"We are living at a time of profound technological, social and environmental changes. These changes are transforming the societies, and at the same time they challenge the education systems and put question on how do we educate and empower the next generations? How do we empower young people to succeed in 21st century and solve the rapid changes we are facing? Developing and promoting entrepreneurship education has been one of the key policy objectives of the EU institutions and Member States for many years. Too often, the value of entrepreneurship is only considered in economic value, creating profits for the individuals at (high) cost for the people or the environment. Making profits by doing harm to people and nature disengages young people more than it empowers them. If we have entrepreneurship education to only teach young people how to make profits, we invest in sustaining and empowering unjust societies. Social entrepreneurship by contrast is explicitly about creating value for others: economic, social and environmental value. This is the entrepreneurship the world needs more. There is growing body of evidence suggesting that young people place increasing importance on values and ethical practices: we see the rise of zero waste generations, green activists. Entrepreneurship education is essential not only to shape the mind-sets of young people, but also to provide the skills, knowledge and attitudes that are central to developing an entrepreneurial culture and new set of role models. SEED project seeks to educate and empower students and suggest that those who pursue social, environmental and economic value will be considered the entrepreneurs of the 21st century. SEED project focuses on delivering tailored upgraded programs for promotion of Social Entrepreneurship to high school students that are enrolled in the school subject ""Entrepreneurship"" in the three respective countries (North Macedonia, Croatia and Lithuania). The project upgrades its objectives by providing safe space for the students to run Virtual Social Enterprises and empowers them to receive and boost their employability skills by being leaders in organizing events in real life: organizing meetups with successful (Social) Entrepreneurs from their community, Silent Auctions and Talent Shows for Fundraising, community mobilization as sustainability approach (establishing ALUMNI networks at school) etc. The project modules are designed by NGOs that will provide new learning framework, experiential learning that is aligned with the transformed strategic environment and create new value in the education process."

"“Emotion is not a luxury. It is a complex helping hand that is extended during the struggle for existence. Emotion is as much amenable to scientific study as any other aspect of behavior. It plays a critical role in the construction of consciousness, virtually all aspects of learning, reasoning and creativity.”(Damasio,2004)It is stated in the literature that emotions are key factors affecting learning, play a central role in social and cognitive processes, student engagement and have an impact on performance. In addition, although the emotions of teachers are also at the heart of teaching, it is claimed that rational aspects such as knowledge, skill and capacity are considered important and teachers emotions have often been ignored or underplayed. However, it is stated that awareness of teachers' own feelings is necessary for effective teaching, social and emotional development of students and wellness. In studies focusing on emotion, learning and technology; emotion is emphasized as an important driver affecting learning in technology rich learning environments. Therefore, it can be concluded that there is a interrelation between technology, learning and emotion. It is claimed that educational robotics positively affect students' interests, motivation, success and commitment, provide enjoyable learning environment, enrich students’ cognitive activities and support social-emotional learning. As a matter of fact, we observed that in the etwinning project ""Robotics in Education"" that we have been carrying out for 3 years, robots facilitate learning and appropriate for collaboration so contribute to social learning. In addition, we wonder how the emotions of teachers and students play a role in the learning processes with educational robotics. From this point of view, in the cognitive and social context of learning, it can be claimed that there is a need to study the interaction between learning, technology and emotion in environments where educational robotics are used.In this context, the goals of this project are to investigate the emotions of students and teachers in different cultures, educational systems, learning environments using educational robotics, and to explore how teachers manage their students' emotions during the teaching process.The target audience of the project is all students (2680 students; normal, special talented, disadvantaged) and teachers (250 teachers) of partner schools and Hacettepe U. Department of CEIT, education and health NGOs from Romania and Netherlands. 5 partners are experienced with Erasmus+ while the other 2 are newcomers. Still, they have worthwhile experience in other types of projects.Consequently, their joint experience and expertise certify the required skills and abilities towards making X a successful strategic partnership.In line with the objectives of the project 3 teacher trainings, 3 short-term student exchanges and 2 Transnational Meetings have been planned. Multiplier events will be held after each teacher training. The project's website will also be used as an online learning platform. At the end of the project, learning and teaching activities prepared by teachers will also be collected in a booklet for guiding other teachers to ""how"" organize learning environments.In the project, we expect to reach this results:To explore emotions of students working individually and in groups with their inclusive education approach By exploring the role of emotions in the learning process increasing students’ awareness of emotion, supporting their social and emotional development, and experience effective learning experiencesTo improve social cohesion of students with different characteristicsTo develop 21st century skills and EU citizenshipTeachers' awareness of own emotions and students' emotionsTo develop instructional activities to organize learning environments by investigating the role of technology-emotion-learning interactionBy addressing emotions in the learning process with robotics, teachers and students will develop awareness and manage their emotions. We believe that being aware of the emotions experienced in the learning environments in the project will have a positive impact on both the learning performance and welbeing and wellness of the teacher and student. It takes a long time for an innovation to settle in schools. We believe that the implementation of this project for 2 years will enable innovation in schools and change the understanding of teachers in learning environments.We believe that as the contribution of the studies, to the academic-social-emotional learning of the students has been reported as the positive effects of the student and teacher wellbeing, the project activities will continue and motivation to generate resources will be provided.Even if EU funds expire, the instructional designs and learning activities developed over the 2 years of the project will continue to be used and developed."

"<< Background >>The introduction of modern technologies and methods into teaching has long been our school’s priority. In recent years, we have managed to implement many of projects aimed at building modern classrooms for teaching IVT, foreign languages and science subjects, and we have tried to use these classrooms for more modern teaching methods, strengthen the interdisciplinary relationships and increase the connection between effective teaching and practice. The coronavirus epidemic, which resulted in long-term closure of schools and the introduction of online learning have accelerated the process of introducing modern teaching methods and demonstrated the need to improve the digital skills and competences of both teachers and students. During this time, we have made a great progress and gained valuable experience. That is why we would like to compare the level we have reached in using digital technologies in teaching with the level achieved by other schools, and at the same time we would like to find new sources of inspiration. We want to develop cooperation with schools from different regions of the European Union in order to get acquainted with their ways and methods of education, so that we can exchange experiences in the field of innovation and increase the quality of our teaching. We want to learn about the regions our partner schools come from more closely and reciprocally introduce them to our region. At the same time, we want to focus on the changes the regions have undergone during this century and notice not only how they were affected by climate change, but also show our students positive examples of solving environmental problems, such as using renewable energy, conversion of former industrial buildings into modern technology centres, introduction of organic practices in agriculture, etc. We support use of digital technologies in science and foreign languages teaching and we try to link geography teaching with that of mathematics, ICT and foreign languages to increase students' chances in the labour market where there is a lack of experts in science and technology. We are looking for innovative teaching methods to increase students' motivation and efforts. We are trying to focus on connecting field teaching using IBSE (inquiry - based science education) and GIS (geographical information systems). The essence of the IBSE method is the involvement of students in discovering the laws of science, connecting information into a meaningful context, developing critical thinking and promoting their positive attitude towards the natural sciences. GIS technology is an excellent tool for engaging students in class work. The project activities represent GIS integration strategies to support teaching, discussion and extended learning on any topic. It also shows practical ideas for GIS activities that improve students' learning and critical thinking skills. The project will help students visualize local and global data and make connection to the partner countries environment. Moreover, project activities will include GIS exercises and methodologies, as well as all the necessary guidelines for using GIS in teaching, which will expand teaching materials and approaches to organizing effective lessons and increase students' motivation. At the same time, we want to pay attention to engaging girls who have not been interested in studying ICT for a long time, although it is increasingly used in many fields. We want to introduce them to ICT in an interesting way and improve their skills through solving practical tasks. We emphasize the usability of acquired skills in practical life, we wish to develop students´ entrepreneurship, creativity and critical thinking and use mathematics as part of the skills they will need in the future. We want to work with universities that use GIS in their teaching and have the necessary equipment. We will also cooperate with business companies to show students that it is very close to the practice from theory.<< Objectives >>Our project wants to use the improvement material equipment of schools and the experience gained during online teaching in the use of digital technologies for the systematic development of digital skills in everyday teaching. It proved necessary to develop digital skills of teachers and share their experience gained in the use of digital technologies, which can modernize their teaching. The socio-economic situation of parents and their ability to help their children in the learning process play an important role. As a result of the coronavirus pandemic, schools were closed for some period of time and teaching was realized online. During this time, differences in students' digital skills grew. An important task of schools is to offer students such opportunities, so that the differences in digital competencies acquired during distance learning are gradually levelled out. Student motivation is also very important. As digitization is not self-saving and spending several hours a day at a computer can be stressful for students' well-being and can worsen their concentration, we want to link the development of IT competencies with the research form of teaching. The regions in which the partner schools operate are undergoing economic transformation. They face the departure of young educated people to more promising regions. They are looking for opportunities for further development, and the way will be the use of digitization and the development of such economic activities that will not harm the environment. The requirements for school graduates’ skills are changing. The importance of the development of creativity, critical thinking, mutual cooperation, lifelong learning is growing.However, new job opportunities are emerging, which are associated with digital competences. We have chosen the field of geographic information systems that are widely used in practice. In this field we cooperate with universities. We want to show students the positives of our region and increase their motivation to form a deep relationship with it, to make them return back after graduating, live here and help transform the region for the better. Economic transformation combines climate change with achieving carbon neutrality. Educators and young people should view this process positively and stress its positive impact on the region's environment. In the future, the education system should combine digital and personal learning experiences. We see possibilities in students’ involvement in group work, where experiential pedagogy can be used to search for non-traditional solutions and to perform assigned tasks together. We will motivate students to form a relationship with science and technology (STEM) and extend it to STEAM, i.e. engage their creativity; to formulate their ideas and present them. We plan to visit science centre to mediate knowledge of science and technology in an entertaining way and inspire students in choosing their future profession. The use of modern teaching methods will lead to the development of key competencies. From September 2021, a new framework of the educational program will enter into force in the Czech Republic, which applies to lower secondary schools. It brings a new goal, which is to help students enter to the digital environment and lead them to the safe, confident, critical and creative use of these technologies. Digital competence will become part of key competences. We will look for a balanced relationship between the use of IT technologies and creative activities that bring new ideas. We will lead our students to mutual cooperation and through their international contacts to develop their language skills.<< Implementation >>We are going to implement various activities which can be divided into several groups. One of them consists of three eTwinning projects, which are dedicated to the promotion of partner schools, knowledge of their region and the state of its environment and positive examples that contribute to its improvement. These eTwinning projects will enable students to get to know the project participants before carrying out international educational activities, promote their digital communication and the improvement of foreign languages knowledge, and develop their creativity and media competence. In the period before the implementation of Learning and Teaching Activities, seminars of teachers will take place with the aim to teach them digital educational methods with a focus on geographic information systems and the environment. Educators will then teach their students to master the required skills in the above fields, which they will need in the implementation of international educational activities. This will improve the digital competencies of teachers and students in fields in which they do not yet have so much experience, but which are very useful in practice. This will strengthen the link between teaching and practical life. During Learning and Teaching Activities, 10 teams of students and 2 teams of teachers will be created, including one participant from each partner organization. These teams will work in the field using research form of teaching and collect data, which will then be used for digital results processing. This will develop their creativity, critical thinking, ability to cooperate with others and communicate with them, to seek compromises, through experiential pedagogy. The field work will focus on knowledge of the region and positive solutions to environmental problems. At the same time, project participants will realize that the ongoing transformation of the region can be a way to improve its environment, and will be motivated to take an interest in it, which will contribute to the development of citizenship competence. Educators will be able to get acquainted with the education system in partner schools, and because two of them are inclusive, they will be able to gain experience in educating students ""with fewer opportunities"". Students will get into contact with these students and learn tolerance and mutual help. Teachers will also get acquainted with the level of digitization of schools in the field of digital teaching and evaluation of student results, management of pedagogical documentation, communication between students and teachers, among teachers and between teachers and parents. They can then transfer this experience to their organizations and thus contribute to the development of digitization within their own organization. The digital processing of the results by students´ and teachers’ teams that will follow after the Learning and Teaching Activities. Students´ and teachers´ digital skills will be developed, as well as digital communication through suitable communication platforms. As all the educational activities are focused on the fields of ""STEM"", students´ motivation to learn science and mathematics will increase. We want to increase the motivation of girls not only to learn science and mathematics, but also ICT, to which they are not as much attrated related as boys, but which is very important in practical life and in the future the demands for mastering digital skills will increase. The girls will make up 50% of the student teams and thus gain space for employment. When working in a team, students can learn from each other. As the making of outputs will also include the processing of photographs, videos, the formulation of ideas and creativity, it will naturally expand the area of ""STEM"" to ""STEAM"".<< Results >>We expect the project to test innovative approaches in teaching which will combine elements of research-oriented teaching with a focus on the local region and the environment followed by digital processing of data obtained during this teaching. Project activities will develop students´ and teachers´ the digital skills and contribute to the development of digitization of partner schools in the management of pedagogical agenda, communication between pupils and teachers, teachers to each other and between teachers and parents. As well, we want to expand digital procedures in the field of student evaluation. Mutual contacts among students as well as teachers of partner schools will enable the improvement of communication skills of both students and teachers in foreign languages and awareness of the importance of foreign languages knowledge in international communication. Students and teachers will get to know the regions in which the partner organizations operate, their social and cultural diversity. At the same time, they will get acquainted with positive examples of solving environmental problems in individual regions and will be motivated to become real initiator of change and prefer ecological practices in everyday life (saving energy resources, choosing greener means of transport, etc.). Project activities will develop teamwork, the participation of students “with fewer opportunities” will lead others to a greater understanding and empathy to different types of diversity (social, cultural diversity, diversity of abilities). The introduction of innovative teaching methods with the support of science and mathematics education and the use of digital technologies should increase graduates' chances on the labour market and adapt the educational process to the requirements of changing world. It is also important to increase the motivation of girls to study science, mathematics and IVT. The use of experiential pedagogy and group work will contribute to the development of creativity, critical thinking and a positive attitude towards learning in students as well as to increasing teachers´ motivation towards introducing innovative methods and using digital skills. What is more, the importance of lifelong learning for teachers will be demonstrated. The development of contacts between teachers of partner organizations will also contribute to the development of partner organizations themselves. These project activities will bring new experiences and thus will improve the skills of these organizations in the preparation and implementation of project activities and strengthen cooperation between secondary schools and universities.During the implementation of the project, a project website will be created by the international students´ team, which will share and promote created teaching materials, outputs of international teams from the implementation of Learning and Teaching Activities and other materials related to the project.The outputs of the project will include three eTwinning projects that will enable the presentation of schools and regions and improve students' knowledge of the environment in their surroundings. During the implementation of the project, a thematic glossary with basic specific vocabulary for geography and the environment will be created in the languages of the partner countries, English, German and French. Teachers from partner countries will create a list of freely available digital applications usable in teaching science, mathematics, IVT and English. Partner schools will offer their students an optional subject in the field of geoinformatics or the local region in the form of research-oriented teaching with digital outputs or the environment. They will include the topic of geographic information systems in geography teaching. Schools will also include research-oriented teaching Project Days which will use geographic information systems."

Five schools have found each other to face the challenges of the 21st century learning methods. On their own the schools had already developed some experience within the field of CLIL, STEAM and/or other innovative practices. They wanted to share and improve these experiences and also gain knowledge and experience within the other fields and enlarge their knowledge about other 21st century skills, techniques, ... knowing that technology will play an important role in this digital era (reality even caught us in time). Critical thinking, collaboration, communication and creativity were important pillars within our search to develop further skills and competences, as well as European citizenship.We all developed relevant and high-quality skills and competences for both our students and teachers. We developed our existing skills and competences, but we also explored new methodologies within the field of innovative education. First of all we involved all our students and all our teachers. They are all part of the 21st century educational changes and therefore our aim was that all of them benefit from the new and more efficient learning methods. Second, we wanted to open our schools by sharing our experiences and in the end spread the final results in a teacher training course for others to see what we have done. Although we all felt the need to invest in sciences, maths, engineering, technology and CLIL, we didn't want to forget about creativity, hence the A of Art in STEAM and the title 'Steaming the 21st Glassroom' referring to a poem by Roger MCGough 'In the Glassroom'. In the participating schools small groups were selected to do the mobilities organised by the participating schools. The students and teachers staying at home, however, were involved through the lessons at their schools. Some teachers were present during the mobilities, other teachers were given the information through the department meetings. All teachers were involved in this longing to improve their 21st century teaching skills. The changing mentalities of our students and the changing requirements of the job market forced the educational world to pay attention to this in the first place. March 2020: the Covid pandemic came along and we realised that we've already learnt a lot to start in a very efficient way compared to other schools. All this was done within a European context using English. The different schools developed lessons within the context of CLIL and/or STEAM about a chosen topic. These lessons were prepared before the actual meetings and they were given and evaluated during the meetings. Parallel to these main lessons other methods, skills and methodologies within the field of innovative education were discussed and tested. Ideas from both activities were explored further at home. The expected results were situated in the field of teachers gaining knowledge about the different possibilities and effectiveness of the innovative lessons. Having been able to experiment with the new techniques colleagues and students enhanced their confidence about these new techniques and felt able to tackle new techniques that doubtless will arise in the 21st century. The educational development will not stop the moment our project ends, but having developed skills, confidence and networks we will be ready for new changes.Unfortenately the pandemic abrupt changed the project. We were still hoping of postponing all mobilities, so we extended the project. Finally we made the decission to connect the students by making them epals and by doing virtual meetings with the coordinators very soon. Some schools had lots of months of online lessons, which made it harder to involve other teachers and students. Italy finally organised a virtual mobility for teachers and for students concerning 21st century skills.

College-age young people are open and enthusiastic about making a change in their society and to serving good to all citizens. Global awareness and interaction has broadened their perspectives on the role of doing good. They are eager to be involved, to make an impact. That’s why it’s crucial that, while at the same time that young people are encouraged to be future leaders in the private sector, they should learn on the Corporate Social Responsibility concept/ Social Enterprise Model and vision themselves as Responsible Entrepreneurs.Our project (Students Today-Responsible Entrepreneurs Tomorrow) delivered tailored programs of Social Entrepreneurship and Corporate Social Responsibility to high school students that were enrolled in the school subject “Entrepreneurship” in the three respective countries (Macedonia, Croatia and Lithuania). The project modules were designed in a lead of the recognized NGOs from Macedonia (ARNO-coordinator of the project) and Belgium (Out of the Box International- partner) that offered full expertise in the design of modules and programs that improved the theoretical knowledge and practical skills of the students for becoming future Responsible Entrepreneurs.Young students accompanied by their teachers attended in total 4 trainings on Social Entrepreneurship and CSR with national follow-up activities that run throughout the entire project. They practiced the theory learned during the trainings by creating and running student Virtual Companies. Some of the student’s companies/ideas participated further in national competitions and won prizes, which proved that the project approach has visible and immediate impact on the student’s motivation and recognizable skills. Students and teachers were involved fully at all project stages and used creative tools to share the message of the project (Online Campaigns, Photo Competition, Gala Fundraising Event) while the private sector companies were mobilized to share stories and provide the students on-site learning and exposure to real business environments. With the outreach to the private sector the schools established contacts with local Companies with strong CSR practice and Social Enterprises; some of the contacts resulted in partnerships that will continue to support the schools and the entrepreneurial education and community involvement. The European dimension of the project ensured creative cultural learning, while the partners built stronger relationships and strengthened their international activities and culture of sharing best-practices. The successful implementation of the project resulted in greater commitment by all partners on working more devotedly on the topic of entrepreneurial education. The project inspired the design of the proposal “STRET Teacher Toolkit”- a KA2 approved project that unites the same partners and aims to bring academic and policy momentum to the same topic by empowering the professional communities and promoting the approach at European level.