<< Objectives >>Since the pandemic caused huge damages in our lives, with the WISH project, we mainly want to minimise its effects by equipping teachers with practical tools to deal with students’ wellbeing in the school environment so that they can recognize the power of emotions in their lives. With the help of the techniques and the activities, teachers will easily cope with the problems related to the issue and students will learn to regulate their emotions and find happiness within themselves.<< Implementation >>There will be 2 types of transnational activities: training for teachers and learning activities for students. First of all, teachers will receive training on the topic of positive emotions, EFT and happiness along with many workshops focusing on specific techniques. On the other hand, learning activities will focus on students’ recognition of their emotions to develop social and emotional competence in four different fields to be organised: relations, creativity, flying high and happiness.<< Results >>As the main project result, we aim to prepare a methodological guide (MANUAL) for all teachers regardless of their majors, with the help of which they will have both the theory and some practical ideas to deal with students’ mental health and wellbeing which have been damaged a lot due to the pandemic. A website for the project results and the activities: the manual will be shared in partners’ languages as well as in English to reach more teachers and students.

„Heads up! Young TechnoLingua Emphatic Minds“ is a Strategic Partnership for Schools formed by the coordinating „Gesamtschule der Gemeinde Rödinghausen“, Germany, „IES Blas Infante“, Spain, and „Kabatas Erkek Lisesi“, Turkey. All three schools are schools in secondary education and teach between 850 and 1000 students. In an ever changing world, a world being connected through globalization and digitalization, with new technologies and modified means of social interaction, this project focuses on teaching a sensible use of modern media while at the same time valuing empathy and social skills, also in terms of intercultural understanding across countries. Especially in the aftermaths of the Corona pandemic these aspects have become increasingly important, on the one hand in terms of switching from personal to digital contact, but on the other hand in terms of a heightened need for family and togetherness in general.Thus, the project will follow these objectives: Innovative practices in a digital era + New technologies - digital competences + Supporting individuals in acquiring and developing basic skills and key competences + Social and educational value of European cultural heritageThese project objectives and goals have an effect on the whole school community, but foremost up to 24 students from each school will participate most actively. These students are around 15 years of age. They will learn a great deal from each other, from students in other countries with different knowledge about media and with a different set of cultural values guiding their social interaction. To achieve these goals, students will work on the following activities: Exchange of experiences, feelings and activities during Corona lockdown; discussion of internet safety and devising Do’s and Don’ts; role- plays on (cyber-)bullying to raise awareness and empathy of an increasing problem among youths; class discussions about sensible school rules; creating a game (such as Kahoot! or Trivia) about respectful word usages; writing emails to the exchange partners about school rules and means of punishment; workshops at project meetings focusing on e-safety, school rules and coexistence; conducting interviews with the elderly, professionals in their field of work and other role models about the change their (work) lives have undergone. The methods used throughout the project are clearly task-based. Students will be presented with challenges to solve. This process requires collaborative and team work within the project group of each country, but also between the partners in the other countries. Highlight of shared ideas and experiences will be the three project meetings at which the teenagers traveling can work with their partners face to face. Thus, the activities and methods emphasize creativity as well as product and activity orientation.As more concrete results, we expect the following: A video showing featuring experiences, activities and other related scenes from the time of strictest Corona restrictions in the three countries.A video featuring a typical digital day in the life of a teenager in Córdoba, Istanbul or Rödinghausen.A video about „European“ school rules and politeness, featuring again shared ideas from the three partner schools.An exchange booklet keeping track of the project meetingsAn exhibition after completing the project.In conclusion, this partnership will foster development in the area of digital skills as well as communicative skills needed in personal social interaction. Additionally, students will improve their creativity and further knowledge about digital media on the one hand, but maybe even more importantly on empathy and cultural understanding, especially when it comes to sensible topics such as cyberbullying or interaction across countries all over Europe. As the results will be shared with the participants' peers, for example when discussing e-safety, or with the rest of the school community, including other students, teachers and parents, the impact of the project is a great one. Outside of school, local companies and the whole community will be involved and made aware of ongoing changes with the help of broadcasting results on local radio or TV stations. As disseminating activities, students will also prepare exhibitions to present the project results to a wider audience; examples are the Entrepreneur May Fair in Córdoba or a presentation at a University Conference in Istanbul. German students will also be embassadors to younger students at elementary school and teach them about e-safety, for instance. Last but not least, teachers’ centres, local and regional educational authorities, local governments such as councillors and mayors, will be involved by either inviting them or presenting ideas to them. Going beyond the three cities which are part of the project, many results, such as parts of the exchange booklet, will be uploaded to our Erasmus+ webpage for everybody to use wherever suitable.

"The project 'Interpersonal Communication' was about creating cross-curricular good practices in 6 European schools.There was a group of students in every school (approximately 30 students/school) who carried out the project guided by teachers. Teachers in the fields of languages, ICT, social studies, history, civics, art, were involved in the project and they were responsible for the quality of activities carried out. This project was about interpersonal communication and how it has changed throughout the years together with the constant development of technology. It was a detailed analysis of changes which have taken place in the fields of culture, technology, language and society. The basic idea was how technology has influenced the relationships and lives in families, societies and countries. We examined the similarities and differences of various aspects of technological changes in project partner countries. Each partner school did research on the changes in sociological, cultural and language aspects which are the results of the development of modern communicative technology. Different types of activities which were carried out simultaneously: 1. Journalism/editing - magazine editing, reliability in news reporting, searching for information, selecting different sources of information, the problem of fake news. Each school created an online school magazine. The idea of each school magazine was presented by participating students in each school. The outline of the magazine was designed mostly by students. They also decided about its content. At the project meetings students exchanged their ideas during a brainstorming session. They discussed to whom the magazine was to be addressed. During short-term exchanges of pupils and accompanying teachers students took part in workshops on how to create a magazine. The participationg schools were supposed to publish the first issue of their magazine and do research on how it was received by the students from the school and the local community. Each school provided their results to other project partners and then carried out European comparisons of the provided data. The process of creation the school online magazine constituted the first good practice of the project. 2. Sociology and culture. During most meetings students did research on cultural and sociological aspects of development of communicative technology. They analysed how the technological advancement influenced interpersonal relations both on national and international level. Students discussed changes in family relations, the problem of generation gap, peer to peer relations, communication both at school and at work place. Throughout the project course students prepared materials, ideas for discussions and debates concerning strengths and weaknesses of modern communicative technology (SWOT analysis). 3. Educational aspect. One of our aims was that elderly people from local community who are digitally excluded wiould be taught by the students how to use modern tools for communication (texting, sending emails, using social media). We intended to implement this good practice into schools' curriculum. Before the process of teaching students carried out needs analysis of the elderly. After training workshops students were expected to prepare evaluation survey. Moreover, students had a look at what they gained and made self-reflection. Finally, all participating schools compared their findings with other project partners. The students of the partner schools worked together, developing the questionnaires via ICT tools. They created the interviews and presented them at the short-term exchanges of students and accompanying teachers. Apart from the good practices, one of the final products was a movie ""The Chronicle of Changes"" which was edited by all participants together during the final project meeting."