepreneurs and learn to sell those in the other EU countries with help from groups of students from the other countries. All the students were consultants in the matter of making contact with the local consumer (B2C) and as well as possible local entrepreneurs (B2B). This included marketing, distribution, branding and regional studies.Number of participants:About 4,000 people have benefited directly and indirectly from the project. The target groups involved the students and the staff in the participating business schools, the partner companies, the local entrepreneurs (visitors of the B2B-market), the local authorities, other local citizens (visitors of the local B2C-markets), and the host families. Description of undertaken main activities:The main activities were the four short-term exchanges of students and the activities between the exchanges. During the exchanges, we had two local markets in Spain and Denmark (B2C) and one market for companies in Belgium (B2B). Furthermore, the students participated in the daily classes and they had lessons in business-related subjects e.g. business culture, social media and marketing, IT, and drawing a business plan. We also visited local companies in the countries, the city halls, the Chamber of Commerce in Austria and the European Parliament in Brussels.The preparation for the exchanges:First of all, we selected the students for the project and introduced them and their parents to the strategic partnership. Then we contacted internal and external stakeholders of the project. After that we found the companies to participate in the project. Once we had made contact with the companies, the students started to do the analysis of the companies’ products market opportunities in foreign markets. These analyses were done on a macro level. When the analyses were finished we started to plan the summits. We discussed the program and activities. The students ""met"" via Skype where they got to know each other. They also made a digitalized presentation of themselves and their schools. Shortly before the summit, the students prepared marketing materials to bring with them abroad. Furthermore, we installed an IT-platform for communication, evaluation of the activities, as well as for dissemination of the project processes and project aims. The students were searching for the local products which were carried out during the project in each participating country in several workshops, local school preparation tasks, and international meeting activities, the students were prepared for international selling techniques and the implementation of marketing tools.Results and impact attained:The reflections of the exchanges consisted e.g. of writing press releases, presentations of the students, the schools, the partner products and of our Erasmus+ project. Furthermore, we have been able to disseminate our project and our results on the homepage and the Facebook page of the project, on the schools’ Facebook pages, at parents’ meetings and at meetings with new students. Additionally, we succeeded in showing the results of the project in local newspapers and on radio and on local TV.Longer-term benefits:In the future management, teachers and students at business schools will be able to benefit from the results of the project and of the Business Guide."

"The project ""Green Car Share"" is a new, innovative approach to the awareness and the common idea of sharing resources in urban traffic. The project was focused on the setup and a long-term run of car sharing groups using alternative energy. The project wants to prove that the use of car sharing groups using alternative energy is convenient, financially attractive and supports „green goals“. Our aims are * more efficient use of cars* increase the amount of persons in a car* use of renewal energy and reduce urban traffic.It involves 4 partners from 3 countries (Austria, Slovenia and Croatia) The partners from Slovenia, Croatia and the HTL Weiz have a long tradition and experience concerning their technical knowledge. The HAK Weiz shows their strengths in economy and information technology and they can lead the other partners in this area. The discussions and results have been published. The final point will be the yearly ""Eco-Race"" - a car competition, where lowest energy consumption makes the winner. Our project results are:* to setup and run a one year field test using cars with alternative energy* a multilingual Survey about mobility behaviour* to setup a project website on eTwinning for internal and external communication. * to setup a business plan to operate a car sharing model and run virtual firms. * to run a yearly public car competition (lowest energy consumption) in order to raise public awareness.* a concept of encouraging students with low study skills* a multimedia and multilingual dictionary and partner presentationsA main focus of the project are students with low study skills, students coming from a difficult financial environment, students with low self-confidence, migration background and other social problems. Although this sometimes applies only to a little part of the class we try to integrate them with the others to establish a strong social bond in the class in order to lead them to a successful graduation. The schools gained experience out of the test trial and the European partnership. Therefore the European Image of the schools will be improved. Furthermore this makes the school more attractive for students, teachers and companies. This project is an example for good international co-operation within ERASMUS+. ERASMUS+ will get more famous in schools, communities and policy makers. It contributes indirectly to the integration of Europe and the understanding between the nations."

"As part of our Erasmus + project ""Today for the World of Tomorrow"", students develop an interactive space with pedagogically valuable content that addresses the global challenges and the ""Sustainable Development Goals - SDGs"". Involving students in the planning and development of a web-based learning space supports the idea of ​​an inclusive educational approach that incorporates the lives and expertise of the learners.Methodologically didactic, the project is based on action-oriented teaching methods, including the Flipped Classroom method. This ""reversed lesson"" provides impulse and work phases. The students first receive an input (Internet, project partner school, text, video, ...) with which they deal independently. Afterwards, action-oriented work will be carried out based on input from the lessons in the partner schools involved.An additional approach to the project is to enable the pupils to participate in lectures by experts (eg futurologists). Thus, the actual work and life world is included in the project, not just the protected area school.The goal of the project is decidedly not to develop solutions for global imbalances. Instead, we want to raise awareness of global challenges that foster critical but constructive reflection on the world of tomorrow.In the sense of playful, explorative and self-directed pedagogical approaches, the children should be pleased with the development of the SDGs. Likewise, the project aims to connect as much as possible with the life world of the learners - hence the idea of ​​packaging the SDGs into the conception and development of an interactive space.In the sense of the subsequent exploitation of the lesson plans, all the materials that are created during the conception and development of the interactive space (protocols, radio contributions, video games, films, texts, ...) for upcoming school classes via the learning platform LMS, in the form of a digital reading book, and on the Erasmus + dissemination platform. This creates the opportunity to integrate the agendas of the SDGs into the classroom in the long term."

"“ART TЯA” project idea came up from a strong partnership of the previous Erasmus+ KA201 “Booktrailer”, financed in 2016 and completed in summer 2018 (final evaluation: 100/100; recognized as Erasmus+ Best Practice Example). The new project wanted to capitalise on the expertise and experience gained over the years and to continue using the Booktrailer’s methods and results, applied this time in the artistic/cultural field.“ART TЯA - From ART TЯAilers towards new skills and competences, more responsive to the labour market and the knowledge-based society needs” aimed at exchanging good practices in the project’s areas among the involved high schools, with the LTTA as culminating learning moments for groups of students and their teachers.Five were the countries involved: Bulgaria, France, Italy, Poland and Austria (new partner).The project aims:1. RAISING AWARENESS about the importance of EU CULTURAL HERITAGE and PROMOTING ACCESS to it (also in the context of “2018: the European Year of Cultural Heritage”) through the students’ involvement in activities aimed at creation of art-trailers and their broadcasting as ""promotional products"" of EU cultural heritage2. ENCOURAGING ACQUISITION AND DEVELOPMENT of TRANSVERSAL SKILLS and COMPETENCES, during ART TЯA local activities and in mobility abroad, mainly in the following fields: artistic and cultural (EU heritage); ICT and technological (filmmaking); communicative (storytelling); recognising those competences3. EXCHANGE of GOOD PRACTICES and STRENGHTENING COOPERATION AMONG PARTICIPATING SCHOOLS to foster their didactics and traineeships programs, reinforce their cooperation and European dimension.The main ART TЯA’s target groups were:- 152 PUPILS IN MOBILITY (physical and virtual), aged 16-17- about 660 PUPILS LOCALLY INVOLVED in project activities- 55 TEACHERS involved as coordinators and facilitators of ART TЯA activities and as accompanying teachers in mobility - about 630 PARENTS, participating to public events and hosting pupils in mobility- about 6000 STUDENTS of the involved schools, as indirect beneficiaries and participants to local project initiatives.The ART TЯA activities (in mobility and local activities) included: training/workshops aiming at providing students with competences and skills necessary to create final art trailers; visits to artistic sites and their promoting with the use of ICT; meetings with field experts.ART TЯA implemented 6 learning activities with groups of students in mobility (traineeships). Due to the Covid-19 pandemic emergency, the project has been extended for one year and the last two LTTA were implemented in virtual mobility.The activities were carried out also:- at partner’s schools: training and laboratory work, workshops, post-mobility peer-to peer activities- in virtual collaboration with partners: implementing ART TЯA eTwinning project, virtual cooperation, exchange of materials/results, technical consultancy- at a local community level: workshops with local experts, meetings with artists and technicians, field work, visits to relevant artistic and cultural sites, dissemination events.Thanks to the participation in the project, the participants acquired “sectorial” and basic skills, corresponding with the main steps of art-trailers' creation:- ICT and technology, related to video-making- communication, storytelling and narration- awareness of EU artistic and cultural heritage and its social and educational value; competences in art objects’ promotion- team working, leadership, problem solving, critical thinking, communication in foreign languages and building effective relationships among peers; time management and ability to achieve results, public speaking/interviewing and emotional management skills.The methodologies used were based on learning-by-doing strategies, international peer-to-peer learning and role-play. The students worked in small, mixed international groups. They experienced a real opportunity of working in an “international team”: with students coming from different social backgrounds; experiencing cultural differences and using foreign language for communication.As final results, students created 44 art-trailers that were transmitted each year during the final events: the BFF Film Festival in Brescia (organised by the applicant school) and other national/international events.The involved schools have acquired new approaches and methodologies, such as:- more innovative, student-centred didactics and traineeships programs for better students’ guidance, their more conscious educational/professional choices and thus future employability- implementing extra-school creative initiatives for cultural heritage promotion and intercultural activities among students and teachers (also on international level)- participation to and organization of “big” artistic events, such as cinema/film festivals- fostered European dimension for future partnerships on EU level."