Context/backgrundOur project had a common awareness of digital design and 21th century skills and creative learning methods. Therefore all partner schools had an interest in developing new teaching methods, innovative and creative learning by the use of ICT. We were inspired by proffessional pedagogy litterature and looked into existing educational programs, to facilitate changes in the local school curricular as an approach to be more innovative in our everyday school lives.Our objectives were as following:- to motivate students to the desire of learning through problem solving linked to local and global challenges.- to promote cooperation between partner schools through teachers and students activities.- to inspire students and teachers to use innovation and entrepreneurship in practice-oriented teaching.- to use different ICT platforms to work with computational empowerment, STEM/STEAM and other apporaches to new technologies.The partner schools came from 7 different countries (Denmark as coordinator, Turkey, Poland, Spain, Italy, Lithuania and Hungary). All participants was choosen because of their interest in ICT and in innovation/entreprennuership. The number of participants were mainly represented by leaders from the school, pedagogical staff, teachers and kindergarten teachers.The number of participants were as followingDenmark: 12 persons. Lithuania: 22 persons.Spain: 18 persons. Italy: 12 persons.Turkey: 15 persons. Poland:20 persons.Hungary: 16 persons.Description of undertaken activitiesWe all worked with skills on meeting everyday problems in a creative way, introducing new methodological approaches and involving the students in these new creative learning methods. The aim was to encourage the students to find solutions to problems in their daily living and in their community. At the end of this project it was a success for us all to see, that the students achieved the aim to work cooperative with innovative and creative learning methods. The participating schools were all introduced to a variety of creative learning methods, and during the trainings the coordinators managed to implement both lessons with teachers and students together, and to show best practice. The trainings involved lessons performed by local students and teachers as well as training lessons in universities, technical university, higher education schools and visits to a variety of exhibitions and museums involving the everyday practice and the aim to achieve 21th century skills, enhance awareness of digital design and also creative learning methods.Results and impacts attainedAll original objects of the project were fulfilled.- Teachers have been motivated in lifelong learning and have enriched their professional experience with new teaching methods- Teachers have accieved new competencies and apply new methods thus increasing the quality of education and training;- Teachers have a better co-operation with students, this leading to a better understanding of their personalities and desires.Students:- Students learned about how to work in team and how to manage difficulties and how to become more tolerant and cooperative and being able to take initiatives.- Developed their ICT skills through the use of these modern technologies.- Students experienced to take the next best step in problem solving and life.Institutions:- Expanded the school curricula with new cross-curricular subjects.- Had the chance to exchange experiences and developing activities that promote the development, testing and/or implementation of innovative practices.- Opened up to new ideas coming from other European countries.Longer term benefits:It is obvious that we learned alot about being a member of The European Community, and to see that the challenges are all most the same in the 6 other countries as well. It has also contributed to the awarenes of 21st century skills and how to develop the school for the future.

H.O.M.E.- Help our Mother Earth project was written by 7 schools from Spain, Poland, Romania, Turkey, Italy, Greece and Hungary (applicant) in several activities, for a period of 24 months (01/09/2017 - 31/08/2019). Unfortunately, Greece did not start the project with us, so 6 partners made a project cooperation.The project idea came from the awareness that the environment we live in is getting more and more polluted. That is the consequence of our lifestyle, which does not keep the severe damages we are creating to the planet into account. It is a clear consequence of an almost total lack of that sensitivity that we, as teachers, should help to develop. Focusing on the students it was an effecting starting point to build up a sense of responsibility they might be able to transmit to their families, too. When writing the project, our main goal was to make students more environmentally conscious, to open their eyes for the enviroment problems and find solutions how we can solve them, to expand the colleagues’ methodological toolbox using cooperation among subjects, learning modern methodological strategies and trying them in practice. The other main goal was to include SEN, less talented students or students with disadvantaged backgrounds in the project in order to give them a sense of achievement, to decrease early school-leaving and to be part of an international cooperation.In everyday practice we tried to implement the tasks planned. During the implementation we examined how it is possible to take the enviromental problems into everyday activities, to make the learning process more colourful, to deepen our knowledge and to make the students more motivated. We have tried the theories in practice on local school level, sent the results and reflections to the partner countries, show them on trainings and meetings and shared them on google drive, facebook page and the common web page. We tried the partners’ ideas back at home, compared the feedback on TPMs and exchanged ideas, methodologies.Our task was to involve the students to an active research in the collection of information and scientific data observing and investigating nature, monitoring air and water quality, studying how renewable energy resources are exploited.The important point of the project was to give equal educational chance and engage working on the project as many students as possible, particularly pupils with special educational needs. Moreover, carrying out project theme on different subjects pupils developed a lot of skills such as literacy and numeracy, practical knowledge usage, reading diagrams and concluding. Due to developing mentioned skills students get the opportunity to be more successful at schools on a higher level and get to know and cultivate interests. These actions help them to choose their educational career more consciously and to be aware of the natural environment. Our further aims were to get to know the other nations’ school life, compare the similarities and differences of the education systems, to gain and give good ideas, to make friends between teachers and students from different countries (penpal partners amoung the schools), to learn about foreign cultures and to present ours.For the institutions this 24-month-long cooperation was very useful, it has its direct and indirect impacts.Our collagues participated in the international work with great enthusiasm. They learnt new pedagogical methods on trainings and can use good practices on their practice.Their digital and foreign language competences also improved.Each participating school has, on average, about 250 attending students and 12 teachers involved into the activities.During the project we developed learning materials (lesson plans,presentations and a book for using other teachers) and supported the effective use of Information and Communication Technologies (ICTs) in education and training.In formal and informal learning within the frame of school with new teaching tools, we could achieve the increase of students’ knowledge, skills and competences. We could also force critical thinking, especially through teaching science in environmental problems.Our students had a perfect chance to analyse natural problems from their own point of view and shared their experiences and analysis with their partners who had different backgrounds. Summing up, all the mentioned factors explain why this ecological project is very important for us – teachers and our students. We have a very important mission to carry out for our students and future generations. We have to teach how to protect places in which they live and have an input into saving endangered species from extinction.We have some different partnerships: between the Polish school Zespol Szkol w Karczmiskach and the Hungarian Újlaki Primary School we would like to make a twinschool partnership. With the Italian Piazza Gustavo VI Adolfo school pupils we organised an exchange programme.