At this time when Euro-scepticism is growing across Europe, we as teachers feel the necessity and the responsibility to foster EU citizenship awareness and positive attitudes to it in our students and local communities. We aim to foster them through sharing cultural heritage of the participating countries to educate and remind especially our young people of the importance to respect and protect all cultural heritage, as we are strongly convinced that our heritage shapes our identity and attitudes both national and European. Helping and encouraging the youth to create a positive attitude to European citizenship through cultural heritage and helping our students to understand other cultures is an important challenge for us. Knowing better history, traditions, languages and culture of other European countries helps us to construct our identity of an European citizen and a sense of belonging to Europe. For our project, we found it important to include schools from different regions of Europe which cultures are not alike so that students can find significant cultural differences. About 60 students will get the opportunity to travel (per meeting there will be 4-6 students from every country accompanied by 2 teachers) aged 12-18 years.Teachers will have the unique opportunity to share their knowledge and skills too. During short-term staff trainings, three teachers per each school will be trained in dropping out prevention methodologies and in digital skills through the training of ICT tools use with the emphasis on eTwinning and Twinspace.But the main objective of our project is to raise the interest of our pupils in valorizing and respecting cultural heritage of participants‘ countries and to raise their European citizenship awareness. Along with, we aim to promote the acquisition of skills, competences and attitudes of both students and teachers. More in specific, our project aims to increase students' intercultural competences, to enhance multilingualism by teaching and learning English (which is the main language of the project for communication and project activities) and Spanish languague (activities done in Spanish will be a part of each students meeting, as Spanish is taught in all the schools), to foster digital skills of both, students and teachers by the use of eTwinning, Twinspace, Kahoot, Instagram and other ICT tools during the project; to increase the self-confidence of our students, to decrease the level of early school leaving in our schools by promoting new dropping out prevention methodology, to observe and then to use more innovative and activating didactis for teachers, to create new didactic material in 5 languages and above all to challenge Euroscepticism by boosting European citizenship awareness through sharing the value of European cultural heritage among students, local communities and wider public.We also wish to create a network of schools for further projects of European cooperation.We would like to show our students as much of cultural heritage of each participant country as possible, trying to highlight representative examples of various fields of cultural heritage including some UNESCO World Heritage sites or other historical monuments, crafts, famous paintings, music, traditional cuisine, literature, rural architecture or museums of history which will be supported by various workshops. We will also meet local politicians who will speak to the students explaining them the importance of European citizenship which will be supported by series of workshops and activities (including Twinspace video conference of students) to positively influence the attitudes of our students towards European citizenship. The combination of the knowledge of cultural heritage of European countries and activities promoting the proud feeling of being an European citizen will lead to the rise of European citizenship awareness of our students and hopefully will also affect their families and local communities. All project results will continue their lives after the end of the EU funding on our Twinspace project webpages containing our project brochures, press releases, logo, posters, links to videos/vlogs, Kahoot quiz etc. Brochures will also be provided to public in centres for teachers‘ education, in local tourist information centres and offered for sharing with public in local communities or associations to foster sharing the cultural heritage of participant countries and positive attitudes of local people to European citizenship. Lesson materials or the language survival kit can be used in lessons of any teacher as all the material will be open to public (along with dropping out prevention methodology materials) through our Twispace webpages. We strongly believe that our project activities will lead to higher European citizenship awareness in our communities, as we are convinced that sharing the value of European cultural heritage unites us and makes us believe in European citizenship.

"Who are we if we don’t know anything about where we come from, about our origins, family, language, and own culture? Understanding who we are is maybe one of life’s biggest questions. Knowing our history, roots, language and culture helps us construct our identity and a sense of belonging and awareness that leads us to realize who we really are and understand more deeply the importance and the richness of the other cultures. As teachers, we must take responsibility for the next generation not just to educate ourselves but to organize ourselves in making our own history and future. The aim of the ‘Young historians of Europe’ is to search, investigate, discover and visit the monuments connect to the town of every European country participating in the project. The project follows throughout the guided tours of the monument the past and the present of the participating countries. Alongside the descriptions of the monuments, the inscriptions, the armorials and the paintings, the project searches for the special features in every place, as they were formed throughout history. Young people often have a limited understanding of heritage and think that ‘It’s not for me’. Helping young people understand the word ‘heritage’ in their own terms is an important first step in getting them involved, Through this project, the students will have the opportunity to exercise their logic and theιr synthetic thinking via communication with places of unique cultural heritage and to form attitudes and behaviours in such a way that it will promote the aesthetics, the culture and the civilization. Moreover, The “Young Historians of Europe” project allowed the students to practice the English language both orally and in a written way in real historical contexts. This is a key feature of our project as it will help the low-income students who may not have the opportunity of visiting English speaking countries and of not having strong language models to support them. Making heritage relevant to the here and now is vital to engaging our students. A focus on cultural identity or the individuals and events that shaped their communities is often appealing, and relating to others can be easy. For example, comparing the lives of teenagers now and a century ago could lead to an interest in the history of fashion, politics or culture. For this reason, we believe that local projects can be connected with global issues concerning young people. During the implementation of the project, we fostered equity and inclusion in education, training, enabled learning quality for all as well as and promote the participation of disadvantaged groups in society, which is a really important and urgent issue nowadays. Also during history/geography and art classes, the pupils re-discovered national culture using traditional methods combined with modern ones: first watching films, documentaries, touristic videos and analyzing them. Then, studying written documents and literary works they worked on their national history, legends and heroes. Quarterly visits to historic places ( museums, churches, memorial places, etc..) gave students the opportunity to enhance their spirit of exploring, curiosity and capacity of analysis. Semestral optional courses and workshops organized: ICT used as a means of developing creativity, specific skills and competencies, helped pupils in the creation of products such as CDs with literature, historic and theatre work, websites, electronic portfolio about monuments and historical remains improved competencies in reading, theatre, cinema, stage crafts, filming, processing information. Pupils acted in plays and/or in short films and therefore used their imagination, talent, competencies and that helped them understand the role they have to play in society as adults. A solid system of values is promoted.LTT activities We planned to have groups of 2 teachers and 4 students: C1-This first meeting focuses on the importance of literature as a vehicle for the preservation of cultural heritage in relation to some of the many major issues taking place.C2-The meeting focuses on how Multimedia technologies have recently created the conditions for a true revolution in the Cultural Heritage domain, particularly in reference to the study, exploitation, and fruition of artistic works. C3-Festivals of Cartoons ( cartooning cultural monuments most representative of each partner country.) Through the Festival of -cartoon, the students chose the most representative monument of their own country and created a cartoon of that monument helped by Arts teachers. C4-The meeting focuses on two art: journalism and photography. Taking a picture ...create memories"" (photography workshop) creation of a digital Brochure with all the pictures collected by the students. C5 and C6 could not be done due to the pandemic. C7 and C8 were held as virtual meetings. C7- Virtual mobility in Malta focuses on the importance of films at school. Especially the multimedia classroom is seen here as a space of opportunity, where general terms can be related to the students’ world. The main intention of the study is to show human behaviour as an exciting experience in all its social dimensions, revealing the structure and perspectives of social behaviour. C8- Virtual mobility in Greece focuses on the question: How do prepare youth for a better future? The future of our remaining heritage will depend largely on the decisions and actions of the present generation of young people who will soon become the leaders and decision-makers of tomorrow, the UN Educational, Scientific and Cultural Organization (UNESCO)We want young people to build meaningful friendships based on better understanding and responsiveness to different cultures and values. Our aims are achieved through outdoor activities and sports, cultural activities raising both awareness and wellbeing, trips and visits to nature reserves, national parks and other places of natural beauty. The project implements the research–action methodology, thus scientific or explorative activities mixed with big project and dissemination events as well as students’ short-term exchanges. We got involved in a whole range of activities, including socializing with our friends from other countries, trips and visits to museums, galleries and historical sites. Moreover, we involved students and teachers from other schools, parents and local residents, to participate in events such as foreign languages and cultures day, talent shows, food fairs and photo exhibitions. We produced questionnaires, surveys, quizzes, leaflets, posters and brochures, videos, a project website, Facebook and a blog. During dissemination activities in schools, the results and the activities of the project were presented through images and videos. In addition, project exhibitions were organized with photos from each country, brochures, posters. Teachers and students made the presentations related to project meetings for the schools and also for the local communities, articles were written and published in the school papers and local newspapers. Tangible results of the Project are:-Picture taken in each mobility together with historical information about visited places) and creation of a digital Brochure- A booklet about Unesco cultural heritage-Collection and creation of educational materials (e-book and DVD ) with lessons plan prepared.-Creation of a film/documentary about young exploratory-A booklet "" Literary and legendary heroes""-flyers and leaflets;-a Facebook and Whatsapp project group;-the logo of the project.-the website of the project;The project objectives were implemented in our project by organizing sustainable project activities, sharing the experience and promoting new ways of teaching and learning in non-traditional learning environments. The most important thing that school leaders - administration were actively involved in organizing, implementing and evaluating the project activities, their results and their impact. Multilingualism was promoted during lessons at schools where some subjects might have been partly taught in a foreign."

The purpose of this educational programme is to allow the educators and the students to highlight the timeless value of the Homer's Odyssey. The Odyssey, the epic masterpiece of Homer has been characterized as the uppermost story for shaping modern human beings and their ideals. The reason is that it describes courage, persistence and devotion to Odysseys target of returning back to his homeland, Ithaca.On his long, return trip home to Ithaca, Odysseus encountered twelve obstacles. The students will get to know some of the places he visited. Specifically they will deal with four important and particularly dangerous stations, their symbolism and their timeliness.The students from Sicily, Italy where was the eighth station, after studying the Sirens' myth, will interpret and update it.Specifically, Odysseys sought for Knowledge, and the Sirens symbolizing adultery tried to mislead him so that Odysseys could not come to the truth.Students will identify the modern Sirens and their ways of dealing with them.The students from Catalonia, Spain will deal with the tenth station that is the island of the Sun . After reading the narrative, will discuss the consequences of Odysseus 'comrades' nonsense and dishonesty. Then, coming to today, they will identify the dangers that lie when one is enticed by the temptations of material life with particular reference to reality shows, to easy enrichment, to virtual reality.The students from Gozo, Malta where was the eleventh station, after studying the myth of Calypso and the dialogue with Odysseys, will first analyze and interpret the myth.In particular, they will understand that two forces are at stake in the dialogue: happiness, material enjoyment, conquering everything, immortality with the south (longing for the home, the land, the husband). The Calypso is a symbol, it is the imagination, the departure from reality, the opium that is the refuge of the desperate. The students will then compare and discuss Odysseus' dilemma with the dilemma of the modern desperate man (refugee, financial immigrant, etc.), in order to show the greatness of determination, will and perseverance in fulfilling the goal.The students from Corfu, Greece, where was the twelfth station, after studying the Odysseys-Nafsika meeting, will analyze its significance. In particular, they will understand that Nafsika is the last temptation, the last obstacle on the way back to Ithaca. Odysseys arrives on the island of the Feakes wrecked, naked, exhausted and alone. He has endured everything, has lost everything and experiences the highest humility of the naked. Fayakes is an earthly paradise and Athena the closest thing to Penelope. And yet, Odysseys will not bend. Students will then be asked to find similar cases of modern shipwrecks and how they did not bow to the great temptation.The students from Ithaca, Greece, where was Odyssseys homeland, after studying the narrative, after reading the narrative according to which Odysseys arrived at Ithaca and he dressed up as a beggar by Goddess Athena to espel the suitors they will analyze the importance of self-restraint in order to achieve the goal.We believe that the students who are going to participate, from all the partner schools will take a journey having as goal to learn more about the the importance and timeliness of the Homeric Odyssey. In addition in this journey they will be able to make new friendships and exchange views on the historical period under study.Also, though through this study of the masterpiece of world literature, the partner students will learn to cooperate with their peers from different countries, having different cultures and even a different view of the world. In this way, they are going to proceed in their effort of becoming active European citizens, citizens of a globalised new world, that is changing constantly and is full of challenges.