"""Between 50% and 80% of students in EU countries never use digital textbooks, exercise software, broadcasts/podcasts, simulations or learning games. Most teachers at primary and secondary level do not consider themselves as 'digitally confident' or able to teach digital skills effectively, and 70% would like more training in using ICTs."" (European Commission release on 'Opening up Education').As the European Commission has identified the digitization of the education and the necessity of modernizing the learning environment for the young Europeans as a top priority, the Digital Education Action Plan has been adapted including actions to support technology-use and digital competence development in education. These actions concern and lead to making better use of digital technology for teaching and learning as well as developing digital competences and skills of both teachers and their pupils. In that framework and based on the idea of introducing a new innovative e-tool accessible and open to all the schools in Europe, we have developed the “VR in School Education & Civic participation” project idea. This 24-months project seeks to expose both teachers and the participating students to a new experience of learning through a Virtual Reality Game. The aim of their participation is to enhance their digital and soft skills while at the same time enrich their knowledge on specific issues that will be explored during different phases of the project. The Virtual Reality Game that will be played by the students concerns a digital simulation of the European Youth Council where all participants will express their opinions and make proposals on the issues of:1.Safe use of Internet and social media2.Bulling at schools and Cyber bullying3.Human rights & Multicultural environment in the EU4.European Citizenship & Rights5.Environmental Behavior6.Sustainable Growth in EU7.Circular Economy in EU and abroadDuring the project, both participating students and teachers will follow physical workshops and MOOC on-line courses and will be given guides and information materials so that they get well- prepared before the real-time Virtual Reality game playing. The aim of the workshops is to familiarize themselves with the innovative and non-traditional learning tools which are being applied in the non-formal learning while the aim of the on-line courses is to prepare themselves on the topics that will discuss during the game. These seven topics have been carefully selected as they are trending in the daily life of the students and will also have an added value on their perspective as European citizens. Apart from the direct effect on the students in terms of enriching their skills, attitudes, knowledge and their European identity, the project seeks to influence the teachers as well by exposing them to new, innovating learning models. The project identifies and covers the need for accelerating the digitalization in the education field through an innovative way by providing an inclusive, costless and open tool for the teachers to use in their classrooms. However, the project does not target only the students and their teachers, but it aims to affect all possible stakeholders in the education and training field to acquire such digitalized methods of learning and include non-formal learning tools on their educational procedures. The consortium of the project consists of 8 partners, among which are Experts in the field on non-formal education and the educational activity of the simulation, Schools of secondary level from 4 countries, an SME expert in the digital tools of VR and the Laboratory on Bioeconomy and Sustainable Growth of the University of Piraeus, as an expert in the topics of sustainable growth, environmental behavior. From the project 100 students and 20 teachers from 4 EU member states will be directly benefited and engaged on the development of the module and/or will participate on the testing phase of the intellectual outputs. As all partners are from different countries and have a variety of professional backgrounds, they will bring to the project their expertise, their knowledge of good practices from their national education system ending up in outputs and materials that can – and hopefully will – be broadly used at European level. The project will develop methodology and material for an affordable and flexible way to acquire new skills, advance careers and deliver quality educational experiences for both teachers and students."

"<< Objectives >>""Living on Earth With wisdom: from Ponteareas to Brussels"" is a project that aims to:- Live in schools that care for the environment, promote the importance of justice and develop a positive outlook on European values. -On Earth: making the local environment develop according to environmental values.-With wisdom: because wisdom is everything. Justice, healthy communication and education with integrity.And to highlight these values we would like to go from Ponteareas to Brussels.<< Implementation >>The activities we propose go from big to small and from small to big:-Joint and cooperative work between two schools that complement and improve each other through the project.-The improvement of Environmental, linguistic and European mentality .-Exhibition in both schools of the work.All of them based on experience: travel and contact with the other is fundamental to educate in experience.<< Results >>""Living the Earth""is about small and large-scale results:-Joint work between the two schools on the environmental richness of Ponteareas and Brussels, working on joint identity and respect for differences.-Final exhibition of the work in Brussels, the European headquarters, with European agents involved in environmental education.- Two meetings based on environmental education.And also intangible results, fruits of a close and affectionate collaboration between the big and the small."

<< Background >>Climate change is one of the most urgent issues facing the international community. Environmental decisions and their consequences have clear ethical and political implications for us all. It is encouraging that young people are mobilising more and more to raise awareness about the need to protect the environment and fight climate change. However, there is a need to further reflect on the human-environment connection. Protection of the environment is not just about protecting the rainforest and endangered species, it is also about addressing the needs of highly vulnerable populations residing in Least Developed Countries.The attacks on natural assets, the damage done, their decline -- all of these are putting livelihoods are risk as people are forced to flee their homes and migrate. Climate change and related forced migration are a highly complex, heterogeneous and multicausal phenomenon. Nevertheless, it appears to be one of the lowest priorities among politicians tackling environmental policies. More recently, JRS Europe and its partners have witnessed a hardening of attitudes towards migrants in the media, in government policy and in public opinion (there are even trends towards criminalising migrants from certain political groups and media outlets) – with young people being especially susceptible to these thoughts due to their impressionability and underdeveloped critical thinking skills. When it comes to environment and migration, the priority for many European Member States is to gain control over migration flows at external borders, or to tackle the most urgent needs of displaced people and to a minor extent really tackle the adverse drivers and structural factors that compel people to leave their country of origin, in particular natural disasters, the negative effects of climate change, and environmental degradation.The remarkable rise of youth activism, such as Fridays for Future, has raised consciousness of the demand for public and political action but they are far from gaining consensus. Besides an activist minority, there is still a large majority who remains disengaged and prioritises other values. There is a need to urgently raise awareness on steps towards a lasting change and to have a deeper reflection on the under lying choices that environmental policies may signify for our way of life, in particular for so called more developed societies. The CLIMATE CHANGE & MIGRATION project aligns with European priorities that recognise the importance of protecting the environment and targeting youth, especially through education, by developing key education competencies for life JRS and its partners would like to accompany young pupils as they reflect on complex choices in the social, economic, cultural, and political spheres. The project will help to create environments that favor free personal processes, independent of social pressure. Specifically, it aims at strengthening young people’s ability to think critically and exercise judgement - in the context of the internet and social media – to be able to distinguish fact from opinion, recognise propaganda and become active to advocate and raise awareness for new environmental policies that take into account scientific facts and the equality choices for all.<< Objectives >>The main objective of the CLIMATE CHANGE & MIGRATION project is to educate young students (age 12-18 years) on the impact of climate change on the most vulnerable population who has lower capacity to adapt and is more prompt to migrate. The project will communicate the fact-based information to young people through a curriculum and educational resources developed by different Pedagogical Experts and delivered to teachers of the schools in the Europe region participating in the project and it will put students in direct contact with researchers but also with refugee and migrant students from other regions of the world (Middle East and Africa) to mutually hear their stories and to jointly reflect on the impact and mitigation of climate change. With this project JRS aims to 1.Challenge the intellectual capacities of students through delivering fact-based knowledge through the development of Innovative didactical toolsThe project aims to encourage the dissemination of scientific and fact-based information complimented by the stories and testimonies of population affected by climate change effects to create a balanced perception of the situation. JRS JRS needs will need to provide clear and comprehensive information on the different scenarios ( link to climate change and the impact on vulnerable population who may need to migrate as well as promote critical thinking skills to debate different viewpoints about climate change environment including their peer and also deniers groups. 2.Creating and Mobilizing a Network of Schools across Europe and beyond by , making available for them the materials online through different platform and promote their dissemination with school With this project JRS Europe aims at engaging a large network of schools (100), teachers, and students (7000) as well as researchers (10-15) and young students in Middle East and Africa affected by climate change and displacement (400). The JRS network aims to involve schools across 5 different European countries, as well as around 100 Third-country nationals’ students who will be exchanging experiences and knowledge with European students to participate in the public debate on climate change and migration through their involvement in the awareness raising exchanges and in joint advocacy activities with European students.3.Implementing the Activities with Schools and StudentsProvide training to trainers, teachers, youth workers and refugees and students from partner schools to learn more about the topic and how to use the developed materials and curriculum modules.Bring young people directly into contact with researchers and students form other regions in the world (notably Africa, MENA) to exchange information and debate about the impact4.Disseminating, Monitoring and assessment of impact of the project in Schools JRS Europe and its partners will disseminate the project results at national and European level to advocate for policy maker to develop on the mid term education curriculums that integration the environment and sustainability lessons and in the short term continues to support initiatives to work on the topic in the schools in a more flexible way. JRS will set up a Monitoring & Evaluation system that will allow to evaluate the impact of the project, including through qualitative data such as testimonies by students and teachers on the change of perceptions or gained through their involvement in the project as well as quantitative data..(indicators of number of participants, number of Ambassadors initiatives).<< Implementation >>Developing the pedagogic materials and the Training modules for the Teachers1.1 Conduct a base-line study / Mapping review of the existing pedagogic materials already created by partners for previous raising awareness projects in schools. 1.2 Selecting the best documents adapted for the JRS Europe CLIMATE CHANGE & MIGRATION programme.1.3 Select a group of stakeholders for consultation (teachers, migrants, students, environmental experts).1.4 Produce a draft of the materials to be tested by the Stakeholders Taskforce and set the different curriculum to present the information.1.5 Finalise the modules content considering the feedback by the experts and national partners.1.6 Translate when needed the information into the national languages of partners.1.7. Produce a draft of the guidelines to train teacher to use the materials1.8. Finalise the modules content considering the feedback by and national partners.1.9 Translate the guidelines 2.Develop the raising awareness materials.2.1 Select and contract the services of a Communicator Expert(s) on social media and youth.2.2 Develop the branding for the project attractive for social media and young people2.3 Develop a communication strategy in collaboration with the co-beneficiaries to diffuse the pedagogical materials 2.4 Develop a website + maintenance and IT support2.5 Use social media profiles 3.Developing the national networks 3.1 Mapping of all schools who have previously participated in partners´ national programmes for awareness raising with young people (private schools, public schools, vocational training institutions, etc.). 3.2 Select number of schools related to partners that are interested in participating in the project3.3 Create a database with all the contacts and information related the level of engagement of each school to better manage the implementation of the project.4.Implementation of the project in partner Schools 4.1.1 Launch the curriculum, educational material and training material 4.1.2 Organise LTT to train the trainers (the partners staff ) to be able to later on train the teacher to use the pedagogical curriculum4.1.3 Organise national LTT to train the teacher who will be implementing the project in the schools4.2 Organise encounters with researchers or schoools in the MENA and in Africa4.2 1 Recruit interested interdisciplinary researchers to participate in the project by visiting or through online sessions.4.2.2 Coordinate speaking schedule in cooperation with the Schools,4.2.3 Organise activities to exchange information with students and teachers from other regions of the world about their experience on climate change and migration.4.3 Students take action to organise awareness raising activities and events in their schools and communities.4.3.1 Encourage the creation, with the support of teachers, of a group of “Climate Change Students Ambassadors” in each school4.3.2 Support students and or teachers interested in organising raising awareness in their schools (visits, provide guidance and advise, resources etc.)5 Disseminate the results of the project.5.1 Ongoing dissemination of the activities and events organised by students through the project website and through social media profiles associated with the project. Including through articles, press releases, short videos, photos5.2 Compiling experiences good practices and analysis of lesson learned throughout the project implementation and the students' ambassadors initiatives.5.3 Organise an multiplier events in each country after the project implementation to bring the network of schools together and present the results of the project<< Results >>Outcomes: -Reinforce the response of education and training systems and youth policies to the main challenges of today's world: environmental sustainability, climate change and migration. -Provide clear and comprehensive information on the different scenarios -link to climate change and the impact on vulnerable population who may need to migrate- as well as promote critical thinking skills to debate different viewpoints about climate change, environment and migration including their peer and also deniers groups. -Develop the students’ ability to reflect with their own minds, not influenced by propaganda. -More attractive education and training programmes, in line with individual needs and expectations. -Increased quality of education and training in Europe and beyond: combining higher levels of excellence and attractiveness with increased opportunities for all. Objective 2) Creating and mobilizing a network of schools across Europe and beyond. Outcomes: -Promote social, civic and intercultural competences, intercultural dialogue, democratic values and fundamental rights. -It will strengthen the network between European and non-European students, since the project will put EU students in direct contact with refugee and migrant students from other regions of the world (Middle East and Africa) to mutually hear their stories and to jointly reflect on the impact and mitigation of climate change. -Reinforced cooperation with partners from other countries, other fields of education, training and youth.The project aims to reach 7,000 students, 250 teachers and 110 schools in Europe and in the MENA/Africa region as well as 12 researchers. This network will bring positive and long-lasting effects on the participating organisations, on the policy systems in which such Actions are framed as well as on the organisations and persons directly or indirectly involved in the organised activities. -It will bring young people closer to European educational and exchange projects. The possibility also for students to participate to an ESC programme as JRS Europe and Fundacion EC are part of it. -Participatory approaches to include everyone, to overcome the language barriers. Non-verbal forms of communication and innovative and digital tools will also be used to ensure the exchange of experience between different schools. -It will help addressing the barriers faced by these groups in accessing the opportunities offered by the programme. Objective 3) Encouraging students to become vocal. Outcomes: -Students will become Climate Change Ambassadors to engage in concrete actions, such as small-scale events, campaigns or other projects, to share what they have learned with their school or local communities or other young movements and become vocal to raise awareness across social media. -The project will enable them to become an active participant in the implementation of the 2030 Sustainable Development Goals. Objective 4) Disseminating, Monitoring and assessing the impact of the project in the school Outcomes: -Teacher will be able to use materials to be included in the educational curricula and they will receive certificates (i.e. Europass certificate supplement) for their participation in the designed Learning, Teaching & Training activities of this Erasmus+ projects. -The end of the project will be an opportunity to raise awareness on the topic and to involve more schools interested to learn more about it. All the resources will be created with the help of scientists and researchers and will be available and re-usable after the end of the project by different schools that did not participate to the project that want to deepen their knowledge about these issues and include them in their learning curricula.

The PEAPL project (Plateforme Européenne d'Apprentissage Personnalisé des Langues -European Platform for Personalized Learning of Languages) stems from a close collaboration between schools and higher education. The domain of research will feed that in schools which will, in turn, lead to further research.The horizontal priority of the project concerns « Innovative practices in a digital era » to which two additional priorities are added with respect to the two fields of research and experimentation: 1. For higher education: « Building inclusive higher education systems », 2. For schools: « Reinforcing the development of key competences ». The chosen themes are as follows: a. Research and innovation b. New innovative curricula / educational methods / development of training courses.The strategic partnership involves nine partner organizations from four countries (France, Italy, Belgium and Switzerland).The PEAPL project is intended to develop adaptive learning in language teaching aiming to successfully include allophone learners.The project includes 5 intellectual outputs:1.Adaptive Learning module development;2.EduGamesHub multilingual web platform;3.ASKER exercise generators;4.Educational resources also including a teaching repository for each language and for each field of experimentation of the platform;5.A toolkit for teachers facilitating training in the use of PEAPL.Two platforms (1 & 2) are to be developed in parallel and will come together at the end of the contract so as to:•allow the adaptive learning tool to make use of learners' traces for the elaboration of personalized courses;•broaden the educational possibilities offered to the teacher. The first platform, GamesHub, developed by HEP-FR will enable the design of articulated and self-adaptive teaching / learning paths in languages, with an interface adapted to the needs of different learners. The second platform, ASKER, will be enriched to support language teaching / learning and to enable the automatic generation of a multitude of exercises for a given knowledge acquisition by relying on resources and models.The PEAPL project will allow 8 multiplier events for the 5 intellectual outputs, between January and June 2023:•PEAPL-LAB: the digital tools Adaptive Learning/EduGamesHub/ASKER generator will be presented in the 4 countries in January 2023•PEAPL-LAB: the complete platform with integrated teaching resources and the Teachers' Toolkit will be disseminated in the 4 countries in June 2023.Multiplier events will take the form of workshops organized in each partner country and will focus at the same time on the investigation phase (methodology and skills), implementation (toolkit, guidelines, resources) and dissemination (creation of networks for the distribution of associated practices).The PEAPL project provides for the development of educational resources to be integrated in the GamesHub and ASKER platforms to build the learning paths (GamesHub) and exercises (ASKER) offered to learners. Resources are therefore to be produced by each team, in different languages and with respect to each targeted level (from primary to higher education). All resources will focus on text reading and understanding because this is a key skill for both school and social integration. Therefore the preliminary task of each teaching team will be to define the objectives envisaged for each learner target group and to build the skill, knowledge and associated know-how benchmarks. These benchmarks are of fundamental importance since they are to be used by the adaptive learning tool and will guide the generation of courses and exercises related to the various subsections of the repository.In order to train teachers from partner countries, a « joint short-term staff training event » will be set up in December 2020 this being a prerequisite to starting the project. The HEP-FR will be responsible for the training course with the intention of giving each team the ability to develop the repository related to the assigned field before producing the associated resources.In order to prepare, monitor and progressively evaluate the project, 5 transnational meetings will take place between October 2020 and August 2023. The first event will take the form of a steering committee meeting to frame the start of the project. The last one will be used to present the final product accompanied by an evaluation sheet and a product continuity and sustainability plan.

"The main objective of our Take care! Sustainable children - sustainable Earth -project is to educate children to become environmentally aware and caring, to live a sustainable life and develop our schools cultures in a more sustainable direction in order to slow down climate change. We see sustainability in a broad sense (Agenda 2030), but we focus mostly on the green and social goals in our project. Other goals of our project include developing both students’ and teachers’ social, intercultural, digital and language skills and teachers' pedagogical skills. To achieve the goals, we exchange and try good practices and we use experimental, student-activating and creative methods, especially outdoor education and project work. These methods, in turn, will affect on students’ initiative and encourage them to grow into active, responsible citizens.We are six countries, Finland, Belgium, Romania, Spain, Greece and Cyprus with altogether about 2700 mainly primary and preschool students, out of which about 2000 participate in the project directly. We are six different schools in eight units in different parts of Europe. Because we are different in size, location, greenness and cultural aspects, we can give a lot to each other: we can help each others to learn and open each other’s world views.The core activity of the project are four study projects, which concentrate on environmental topics going from the school and individual point of view to broader, community-developing perspective. The projects will be communicated and also partly realized in cross-cultural study groups, each consisting of about 20-25 pupils mostly aged 9-12, organized in eTwinning MySpace platform, where students work around certain green topics during each term. Students will give their own ideas to the topics and contents of their projects. The topics will be varied and practical, they could include for example improving school’s recycling system, studying students' water consumption, growing plants, making inventions or improving a community nature site. Teachers take care that outdoor education is used as a part of the study projects. Through active and outdoor learning methods we want to give the students deeper learning experiences and a chance to have impact on their surroundings and thus create hope in front of the big climate challenge.Learning takes place also in the whole school. Smaller pupils will take part in the project as a class and plan their own international study projects with the help of teachers. The whole school will also greet other schools through Skype, make nature trips, organize two Green seminars and participate in a ""Greenvision"" music contest. Schools will start working for an official green label, which will help them to improve their school culture in more sustainable direction in the long run.Social skills are learned through group work but also other social skills activities will be organized. Social cohesion activities will be organized in the beginning of the school year, anti-bullying campaigns and social skills activities and programmes will be applied during the school year.Some students and teachers will have a chance to participate in Learning, Training and Teaching weeks in participant countries. During these study weeks the participants will deepen their awareness and understanding of ecological issues, compare their schools’ green cultures, adopt good ideas to their own countries, develop their intercultural, language and social skills and broaden their world view. Teachers will also study different methods of outdoor education and digital skills during their Staff training week. There will be an international Skype meeting among the partner schools during each LTT-week, which give also other students the chance to benefit from the week.Assessment is a very important part of the project. There will be four different, repetitive questionnaires: for students, teachers and parents and a school evaluation. The expected results of the project in all participants include growing ecological awareness, willingness to protect nature, awareness of good social skills and readiness to influence on the community. For teachers, the expected results are broadened pedagogical skills and strengthened intercultural communication, language and digital skills.The end product will be a multilingual online book about tested and good activities for sustainable education, published on the project's webpage. All participant schools will take good care of sharing and dissemination. The communication inside and outside the school will be supported by school's and project's website, Erasmus Walls, Skype meetings, whole school meetings and Green seminars. Schools will invite representatives of neighbouring schools and make visits to inform them of and inspire them by the project. Students take part in sharing and dissemination. Local media will be invited to publish news and stories of the project."