<< Background >>Undoubtedly, Covid-19 has badly affected many parts of our lives in Europe and the world. One of the most significant disadvantages of online education that has become an indispensable part of our lives with the Covid-19 pandemic is the vocational education of students with learning disabilities. Additionally, the students with learning disabilities in vocational schools having tough times comprehending the teacher entirely during the online lessons. According to research (10.1109/ICCTD.2009.188), those students who get IT and programming lessons via online tools can’t get the cause and effect relationship and show progress in programming-related lessons. Virtual tools are an inseparable part of the educational systems in Europe; however, those digital tools should be prepared according to the needs of students from all academic level and background. Using the technology’s game dimension in education has become considerably popular in recent decades. Learning by playing games is game dynamics, game psychology, and game mechanics to promote or improve learning in non-play situations. Learning by games has motivation increasing effects on the students. The general aim of learning by games is to provide those students with fun and focus on learning simultaneously. Student’s capacity is on the maximum level during the games because the games attract their attention and students’ perception busy and provide the sustainability of learning.The general aim of our project is to facilitate or speed up the learning of coding lessons by using the educational games to be organised in terms of the aim to promote the comfortable and easy learning of the students with learning disabilities.The innovative games will address the teaching and learning process by embedding the lesson materials into the games. The change will start from Czechia then spread across Europe through technology diffusion, networking, and internationalisation during and after the project timeframe.<< Objectives >>we want to achieve the following goals by implementing the project- To teach easily how to code the students with learning difficulties, - To overcome the coding’s prejudices of the VET students,- To allow a more qualified education and social life for the students with learning disabilities, especially in this covid-19 time, - To bring together all vocational, technical teachers and special education teachers all across Europe to cooperate in the international dimension in various projects,- To Support parents in their children education in VET organisations, especially the ones who have children with learning difficulties, - To include the students with learning difficulties in every step of VET education by supporting them both in their academic and also social life, - To develop the self-confidence of the students with learning difficulties, disabilities and disorders in VET organisations,- To decrease peer bullying against the students with learning difficulties in VET organisations,- To empowering and encouraging students with learning difficulties to comprehend programming languages with the help of educational games, - To create a bridge between the students with learning difficulties and their peers, as well as special education experts and parents,- To addressing common needs and priorities of the students with learning difficulties in the fields of VET education, - To create a secure and sustainable e-platform to engage the students with learning difficulties with key competencies and digital literacy, - To enable and ease the students’ inclusion in school social and academic activities,- To attract their attention on social, academic and online activities by using e-platforms VET schools and training centres,All partners have common goals to reach with their strategically planned activities, which will increase the synergy in the project. Our partnership is very suitable for reducing the unsuccessfulness and early school leaving rate of the students with learning difficulties in VET organisations. The experience and knowledge level and types are very different in our partner organisations. Therefore, the type of partnership enables information transfer more efficiently. According to our pre-research, to bring the solution for the needs of the VET students with learning difficulties on coding, social acceptance and academic success is only possible via this international partnership because each of the partners are from different experience and background.This partnership will provide us with many opportunities, from increasing capacity to reaching more students with learning difficulties in VET organisations in the project’s scope. Cooperating with these partners can deepen and strengthen our relationships and introduce us to new people and new ideas. This partnership may lead us to other projects in the future. The project’s main idea is to help the students with learning difficulties with two different digital platform to increase their academic successes and social skills, first in partners countries and after a while in whole European regions. We want to reach as many students with learning difficulties as possible in Europe. The two VET schools and a VET centre from Czechia, Latvia, Spain and Turkey will help us reach our target groups. Those four organisations represent hundreds of students, and they have strong connections with other VET organisations in the whole of Europe. All of our partner organisations have strong ties with local, national and international private and public organisations, which will enable us to reach our targets less than the time we determined. Our partners can also provide each other with their expertise which other partners don’t possess specific topics.<< Implementation >>1.The Kick-Off Meeting will be held in Prague, Czechia 2nd month of the project time. In this meeting, all partners will gather in Prague and discuss the project’s better result. After some discussion and brainstorming, we are going to conclude by signing some agreements. In those agreements, we are going to determine every detail and responsibilities of each partner organisation. The agreements that will be signed in this meeting will be binding and consist of all requirements and obligation,2.The content meeting of The Pedagogical Games for Coding For the Students With Learning Disabilities in VET Organisations will be held in Riga, Latvia, in the 6th month of project time. Various computer games will be improved with the guidance and control of special education experts and counsellors in the scope of our project. In these games, various modules will be added for the coding education so that it will be provided that students will learn coding by exposing the aware or unaware information while playing games. In this content meeting, it will be determined how to use the games in programming or coding educations to the students with learning disabilities in vocational high schools and how to make these games more effective pedagogically.3.VET-Pedagogy Training programme will be held in Spain in the 10th month of the project. As expressed in the different parts of the project form, our partner in Spain is very experienced and expert on blended learning methods and the education models used for the students’ educations with learning difficulties. For those reasons, we, as other partners of this project, plan to get some information via a know-how model from our partner in Spain. After this training, our teachers from three different organisations will be more qualified and adequate on special needs of the students with learning difficulties in vocational education. In this training, the teachers will not get training about coding, but they will get the training about how to reach those students with learning difficulties using their programming or pedagogical skills in the best way. As known learning by video games is called gamification, and it is part of blended learning in the field of education,4.The content meeting of the Social-Vet 4.0 social/education platform will be held in Turkey in the 14th month of the project time. We will organise the bases and the content of the Social-Vet 4.0. In this meeting, we will aim content of a social education network across will be discussed in which vocational education teachers and experts of special education will communicate among each other; they will support each other by their knowledge and expertise area,5.The final meeting will be held in Prague, Czechia, in the 21st month of the project. During the project time, many activities and researches will be done by partners and associated partners. In this meeting, all outputs and results of this project will be discussed, and the partners will reach a conclusion. The participants will discuss among each other about the final reports with all necessary evaluations, analyses and the sustainability of project outputs. There will be two main and essential outputs in this project. The participants will evaluate of final products and discuss how to sustain those products’ usage by the students and other relevant people in the future,6.Multiplier events will be held in Prague, Czechia, in the 23rd month of the project to promote and share all project products and outputs to the relevant organisations and people outside the project. There will also be virtual multiplier events for the participants from partner countries to let people know more about the project and its products. 7.In the last month of the project, we will come together with our partners several times to make a complete and final evaluation as well as plan the possible projects that we can do together in the future.<< Results >>The Social-Vet 4.0 social/education platform: In this platform, all vocational trainers, teachers, instructors, and special education experts will gather. In each vocational school, nearly 5% of the students have learning difficulties or disabilities. Experts will support the vocational education teachers in special education in this social education platform about approaching students with learning disabilities and how to satisfy their needs. Although the “I Code the Future” project seems to be aimed only at students studying in the information technologies department, it is designed by considering the needs and expectations of the students studying in all professional departments. The Social-Vet 4.0 social/education platform will be accessible to all parents who have children with learning difficulties or obstacles. Parents will be able to receive some information about their children’s educational needs and get psychological support if necessary by asking experts in this area.The experts in the platform will be across Europe, and they will be able to complete each other’s academic knowledge. Due to some main features of the platform, they will be able to determine their friend lists accordingly. Parents and teachers will be able to follow the special education experts whose views they believe and accept. They will be able to get from these experts every notification by their cell phones.Teachers will be able to ask their colleagues, who developed good practices, how to increase the success of their students with learning disabilities in particular lessons and take advantage of their colleagues’ opinions from all over the world.To improve specific pedagogy on the particular vocational branch, the experts registered to the platform will be able to get some technical or vocational information that belongs to a particular job from the vocational education teachers registered to the platform.Pedagogic Educational Video Games for Learning How to Code:Using the technology’s game dimension in education has become considerably popular in recent years. Learning by playing games is the practice of game dynamics, game psychology, and game mechanics in order to promote or improve learning in non-play situations. Learning by games has motivation increasing effects on the students. The general aim of learning by games is to allow students to have fun and focus on learning. Student’s capacity is on the maximum level during the games because the games attract them by making the students perception busy and provide the sustainability of learningThe games used in learning are serious and directed to education and has been built upon promoting maximum learning by playing games. According to researchers conducted in different countries, it is evident that students with learning disabilities have strong anxiety in traditional (based on writing) learning compared with students with typical development. The general aim of our project is to facilitate or speed up the learning by using the games organised in terms of promoting the comfortable and easy learning of the students with learning disabilities by taking the inspiration from some games (gamification in learning) out of the traditional learning methods.We aim to develop applications that turn coding into gamification in order to enable students in this situation to understand difficult lessons such as programming.

Project Green Wheels addresses some of the long-term strategic objectives of EU education that were defined by The Education and Training 2020 work programme (ET 2020), namely improving the quality and efficiency of education and training and enhancing creativity and innovation in education and training.The project aimed to create open learning materials in the newly emerging field of Operation, repair and service of hybrid and electric vehicles, by using innovative methods and approaches such as Critical thinking, Inquiry-based learning, Collaborative learning, Flipped classroom, Peer Instructions etc. The project focused on improving and enriching teacher methodology through innovative methods, extensive teacher trainings and mentoring. The project intends to develop a new professional curriculum using EU criteria (ECVET-EQAVET) designing competencies for Operation, repair and service of hybrid and electric vehicles through innovative e-learning materials and work based learning activities. The projects created tangible and intangible results such as: complex online learning management system (LMS), e-learning modules and worksheets for practical assignments, online picture-based explanatory dictionary in all project languages, blended learning resources, ECVET system in the VET in the automotive industry of hybrid and electric vehicles in the Czech Republic, Slovak Republic, Hungary and the United Kingdom.Furthermore, the project focused on creating guidelines for ECVET system in the field Operation, repair and service of hybrid and electric vehicles at VET schools in the project countries. The new curricula observed ECVET concept using EQAVET indicators to enable their adoptability across EU. The project primarily makes an impact on VET providers in automotive industry so that their graduates would improve the skills missing in this industry sector and on professional motor industry companies that will have more skilled workforce.The project results are disseminated to a wide range of stakeholders (VET providers, professional organizations, regulatory bodies in education, etc.) inside and outside the project countries to increase the sustainability and adoptability of project results. Project consortium consisted of partners from 4 countries (CZ, SK, UK and HU). In each of the participating countries there are –among others- one VET school, one professional association in the automotive field and other partners, such as regulatory bodies, etc. Sector skills partners are professional associations and key car industry players that provide professional feedback to the learning materials and make sure the material include stat-of-art technologies and approaches. The involved VET schools pilot and test the newly developed materials, the regulatory bodies actively participated in designing the methodological system and incorporating the ECVET in the school curriculum. The project was led by the CFME which has substantial experience with managing and administering international educational projects.Thoughout the project run we have accmplished to develop all 82 worksheets based on innovative teaching methods, 20 CLIL worksheets for English for automotive, we have prepared a basis of a Teacher´s Guide, online sound and picture based dictionary and prepared e-learning activities to accompany the worksheets. The teacher trainings focused on innovative teaching methods have been carried out in 4 project countries and we have trained not only project partner schools teachers, but also teachers from schools outside the project. We have also completed the ECVET units system for the field of EV and HV operations and are working on its implementation into school curricula. We have started a dialogue with regulatory bodies and helped to promote mutual collaboration of VET schools and car companies as their potential employers.