MESI 4.0- “Modern Education in Science for Industry 4.0” was a two year international project with an extension of one year due to the restrictions of COVID-19 pandemic. The main objective of the project was to open education and innovative practices in the digital era, in which current trends of data exchange, the internet, cloud computing, STEM contents (Science, Technology, Engineering and Mathematics) were integrated in the field of Industry 4.0. MESI 4.0 was a cooperation of four schools: Gymnazium Teplice (Teplice, Czech Republic), La Salle-Buen Consejo (Puerto Real, Spain), Geschwister Scholl (Bremerhaven, Germany) and Siauliu Didzdvario gimnazija (Siauliai, Lithuania). The team of teachers included educators from different backgrounds and curricular experience in STEM subjects, English and Geography. Equal opportunities to participate were given to students aged from 14 to 18 years. In order to meet project objectives, many activities and outputs were carried out. The project involved teacher training in Teplice (Czech Republic) and two short-term exchanges of groups of pupils: one to Bremerhaven (Germany) and the next to Puerto Real (Spain). Students did research and debated how renewable energy, wind and solar energy, could help to sustainable development of Industry 4.0. The project was affected by COVID-19. The short term exchange of students planned for April 2020 was cancelled due to COVID-19 pandemic and it was impossible to implement it later, even though the project was prolonged for one year. Instead of this short mobility of students, a virtual meeting was held in December 2020. The theme of this virtual meeting was water treatment and hydropower energy. Students presented the research conducted in each country about industry of their regions, technical visits and management activities were done at the end of the project in a teachers’ transnational project meeting in Siauliai (Lithuania).The title of the students´ final project was “Industry 4.0 for the Sustainable World (chemical industry, water treatment and hydropower, renewable energy source wind, renewable energy source solar)”.The project methodology was based on a problem-solving approach, the performance of experiments and data analysis obtained through the use of specialized scientific software. Students and teachers used cloud computing software for sharing, structuring, combining, communicating and presenting the results of their research. They also participated in bilateral webinars with the aim of acquiring knowledge about their schools, cities, countries, educational system and the industry of the region of each project partner.A hand-on methodology used during the mobilities was implemented with methodology sheets and worksheets. Students participated in technical visits to universities, research centers and factories to connect their theoretical knowledge with innovative research. Those worksheets and implementation documents that integrate a modern STEM curriculum in Industry 4.0 are open to be used widely in the webpage of the project (mesi4.eu), the eTwinning Twinspace of the project and the Erasmus+ Project Results Platform. All this information is summarized in the brochure and poster created for its dissemination.The project improved students' and teachers' digital, communicative and critical thinking and their skills and competences. It extended the national curricula related to STEM contents, providing them with better opportunities to continue their study in the third level of education or in practice.

Consumption and Energy Sources in Modern Education was a multidisciplinary project, in which, students and teachers investigated their own energy consumption habits. They also undertook experiments in physics, mathematics and natural science, in general, involved in power production. Students compared various types of energy sources and ways in which to make them sustainable. We focused on hydroelectric power, nuclear power, wind and alternative sources of power and electric power extracted from coal. The participants used problem based and blended learning in this project and they used different technology devices in their investigations. Teachers from four European countries, teaching in secondary schools, (ZST Technical College Mikolow, Poland Numedal videregaende skole Nore, Norway, Lyseonpuiston lukio Rovaniemi, Finland, Gymnazium Teplice, Czech Republic) were able to share ideas on different pedagogical approaches, traditions, and knowledge of different education structures and systems.Both students and teachers explored various types of energy consumption in their everyday life usage. They also studied the methods of power production; attended many specialized visits to scientific centers and museums. Students and teachers visited at least one power station in each country and had a guided tour in each power plant. In the Czech Republic the project participants visited a nuclear power plant, and a coal power plant, in Poland a coal power plant and a coal mine, in Norway a hydro-electric power plant and the artificial dam which are used as a water reservoir for one of the power plants and in Finland a wind power plant and a meteorological observatory. The students compiled and presented summaries of the visits they made as international teams. The participants worked in groups, each focusing on factors affecting the power output. The students made physics experiments that were connected to the different sources of energy. The groups processed the data using mathematical and physics software and presented, shared and combined their results. All students collected and processed data from their own mobile phones to estimate their energy consumption and presented this to the rest of the students and teachers. The outcomes of which were checked and validated. Six bilateral webinars were conducted during the second project year. Students presented information about their school, city, country and educational system to a different class in the school of the project partners. Programmes Appear.in and Adobe Connect were used as the means of communication.The project made natural sciences a more exciting subject and motivated students in this field. It supported student-centered and problem-based active learning using multidisciplinary and environmental context in teaching science. The students and teachers got a better understanding of their own energy consumption habits and in everyday life, and the important role of science and mathematics in the development in power production. Participants may be more responsible in environmental issues regarding energy sources in the future. All participants used English as their working language and also learned about the cultures in our partner countries.

"The aim of this interdisciplinary project is to offer an opportunity for upper secondary school students from five European countries to have an experience of international collaboration on the topic of great importance for themselves as young people living in digital environments. The title of the project is ""Sustainable Lifestyle In Digital Environments (SLIDE)"". The project approaches them as active citizens in digital world and their multi-faceted roles and responsibilities as digital consumers from different perspectives closely linked to school subjects. This is done in the way that simulates the work of scientific community underpinning the values of education, open-mindedness, academic honesty and media literacy to address the importance of the independent work of scientific community in the modern era of alternative truth, where the young people are influenced by the flood of digital information. The five upper secondary schools involved in the project come from Czech Republic, Finland, Iceland, Italy and Romania, meaning collaboration of students and teachers from countries with extensive geographic, cultural and socioeconomic coverage all sharing a common European cultural heritage. There will be approximately 20 students and 5-7 teachers involved from each participant school. The project will consist of four 2-3 months sub projects focused on a topics closely related to project topic from different perspectives. The topics of the sub projects are: 1. ""Digital entertainment and life in social media"", 2. ""Digital shopping"", 3. ""Digital travelling"" and 4. ""Active citizenship in digital world"". The topics are studied by 3-5 teams of students from different directions each. There is at least one student from each participant school in the team meaning effective cultural exchange within and between the teams. Teams work in English under supervision of 2-3 teachers from participant schools. The teams work through digital channels of communications on the given topic during the sub project and gather together in face-to-face project meeting in the end of the sub project. In the project meeting the teams finalize their sub project, make the conclusion and presentation and present it to the other teams as well as for the host school. A coherent summary of sub projects is delivered after the project meeting to all participant schools for the use in schoolwork and dissemination. In the project meetings the previous project is closed and the next one is launched.In the project the students will learn and try the different roles required in the team work. Management of tasks and time are not only crucial skills in successful project, but also in their studies at the moment and in future. Team work in sub project work and project meetings will give them an opportunity to study the skills as well as to learn collaboration, presentation, use of foreign language and understanding different cultures. They will also deepend their subject specific understanding in the project work as well as in the visits to scientific institutes and and in consultations of professionals.The teachers involved will have an opportunity to practice how to design, organize and manage a truly international multidisciplinary project. This is valuable for all participant schools improving the teachers' professional development in concept based learning being an important educational method in modern innovative curricula. Teachers will be also able to compare and reflect their national curricula as well as exchange good teaching practices and learn about the system of higher education abroad. This is what they can share in their home schools for their colleagues and students."