<< Objectives >>Liege and KUL universities have done a study on how the study of astronomy can inspire students to study physics; suggesting in bringing the study of Astronomy into schools. Hence, this project's objective is to teach about Space and Astronomy via the eye of the astrophotographer; and by assisting students to understand STEM disciplines, stimulating their interest and creating a passion for physics through the eyes of astrophotography.A new pedagogical methodology will be introduced to achieve<< Implementation >>A new and modern pedagogical training material will be designed in which will give the study of Space and Astronomy a completely different perspective. Moreover, we will put this training material into practice through our activities and invite students to learn about Astrophotography and Digital art; by offering them an artistic approach to the study of physics and maths.- Theoretical & practical training module- Astrophotography and digital art training- E-magazine: research about the impac<< Results >>This project will deliver a new approach in teaching about Space and Astronomy via digital art. An E-magazine will be published with research on the evaluation of the impact of this methodology and how much it can stimulate students to study STEM subjects or find themselves in digital arts. Students and teachers participating in the training events will learn the theoretical approach and then the practical approach. Which will all be then published in the E-magazine. An exhibition will be held.

The idea arose from that societies remain strongly prejudiced and that the education system, which is a subsystem of the societies they serve, reproduce the values and culture of those societies without challenging their possible limitations on the life opportunities and experiences of their pupils. Prejudice remains strong influences in society, schools and the daily life in classrooms. This cooperation focuses on prejudice and its negative effects in education. We observed the topic in term of its cause and effects and include students, teachers, parents, social environment, media, thus, produced an output book which include challenge and solutions to prevent prejudice. These types of prejudices were taken inside the project activities: Racial Profiling; Age; Class; Colour Ability; Sex/Gender; Weight/Size; Religion; Country of Origin. We, the project group, executed this common issue into our school environment to bring out the negative effects of prejudice. It had been prepared a survey to monitor and evaluate present situation in the partner schools. The survey was created by the psychological consolers. According to statistical analysis of those surveys (applied 100 students in every school correlated through ages) the needs were taken out in local level, so the project was placed into its meaningful ground. The purpose was to build a PREJUDICE-FREE ZONE in our Schools. Project activities were applied by leading school clubs to take active role in the project. Every partner school formed these clubs and ran all the activities. Every club ran different type of activities related to students's talents, skills and willingness. (The activities are explained in Description; Implementation, Learning/ Teaching/ Training Activities sections). The clubs were: SCHOOL STUDENT COUNCIL; EU CLUB; DRAMA CLUB; MUSIC CLUB; ICT CLUB; ARTS CLUB; MEDIA CLUB. Top events were three short term students exchange meetings in the project, they should have been four, if Spain wouldn't have retired from the project. Clubs did their specific activities in local level at first and during short term exchange (the ones who showed best performance were chosen) clubs did their activities in international level. Those weeks were a very active project week in host institutions. After the exchange, dissemination tasks were done in local level. This circle was turned three times in two years since the project had three short term student exchange. Total number of students who joined in these exchanges were 67, and the number of accompaniment teacher were 38, so total mobility for short term exchange was 105.The students and teenagers including the ones with fewer opportunities were our main actors and they were in the centre of all stages when the teachers and other adult participants were supervisors in the project. The reached OBJECTIVES were: -to increase the awareness and remove the barriers of the images/prejudices -to develop their critical thinking, basic life-skills and key competences, -to know other people from different social background. NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: There were teams of 140 students in each partner organisation so 700 in total took part actively in project activities. Approximately 1000 students/teenagers were indirectly affected. Teachers/Adults: There were teams of 7 teachers in each partner organization so 35 in total took actively in project activities. There were teachers of English, Maths teachers, a Physhcological Counselor, and ICT, Drama, Music, Social Science teachers/trainer. Approximately 150 teachers/adults were indirectly affected. Administrative staff: The head teacher/chairman and a deputy head took part in the project. Approximately 25 administrative staff were indirectly affected. Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for international evening. Approximately 380 family members were indirectly affected. Local community: Local community like local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. Approximately 800 people from local community were indirectly affected. RESULTS AND IMPACTS Through our project the four partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome stereotypes, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication.

Technology and digitalism which are the biggest and indispensable parts of 21st century has had many effects on education so far.While we were discussing the pros and cons of digitalism , the world and European countries had to face a major epidemic which has prevented us from being able to teach face-to-face to our students,so distance learning process has become the major education requirement.All the world and European countries are in an education-oriented discussion to ensure that the new generation, which will be the basis of the future, receives the necessary training under this pandemi.Considering the data of UNESCO 75% of students had to pause their formal education so the high rate of young people benefiting from distance learning tools throughout Europe is the most basic support to realize the main priorities of the project.Countries and schools that can evaluate this case most efficiently will be able to raise their young people better, survive this course with minimal negativity, and will be ready for the digital world of the future by turning the new new into an advantage and provide the necessary transformation in education.We are all aware that digital transformation in education is inevitable under these termsThe Digital Dimension of ICT Project focuses on the needs that will enable the pupils to go through the healthiest, most efficient,high quality and equipped with new content that digital education can provide will create a difference in their distance learning -educational progress and future professionals.Another requirement is that chosen teachers who have the sufficient infrastructures and backgrounds will also get the necessary qualifications for the digital transformation in education and convey these skills to their own teaching environments.Absorbing EU values for mutual tolerance and work collaboratively as EU schools will add value to our projectThroughout the five planned LTTs ,MEs ,an O1:Poland-(the main coordinator) C1,E1,O1-/Turkey(Emirdag)C2 ,E3,O1-/Romania C3,E2,O1/- Turkey(Nevşehir)C4,E4,O1/-Greece /C5,E5,O1.During these flows about 64 pupils(the ages of 13-15) plus 54 teachers will take active part and focus on prioritizing the distance education ,the innovative approaches -techniques that are expected to take place as alternatives of future training which are within EU goals of education on using ICT effectively plus social,cultural and language competences -to bring a different perspective in local, national and European dimensions and taking the right steps for equal opportunity for all pupils and teachers.Initially becoming a respond the needs to acquire and develop mobile applications to primarily measure the gains in Mathematics, English and Science courses based on the common achievements in the curricula of the participating schools adapting these apps for the innovative approach of teaching and learning stages.We all aim to turn the widespread use of mobile phones to the advantage of pupils between the ages of 13-15, the target group, in creating and implementing new mobile applications to develop their digital skills,having the advantage of reaching and measuring real, necessary information as well as the protective features in terms of cyber security.These applications will be open to public use in the needs of all project stakeholder.As the intellectual output of the project integrating holograms and 3D glasses to distance learning and digital classes to achieve a three-dimensional teaching and learning environment will be created both for pupils and teachers.Mixed and augmented reality can be used in distance learning and digital classes as an alternative method which students explore a virtual environment using computer, keyboard, mouse, or some other input device, for example a wireless controller so students can touch and manipulate objects generating a greater understanding of them, also interact with data sets, complex formulae and abstract concepts which could be more difficult to understand through teacher’s verbal instructions. For many students, in fact, learning by doing is easier than learning by listening.MR and VR provide a more engaging, fun and effective learning experience than all other traditional methods could be used for all school subjects.Via Windows Mixed Reality hardware with 3D headsets (supported by windows10- easy to use and provide)project pupils and teachers will experience revolutionising three-dimensional distance education process and exchange these good practices with all communities and schools around which are open such innovations.The project intellectual output, activities and results will be introduced by multiplier events.All the project activities, results, ebook, DVD, intellectual output will be published on the project website, eTwinning, Scientix EU webpage, Erasmus project result, Erasmus Corner, School Education Gateway for sustainability and dissemination steps