"“It is abundantly clear that a much deeper, faster and more ambitious response is needed to unleash the social and economic transformation needed to achieve our 2030 goals The coming years will be a vital period to save the planet and to achieve sustainable, inclusive human development.” Said United Nations Secretary-General António Guterres in the 2019 report of the Sustainable Development Goals (SDGs). Set by the UN in 2015, the 17 SDGs to be met globally by 2030 are:1.No Poverty2.Zero Hunger3.Good Health and Well-being4.Quality Education5.Gender Equality6.Clean Water and Sanitation7.Affordable and Clean Energy8.Decent Work and Economic Growth9.Industry, Innovation, and Infrastructure10.Reducing Inequality11.Sustainable Cities and Communities12.Responsible Consumption and Production13.Climate Action14.Life Below Water15.Life On Land16.Peace, Justice, and Strong Institutions17.Partnerships for the GoalsThese SDGs are presented by the UN as the “global blueprint for dignity, peace and prosperity for people and the planet, now and in the future”. Since they were first presented, a lot of progress has been achieved. However, the 2019 report shows that there are many milestones yet to be reached and they need urgent attention. It is evident that a much deeper, much ambitious and much sustainable effort is necessary.Local and national efforts need to be diligently carried out and be supported by international cooperation. The project will aim to broaden the knowledge of both teachers/trainers and students/young people about SDGs and their implementation.They will both learn about the work already carried out internationally and also develop new ways of thinking into achieving the goals. Teachers will develop and publish new ways of integrating the SDGs in their current curriculum and also develop new competencies about their assessment. Unesco’s “Education for Sustainable Development Goals: learning objectives” report will be our main resource in studying the SDGs and their integration into ESD. Our target group will be both young people ( students in schools, youth) aged between 15-25 and educators.We will also contact local and national educational administrations and policy makers and they will represent an indirect target group.The project theme of ""Together For Sustainable Development Goals"" wants to bring about new skills and knowledge to support activism and practical steps towards implementation of Sustainable Development Goals ( SDGs) and also to be beneficial to the young people ( students, youth) for their future academic careers and jobs in the areas of 17 SDGs.The target group of the project will broaden their knowledge about common values and needs, their civic engagement and participation in global issues will develop while learning about the necessity of achieving the SDGs by the end of the designed period and they will become active citizens both in their local area and in the global field. The target group will become the ambassadors of sustainable development and embed this to their current and future lives. The main results expected from the project include:• The development and delivery of a research report on SDGs and the extent to which they are implemented in each of the partnering country. -The development of a report by each school partner related to the extent to which SDGs are integrated to their curriculum and how the integration can be improved. • Training delivered to educators from participating organizations to introduce them to concepts of Global Education and SDGs in order to gain the skills and confidence to implement SDG-related activities and programs locally. • The development of a website resource for educators on exploring how the approaches of global education • Young people will have completed participation in the SDGs program -Assessments methods about the acquisition of the SDGs by the students and the institutions-Sustainable development goal mini projects prepared by student teams of the project by using all the competencies and domains listed in the relevant section. -Supplementary educators and young people developed outputs from the project such as reflections, training assignments, blogs, community needs assessments etc that don't form part of the main Outputs.-Informal educator to educator peer sharing around project activitiesThe Project includes 7 partners from 6 program countries. The constitution of the project partners is balanced as 3 schools, 3 NGOs and one educational directorate as the decision maker. During the LTT activities of the project 90 students and teachers will have the opportunity to learn from each other on an international environment and transfer the good practices.Thinking that the achievement of SDGs until the set deadline has to be a global priority for all individuals and stated, the project will enable their achievement through international cross-sectoral cooperation."

"Rapid development of science and technology addresses the main educational systems' challenge - The progress and prosperity of country needs to rely on innovative talents of science and technology. Kids are important talents for future progress and development of society, it’s necessary to update early childhood curricula in order to keep up with this international trend and address the growing need for STEAM Classroom programs in early childhood education. EU is faced with a challenge and a successfully implemented STE(A)M-focused classroom as an education approach, very soon can been easily recognised as a key force in the progress toward high quality preschool education for all kids.Main project aim is to promote the synergy among the experience of different socio-economical organisations and Kindergartens, with aim to include best expertise in everyday learning process. Concept of STEAM classroom is consisted of two main parts : - Appropriate working space (kindergartens will ensure a working space /classroom/) where specially designed equipment and tools appropriate for kindergartens kids age will be installed- Educational part (a ""learning by doing"" based methodology appropriate for kindergartens' kids age will be developed by experts and adopted with kindergarten teachers in the frame of the training events). Main project objectives are: to improve quality and attractiveness of early childhood education process in regions of four municipalities from Croatia, North Macedonia, Turkey and Bulgaria; enhance pre-schools teachers’ competences and skills by increasing of their theoretical background and introducing learning by doing method for STEAM related topics ; establish strategic partnership among different socio-economic types of organisations (public body; educational institutions; National, Regional and Local NGOs) for increasing of quality level of education process.Specific objectives of the planned activities in the frame of the project are to: develop own and innovative STEAM classroom - based educational approach with large transfer-ability potential; design and implement a special (appropriate for kids age) equipment and tools for practical work with kids in the STEAM field that will cover four main topics: Basic Science; Renewable Energies; Energy efficiency & Ecology; and Art; improve kids' skills through the alternative forms of teaching especially encouraging experiential learning and team work /in the frame of long-term teaching assignment/; establish transnational kindergartens' teachers network by using of eTwinning networking platform and to create of a long-term strategic partnership for transnational cooperation in the field of education.The project have two main target groups:• Teachers from kindergartens from Town Ludbreg-Croatia, Town Kochani-North Macedonia, Town Kushadasi-Turkey and Town Velingrad-Bulgaria.• Children who attend educational programs in the above mentioned kindergartens (with note that final beneficiaries of the project activities will be also all next generations of children that will attend the kindergartens' programs in the future).The long term expected results from the project realisation are:- New innovative educational approach for implementation of STE(A)M related topics in kindergartens that can be used in education of the current and future generations of kids that are attending their educational program;- Implementation of STE(A)M classroom as educational environment as well as attractive and efficient learning methodology in the pre-school teaching process;- Established teacher's network by using of eTwinning module as the main pre-request for further partnership and cooperation in increasing of teacher's skills and competences by exchanging of good practices;- Created strategic action plan for transnational cooperation among different socio-economic organisations from regions of Kochani, Velingrad, Kushadasy and Ludbreg, in the field of pre-education with aim to stimulate its development by using of best practices and innovative education methods;- Increased attractiveness of the education process for kids in kindergartens with implementation of learning by doing educational methods;- Increased awareness on regional, national and international level about the importance of STE(A)M classroom and benefits that this education method is offering for more attractive and efficient education process in pre-schools (through dissemination material, project multiplier events, ect.)- Consequently increasing the interest of larger number of the kids to choose a technology oriented career/educational path which will ensure the European labour market with increased number of engineers and technologists and with this to contribute to the competitiveness of the Union’s economy."

<< Background >>Aiming to foster more fair and tolerant societies, the Council adopted the Recommendation on Promoting common values, inclusive education, and the European dimension of teaching in 2018. Inclusion is one of the six dimensions of European Education Area,introduced by the EC to establish a reinforced approach to ensure the objectives of Europe. In the light of the Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education, the UN set SDGs to ensure inclusive and quality education for all and promote lifelong learning, and the European Pillar of Social Rights. The EU partners underline that the promotion of shared fundamental values in education needs to include democratic citizenship principles.It is paramount to underline that the EU is based on common values. They form the fabric of the Union binding countries, communities and people together, as outlined in Article 2 of the Treaty of Lisbon. Education plays the most important role in preserving the values of our European family for generations ahead. Human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities, are values which are shared by EU Member States. Value education and inclusion in schools provide for character and personality development and a more effective citizenship education for teachers and students as well as the whole community. With the integration of these into the regular teaching framework, moral awareness, enhancement of the insights related to shared values and the thinking ability of all people can be improved. The conscious planning of values education and inclusion is necessary initially for teachers and institutions in Europe as well as the policy makers.Decrease of humane values within social structure poses a serious threat for future generations; therefore, relevant precautions should immediately be taken so that education can achieve its goal of raising effective and responsible citizens. Value education should be systematically administered through elaborate plans in order to establish a society in which individuals have gained various values. Education should go beyond equal opportunities and ensure the inclusion of the diverse range of learners and values need to be shared by teachers and learners. Values are part of the ‘whole-school approach’, where learners, parents,teachers and the wider community are all actively involved.The results of the preliminary needs analysis we conducted as a consortium clearly specifies that the integration of common values into education has neither been exploited enough nor do the teachers think they have enough competences/expertise in doing so. Out of the 90 teachers who took part in the survey, 57,3% stated that teachers do not have the knowledge and resources to deal with the issue and 54.6% said the curriculum does not include common values. The results also showed us that 66,7% include common values into their lessons between 0 to 1 hours a week although 86,6% of them agree that it can easily be integrated in various lessons. With this project, we aim to address the needs specified by the teachers in a broad and complete manner and to strengthen Inclusive and high quality education and training to develop and implement innovative methods and practices to foster inclusive education and promote common values by training, coaching and guiding teachers.To achieve this, VALID will provide teachers1)An Open Online Course to provide teachers with the competencies and tools they need to make Common Values a part of their teaching. 2)A teacher community to share good practices to train, coach and guide to strengthen inclusive and high quality education in European Schools grounded on Common European Values.<< Objectives >>How should values be treated in education? What are the possibilities within education for teaching values, the role of the teacher therein, and the influence of the school culture? Given the subjective quality of values as personal choices and expressions of one’s personal view on the ‘good life’, teaching values is not easy. Values cannot be transferred in a mechanical way; students need to be able to understand and accept the values. Developing values thus requires active cognitive and affective activities engaging the students themselves, in which students enter into a dialogue with their teachers as well as their fellow- students. Many review studies and comparative studies show that dialogic teaching and learning methodologies help students to develop moral values and citizenship attitudes.Schools should give attention to democracy and tolerance in different activities as part of the curriculum. The content should be addressed in specific disciplines/subjects and in cross- curricular activities (projects). Teaching of common values should be concentrated in value- oriented subjects like civics or value education, or be part of other subjects like history, social studies, geography, or religion and world view studies. It can also be part of subjects like languages, culture and arts, economy, biology, etc. In any case, it is an undeniable fact that value education should be actively incorporated within every level of formal and non-formal education.Considering all of the above, this project aims to provide schools and other educational institutions as well as teachers the resources, competences and tools they need to make Common Values a part of their curriculum in order to create a more inclusive environment and to embed these values both in the school culture and the lives of all their stakeholders. Teachers will also learn the most effective methods that can be used for values education and inclusion (classroom learning activities, practical activities, socialized techniques and incident learning) both in face-to-face and distant environments.By educating the teachers into transferring this awareness to the students, VALID aims to ensure sustainable development in the lives of the teachers and students to:- Promote common values at all stages of education- Foster more positive attitude towards the the EU values- Provide opportunities for professional development support to teachers and educational institutions- Enhance the acquisition of social and civic competences,fostering knowledge,understanding and ownership of values and fundamental rights;- Encourage a European dimension of teaching, while strengthening the competence of national administrations in this field- Offer a diverse range of support to teachers and educational institutions especially in the field of distant learning<< Implementation >>The activities of our project will be national and transnational. The national activities will be planned and held by the partner organizations in close cooperation with all partners. Most of these activities will be simultaneous and the results will be shared on the common platforms of the project. The national activities will include but not be limited to:Project team meetings in relation to the implementation and evaluation of the project as well as informatory meetings with the school community (A1)Preparation and training of the staff and the participants for the transnational activities(A2)Dissemination and visibility activities(A3)Creating and updating the website, blog and social media platforms of the project and providing the appearance of and information about the project on the websites of each organization(A4),Logo competition and selection(A5), Quality assessment activities (A6), Monitoring and evaluation of the participants’ development(A7), Carrying out the communication and cooperation between the partners(A8), Providing information to the relevant stakeholders and the appearance of the project activities on local media(A9),Project evaluation and sustainability activities (A10).The international activities have been carefully planned at the application period and they will be as follows:3 transnational project meetings at the beginning, middle and end of the project aiming to monitor the implementation of the project, production of the Project Results, transfer of knowledge and good practices and evaluation of the project. In addition to the face to face TPMs, we are going to have monthly online TPMs dedicated to the different phases of the project, different Work Packages to be accomplished and the development of the Project Results. 3 Learning Teaching Training Activities for Staff and one Learning Teaching training activity for the Learners. Participating teachers will work and learn together about the best practices and the innovative methods used in terms of common values, inclusion and conflict resolution by the partner countries. This exchange of good practices will shed light to the common activities and national activities to the partner organizations. LTT activities will be used as building blocks to build the Project Results. While the staff of the participating organizations will be working on the modules and research, the students will be giving feedback about their needs and expectations. Each module of VALID Project Result 1 (O1)will be based on these needs and expectations. 1 Multiplier event with the participation of 100 people and 100 online participants for the launch of the Project Results. We will also have a wide range of dissemination activities and tools for our project, including seminars and workshops at the national level to inform the stakeholders and locals about the project; media appearances, etc. As for dissemination tools, we will use a variety of online tools: Facebook site, Twitter, website, blog and a YouTube channel. We will also produce brochures and booklets for the learners and the institutions for further and sustainable use.During the whole project cycle, the partners commit to stick to “Green Erasmus” principles in each and every activity. To ensure this, we will use online resources in all activities, dissemination included, in order to avoid paper waste. When printing is ultimately necessary, we are going to resort to environmentally friendly resources at all costs. For the transnational activities, green travel will be used when possible and when not possible, we are going to make sure that the travels to and from the airport to the destination will be by train or other sustainable and low emission vehicles. We are going to use direct flights to ensure lower emission. When local travels are necessary for national activities, cycling will be encouraged and if/when not possible, low emission vehicles will be utilized.<< Results >>The strategic result the project will accomplish is an increase in understanding of values, increase of civil responsibility and activity among the target group and development of personal and interpersonal competencies. The vision of the project is to provide sustainable prevention of conflict, lack of values, improve the inclusiveness of education and teacher and student competencies. All team members from the partner organizations believe that education is the main and most sustainable way to deal with these. In addition the project aims to increase practical skills which will be measured by the partnership related to values education, global citizenship and inclusion such as but not limited to:- Critical thinking and understanding- In depth reflection on cultural differences- inclusive education- Skills for civic engagement and activity The objectives will be achieved by providing adequate high quality education materials, education courses, activities and training for trainers in which the target audience is also engaged as an active creator and not a mere receiver consumer of the service. As a result of the project, the partner organizations - 6 in total from 4 different countries - will have grown their capacity for values education as practitioners. They will have created the capacity to provide systematic and high quality inclusion and values education training and further partner with other organizations to expand this capacity. The partnership will create an online training system and toolkit for educators of different fields.The project will raise awareness and in-depth understanding of the problem of intercultural barriers and the sustainable solution among stakeholders (schools, universities, NGOs). After case studies and training, a report will be created and disseminated in all partner countries and the EU using the networks of the partners, associated partners and media agreements. We anticipate the findings of our research will inform both local and transnational policies in terms of values education and its promotion; inclusion and distant learning.Finally the major impact of the project will be a new vision of values education as practical, valuable and a must-have in all curricula, policies and educational practices. Our vision is to create a working, effective method, activities and course which provide useful skills, critical thinking and are seen as a must in all compulsory education.TANGIBLE RESULTSR1:An online training course aiming to train the educators of the target audience in the field of values education and the tools, resources and approaches related to it as well as the importance of inclusion in educationR2:An Online Teacher Community which will bring together teachers in many countries for exchange of good practices and experience sharingR3: A deep research and needs analysis about the place of global values in education and how better to incorporate it into educational systemsR4: A website for teachers and students alike to learn about the project activities and all project related materialIntangible ResultsAll students, young people and teachers taking part in the development of the methodology and the course will:- Acquire in depth understanding of cultural values, reasons for conflict and prejudice- Understand the value of civic responsibility and activity- Experience the value of values and inclusiveness- Understand what values are on personal, interpersonal, local and global level- Develop mediation and negotiation skills- Reflect on and create their personal values and standards- Learn how to stand for and defend global values and their own values in assertive yet collaborative manner

"We live in a technocratic age, and today we are observing more and more often children staring at their computers or phones. We see less and less people talking to each other. Today, we are increasingly flooded with information from various sources, but we are becoming less aware of it and that is why we are often talking about ""functional illiteracy"". Today, most teachers share that children are indifferent to education, school, learning, and all kinds of general activities. There is no desire for direct communication because in many cases the child / young person / is afraid to express his / her own feelings and emotions, as well as to understand the feelings and emotions of others. We believe that building emotional intelligence in children is directly related to an attitude of empathy and compassion, as well as an understanding of human nature. This allows the children to connect with other people on an emotional level. Being compassionate allows the children to be helpful and respond truly to others' concerns.Therefore, the main goals we set ourselves in this direction are:To enable children and students to become aware of the educational process so that they can understand what they see, hear, read and feel, and most importantly, respond appropriately to all this.To motivate children and students to learn through empathy, which includes: emotional control, self-awareness, self-motivation and the ability to build and maintain relationships.To involve everyone in the community - children (including vulnerable groups and people with learning disabilities); teachers and parents and give them the opportunity for communication at emotional level, acquire knowledge, skills and competences in order to improve the overall personal development.Sharing experiences through the media to overcome language barriers for both students and teachers. Developing ICT skills through the use of modern technologies and virtual mobility.Development of a number of end products for sharing with partner schools, for developing competencies and entrepreneurship, and for engaging local communities in the process of their creation, implementation and dissemination.Enabling teachers to share their knowledge, compare their teaching and learning approaches, design new curriculum, programs, innovation, sharing good practice examples to enhance the quality of teaching and learning in the partner institutions.Children and students should learn, not just facts as quantity, but as quality – to gain knowledge that will help them to think, feel and, on that basis, to do causal links, logical connections and only then to act.Enabling children and students to express with words, actions or drawings their emotions using the methods of art in all its forms.Encouraging adults (parents and teachers) to share their emotions with children and to answer how we manage to deal with different emotions, because the full range of feelings is understandable and part of the human nature, although some actions need to be restricted by following patterns of behavior used in sport.The selection of partners was made in the light of shared values in terms of:The development of key competences for all individuals – from early childhood and lifelong;Acquiring of social skills, learning skills as well as social inclusion, ""classroom diversity"", including children from vulnerable groups.The project partnership was created thanks to previous experience our organization has in its work on ERASMUS + Comenius projects and established contacts with countries from all over Europe. The choice of countries and their number was not accidental. We focused on cultural, social, economic and geographical diversity. This will enable us to track how project activities will be implemented in different parts of Europe. We believe that our previous experience and potential from Comenius and Erasmus + projects will greatly contribute to the quality of the project. We intend ...... teachers,... children and .. parents to be involve in the project. Since the project will work in direction of emotional self-awareness, we will enable the child (guided by his teachers) to learn about his own emotions and to control them, he will have the opportunity to explore information, think and create, use his body and mind, find a solution and better ways of communicating with adults and friends, both: who are close to him or far in Europe. The Master will be a trainer, but also a follower, partner and friend.The project will focus on activities related to sports, environmentally friendly lifestyles and art in all its forms. Through these activities, children can play, make up stories and debate on the characters' behavior in these stories, express themselves better, follow the rules, practice healthy outdoor activities, learn to collaborate to achieve the same goal, to think and develop logical skills."

"<< Background >>""ENVIRONMENTAL WARS WITH DIGITAL GAMES"" project is a 2-year project involving the partnership of 5 institutions. Under the coordination of Portugal, it consists of schools in Poland, Italy, Turkey and an association partnership in Turkey. The project focuses on environmental issues and digitalization involving the exchange of good practices.Climate change is happening now: temperatures are rising, rainfall cycles are changing, glaciers and snow are melting, and the average sea level around the world is rising. Various EU initiatives aim to reduce greenhouse gas emissions. The European Union has adopted a greenhouse gas emission reduction target of 20% below 1990 levels by 2020, after reaching its targets between 2008 and 2012 under the Kyoto Protocol. According to OECD reports, land filling is made with 42% of the waste. The importance of recycling is not sufficiently known.In addition, the OECD published its “Digital Economy Outlook Report”, which includes comprehensive analysis of trends, opportunities and challenges emerging in the digital economy. The report focuses on digital transformation, whose importance has increased with the Covid-19 outbreak. In this framework, the Report; It points out that the digital transformation, which has risen with the crisis, should be directed to the future with comprehensive and flexible strategies.In our project, we focused on environmental issues and digitalization. We planned to make people aware of environmental problems by taking advantage of the opportunity of digitalization by meeting with our partners who have similar problems. While carrying out our activities, we will use web2 tools and digitalization to attract the attention of our students and make them a part of our project. We will teach our children simple coding logic. In fact, we will design games in our project to make it easier for them to learn. We will create environmental awareness in students by making use of digital applications (scratch, actionbound, virtual exhibition, canva, mosaically ...).Students will be taught the use of these applications so that their digital capacity will increase and they will be ready for digital transformation in the world.We aim to reveal environmental problems with all the activities we will carry out throughout the project. We will make sure that all our students and their families have information about what they can change with simple precautions that can be taken during their daily lives. We will realize that humans are not the only ones who own the world, and that we must respect the right to life of other creatures. With all the work we do, we plan to raise ENVIRONMENTAL WARRIORS whose hearts beat for the same purpose in various parts of Europe to protect the future of our world.<< Objectives >>The main objectives of the project are as follows;-Supporting the use and use of digital technology, increasing it by 30% in schools- Developing a lifelong skill with the use of educational applications- Creating a new model environment using ICT tools to encourage an all-school approach to the sustainable management of school operations and to facilitate students' learning-Creating an algorithm for intercultural harmony, communication and feeling equivalent-Increasing the European dimension in the school through the development of teacher communication and the integration of more schools in this exchange of good practice.- Helping teachers to integrate environmental management principles and practices into their school programs and to maximize students' learning,-Introducing eco-school activities to all partner schools and ensuring that they receive green flags with local activities to be carried out during the project.-All students understand the importance of belonging to the EU by participating in this project and cooperating with different countries,-By transferring the project to the eTwinning platform, to ensure that all the work done is applied and spread simultaneously in many schools.- Increasing the digital competence of teachers as well as studentsThe project has been prepared to meet the needs of all partners and target groups.All partners need:-The possible consequences of global warming will be known.-Digital skill and competence level will increase-They will learn the same programs, although there are kilometers between them. This will create a synergy between the partners.-Digital security measures will increase-To be informed about the protection ways that can be distinguished from extinct living creatures.- including the Portuguese school; It will serve the purpose of spreading the vision of 'ECOSCHOOLS' applied in school climate.<< Implementation >>Application: What activities will you practice? *Our project has 2 TPM, 3 LTT, 2 results and 1 multiplier events.3 people from each institution will attend TPM meetings. The legal representative, key person and contact person will attend.TPM1: It will take place in Portugal. It is a kick-off meeting. All partners will participate. It will be done for the partners to trust each other and to sign the mandates.TPM2: It will take place in Italy. It is the final meeting. All partners will participate. The sustainability plans of the project will be updated. The report of the project will be prepared.6 students and 3 teachers will participate in LTT activities.1. LTT subject: It will take place in Poland. All institutions will participate.LTT topic: The importance of digital-based learning and recyclingHere, students will use educational applications to realize recyclable materials in an enjoyable learning environment.2.LTT subject: It will take place in Italy. All institutions will participate. LTT topic: Effects of global warming with digital-based learningStudents will visit their surroundings and make virtual exhibitions. They will create videos.3.LTT subject: It will take place in Turkey. All institutions will participate. LTT topic: Scratch TimeIn this LTT, the teaching of the Scratch program will take place. At the end of the learning, they will write a short play or story.There are 2 results in the project.* Result 1: A training video will be shot under the leadership of Portugal, explaining the use of ""MOOC for Scratch"". This course will be translated into 5 different languages. It will be uploaded to online platforms to reach many people.* Result2: ""Let's Build an Ecosystem for Endangered Creatures"" The scratch program will be used while creating this output. The programming language will be used to create the ecosystem.The game will look like this: It appears on an extinct living screen. He says, ""Can you choose a suitable environment for me to live?"" At the bottom, pictures appear, such as rocks, sea, poles, when the correct picture is clicked, the game progresses, and when an incorrect picture is clicked, the player is directed to the information card. Then the game continues with questions such as ""What plants should be in the environment, which one you can give me to eat, How can you protect me"". Each time the player chooses the correct answer, the creature's habitat is gradually completed. The picture on the screen changes like this: For example, the living creature is in the sea first, then the fish start to play in the sea, then palm trees are surrounded by a fence. The player completes the habitat, and at the end a thank-you card is issued and the environmentally friendly player is thanked.Multiplier events: An international symposium will be held under the leadership of KUKSET to spread the outputs of the project to wider areas. There will be speakers who are experts in the subject. They will describe the objectives, activities and results of the project. They will explain how results can be achieved. The entire symposium will be videotaped and put on youtube, social media and school websites. The symposium will be translated into 5 languages and added as subtitles. The speeches of the speakers will be taken as text and presented alongside the videos.<< Results >>We have 2 project results.Result1: Under the leadership of Portugal, the Scratch program course will be given with the participation of all countries. Scratch is a programming language that contains ready-made codes in the program. An object or picture can move by placing codes in succession. You do not need to write code from scratch to move these objects. That's why there is a program language available for all age groups. With the correct coding of the codes, an animation, video or game can be created. Thanks to the open source and free download of the program, it is preferred by many people. It enables the person to use it for life and to improve himself. It will be uploaded to the course websites, youtube and international course websites.Result2: A computer game will be designed with the participation of all partners under the leadership of Poland. This result will enable students to learn about endangered creatures, their habitats and needs. A computer game will be created with the Scratch program. In this game, an ecosystem will be created for our endangered creature. The game will be done with the scratch program coding. In this way, while actively using the student scratch program through digital-based learning, sensitivity will be created for endangered creatures. The program allows you to create a picture, move the characters, make them talk. The game will be broadcast on social media channels, educational platforms and corporate websites. Code design as open source will be given to everyone. With the project activities, the participants will be understanding and sensitive to social and environmental problems. The target audience will become aware of the creatures that are in danger of extinction as a result of global warming. He will understand how these creatures are affected by change. A more attractive education and training program based on information technologies will be provided. He will develop a skill that he can use for life. Will learn the programming language. This will create an increasing opportunity for the participant's professional development. It will develop internationalization strategies and strengthen cooperation with Partners and companies from other countries. They will be able to use their skills in business life with the international professional competence certificate they will have, such as europass. It will enable the participants to become tolerant and understanding loving individuals who better adapt to the European Union values. Language skills of the participants will increase. Impact on institutions: partnership effect of all institutions will be strengthened. The visibility of the institution will increase. The quality of the institution will increase with the increase in the professional competencies of the personnel in the institutions. The outputs obtained will enable students to learn through entertainment by using the learning materials in the institution. They will change the climate and culture of the institutions and take a step towards becoming a green school. Digital learning will join the mainstream of the school. The e-twinning activities of education in institutions will increase and they will have more comprehensive knowledge on digital security issues. Experienced institutions will find the opportunity to share their good practices. They will learn the ways of transferring these applications. It will enable inexperienced institutions to gain experience. It will ensure the increase of motivation in education and the development of cooperation with stakeholders. The Portuguese school will promote its eco-schools program to other schools to help them become a green school. It will be a solution to the need to expand the program framework it is in."