In our project 'Inclusion through Art and Media' (I AM) we cooperate with 6 European schools, from Spain (Sitges), Denmark (Maaloev),Hungary (Budapest), Iceland (Reykjavik), Germany (Achim) and The Netherlands (Huizen). With the priority in our project on Inclusion, a diversity of partners in North, South, East and West of Europe, will give it definitely a more powerful dimension. At all partner schools, staff and teachers are aware of the task we have as educators to not just transfer knowledge to pupils, but also offer them the tools to enhance their abilities for good citizenship. Inclusion is part of everyday (school) life and teachers as well as students and parents, experience new challenges every day. Looking at today’s situation in Europe and the world it becomes more and more obvious that the challenges will not end very soon, and therefore teachers and students need to be equipped with the necessary competences to meet and adequately deal with diversity. All partner schools have integrated 'Citizenship' in their school curriculum either through special classes or project weeks.During the project our goal is to develop and exchange new teaching materials to be used for this purpose. In other words, appealing teaching materials for youngsters when dealing with inclusion, in the widest sense of the word. Evaluations among pupils having been involved in former projects made clear, that different art forms were really appreciated and enjoyed as tools when working on specific topics. Art connects people and is inspiring to work and communicate actively on a joint product in an international setting. Not learning by the book but being creative while coping with important issues will have a lot more (long lasting) impact on youngsters from 14-17 years old. (VWO-level)Improving language skills is another important objective of our project. Our language of communication is English and with all the activities online and through physical exchanges all participants will be challenged to use English, written and spoken. In this intercultural setting ' the need to know ' will boost their language skills, together with their self- confidence in speaking a foreign language.Although the number of mobilities is maximized, we have decided to travel with 4-6 students and 1-2 teachers per country to each exchange meeting. Which means at every meeting around 25 foreign students and 5-10 teachers from abroad will be hosted, so many families will be taking part in the project as well. We do our utmost to increase the number of participants. Not just by raising the amount of mobilities but also through eTwinning activities for all, traveling or not.These activities and results will be put on TwinSpace so they are accessible to all participants (around 800 students and at least 40 teachers in two years). Apart from this number, some partners (Germany and Hungary)will also involve students from a special school (in their communities) for disabled students. These schools will also be involved during the exchange meeting in their town and through eTwinning. All partners will strive to involve pupils with a migration background or refugees in the project.During the two-year project, each country is responsible for the organization of an exchange meeting which will last 6 days including two travel days. Which means three each year, in November, January and March. Apart from the meeting, each country is also responsible for the development of teaching materials prior to the meeting and put them on TwinSpace so all participants can work on them and the whole project community can be in touch, working, comparing and discussing the outcome of these assignments. During the meeting results and experiences will be exchanged with those at home. After the meeting, evaluation and final results can be found on TwinSpace as well. Each country has decided on which specific field of Inclusion it will focus and what art form it will use in the process. Topics which we will work on vary from bullying, gender issues, refugees/immigrants and peers with a mental or physical disability. Art forms range from drama to painting, photography, videoing and sculpturing.Students will learn through workshops, organized by experts about different art forms and use of different media, challenging their creativity and thinking out of the box.With this project students will be involved in a one-year (and maybe for some even in a second year) lasting experience. The continuous interaction between peers from different nationalities and working with pupils with disabilities or those with a migration background or refugees will have a huge impact on our students. We expect to enhance a personal growth for all participants whether it be students, teachers or parents. Through dissemination of the project results, we also hope to create more tolerance, an open-mind and empathy in our wider (school) communities for those who seem different at first.

The strategic partnership (SP) developed innovative teaching-learning modules and guidelines for supporting secondary school students’ aspiration and imagination towards the future. Our inclusive, future-oriented pedagogy addressed the acute problems of EU societies related to science education: the decrease in student interest in pursuing STEM careers and the “skill-gap” between school learning and labour market needs. Furthermore, in the midst of dramatic social change with unprecedented flows of migrants to the region, Europe more than ever needs education that acknowledges and anticipates diversity.Underlying these problems and challenges is students’ difficulty in projecting themselves into the future as responsible and active persons, citizens and professionals. In order to foster this capacity, our SP created novel ways to develop future-scaffolding skills of all upper secondary school students (ages 16-19). These skills include scenario thinking, systems thinking, thinking beyond the realm of possibilities, action competence, managing uncertainty and complexity, and creative thinking.The SP consisted of three secondary schools, two universities, an environmental NGO, a teachers’ association and a private foundation. The partners were from four EU countries: Italy, Finland, Iceland and UK. The SP grounded on two well-established and effective school-university partnerships: one between the Liceo Einstein and University of Bologna (UNIBO), and the other between Helsinki Normal Lyceum and University of Helsinki (UH). The Icelandic Environment Association brought to the SP their expertise in environmental and sustainability education and the action competence approach. Hamrahlid College in Iceland added to the cultural diversity of students and teachers participating in the project. The partnership between the three schools in Helsinki, Reykjavik and Rimini proved to be fruitful in terms of cultural exchange and the generalisability of the results. The Association for Science Education brought added value through their extensive school and teacher network in UK. The Fondazione Golinelli, in Bologna, contributed their network to the partnership that gave the project dissemination access to a wide variety of stakeholders. The SP developed four I SEE modules on cross-cutting and societally relevant fields: climate change, quantum computing, artificial intelligence and carbon sequestration. The modules consist of activity descriptions, resources and a manual for teachers and students for use both in the classroom and in out-of-school settings. The start-up module developed during the first year was implemented, tested and refined in the Summer School in Bologna in June 2017 which hosted a culturally diverse group of 24 students from Iceland, Italy and Finland, as well as teachers, educational researchers and other stakeholders. Building on this experience, the partners developed three I SEE modules through an iterative process of design, cross-testing and refinement that ran over the second and the third year of the project. The modules were implemented at least two times each in Reykjavík, Helsinki and Rimini during 2018 and 2019.In addition to modules, the outputs of the project include a guide for developing further I SEE modules, case studies, and policy recommendations for inclusive, authentic science education to enhance students’ capacity to aspire to a better future. The materials are publicly available through the project website. To increase the impact, national multiplier events were held in Finland, Italy, and Iceland in 2018, and international multiplier events in UK and Italy in 2019. The modules developed by the project have already directly and indirectly benefited hundreds of teachers and students and reached thousands through multiplier events and dissemination.Case studies in the project show that students who participated in modules widened their perceptions of the future and felt the future to come into their reach. They gained new skills that help them imagine new possibilities for themselves in STEM careers and as active, responsible citizens. Through a guided process of designing, testing and implementing modules, teachers gained new resources and abilities to futurize science education. Both students and teachers gained insight into cutting-edge science through collaboration with outside experts in and out of the classroom. The partner schools and institutions continue to share these materials, experiences and insight through their national and international networks. In addition, this project provides longer term benefits for research and researchers by opening interdisciplinary and potentially ground-breaking research opportunities in the field of science education and serving as a framework for further studies developing and studying future-scaffolding learning environments. Studies have begun at UNIBO and UH, and publications have gained international attention.

"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."

"The project ""Developing Democratic Sustainability"" (DEMOS) at young adult education institutions goes back to the observation at the participating schools in Sweden and Germany that a considerable percentage of students have been moving away intellectually and emotionally from the idea of democracy and thus, a united Europe. In the case of Iceland it is chiefly the challenges that democracy is facing through environmental crises that has motivated the school to join this project. These are reasons why we will devise a guideline for activites on democracy education, carry them out at the participating schools, put most of the ideas into practice, and eventually attempt to implement sustainable measures of democracy education in the participating institutions. Thus, we are planning on motivating young adult students for the idea of a democratic Europe and getting involved in promoting this idea in their environment so that they can become active promoters and multipliers of democracy in Europe.The core group of the project will consist of about 10-15 students in each institution, accompanied by 2-3 teachers. The participating students will have to be active, communicative, and politically interested persons in order to meet the long-term goal of supporting democracy in their local communities. Teachers and students will meet on a regular basis at their own schools for the development of activites on democracy education. Topics in this context will be the history and the structure of the European Union, the current chances of and challenges to a European unity, visions of the future of democracy in Europe, and debates on how to actively support existing democratic structures respectively promote necessary changes to the way democracy is run in order to make it sustainable.Four meetings will be scheduled. To start off with the participating teachers will acquire expertise on necessary topics like communication, democracy education, etc. This event will be followed up by a visit of teachers and students to Brussels in order to become familiar with E.U. institutions and to meet E.U. parlamentarians. Thirdly, we will hold a workshop on the future of democracy in Europe in order to keep the vision of united and democratic Europe alive. Finally, we want to put ideas from the work done in the project into practice to make the effectiveness of the project visible at a ""Day of Democracy"".What is more, we are expecting each participating institution to establish a local political network thought to provide a chance to not only broaden the schools' democratic horizon but also to become part of an active group of local players supporting democratic ideas in their communities. To make the European idea become fruitful the participating schools will contribute their strengths to the successful outcome of the project: Bielefeld will provide a focus on democratic Germany's coping with its past as well as connections to a number of local and national politicians, Mullsjö will share their unique experiences with their well-established International Relations as well as Refugees class with a focus on teaching democracy, whereas Reykjavik will concentrate mainly on the relation of democracy and the environment as well as on the connection between language and democratic maturity.In the long run we are expecting to achieve a deeper awareness of the benefits of the transnational, multiperspective, and partipational cooperation in this project as an added value because these are essential factors that represent the very core of democracy in Europe. Having experienced this joint effort - thus social responsibilitiy for the project group as well as for their environment - and still being active in support of democracy after the project will help the participating students to appreciate the meaning of the democratic foundations in Europe and will contribute to maintain the benefits of democracy in the three partner schools and their local communities. Last but not least, we are hoping to achieve confidence in our students that they can shape their own future by getting involved."