“C4 skills” (communication, collaboration, critical thinking/problem solving and creativity skills) of students in order prepare them for a better future and also discover themselves deeper and closer to make correct choices for a more successful future life in terms of education and workforce.Teaching critical thinking and problem solving effectively in the classroom is vital for students because today’s citizens must be active critical thinkers if they are to compare evidence, evaluate competing claims, and make sensible decisions. Communication skills are closely related to collaboration skills, such as working effectively with diverse teams, making necessary compromises to accomplish a common goal, and assuming shared responsibility for collaborative work.Collaboration is necessary for students and employees, due to globalization and the rise of technology. A large group of diverse individuals will come up with better and more robust forecasts and make more intelligent decisions. Diversity brings multiple individual and cultural perspectives into the collaboration. As a result of students working collaboratively, the group can generate more knowledge, making collaboration a key ingredient to student success in today’s global society. As the project team, we want to focus on these skills in the real life and real class atmosphere with the guidance of teachers and with the participant of students in cooperation with 6 partner schools coming from different backgrounds, having different socio-economic status, facing common and different problems. Because we believe that if students leave school being unaware of their skills and unaware of the competences that our century looks for, they will be underprepared for the challenges of society and the workforce. In a world in which good design is increasingly used as a means of differentiating objects of mass production, creative, cooperative, communicative and critical thinking skills are highly desired in the labour force. In this respect, we will cooperate with each partner for innovation and exchange of good practices. So during our project, in meetings; 50 students from different socio-economic and cultural backgrounds; and 50 teachers who are experts in their fields will take part in LTT events with the project grant; and over 50000 people will be involved in the activities and be a part of project impact area (teachers and students those who don't travel but take part in the activities, parents and other close community).In order to achieve our goals, we planned a series of activities with a smart distribution of tasks among partner schools. At the beginning, the key staff studied the main skills in an integrated way by workshops and then we went deep inside each skill through different kinds of activities using the opportunities of our partners. We organized lessons and developed materials to focus on these skills. We enriched our activities with workshops, discussions, contests, excursions, oral presentations, media tools (film making), interviews, experimental works, robotics, drama, 3-D design, landscape, handicraft and kitchen work. Besides, we did surveys on some common European issues such as unemployment, immigration, agriculture and technology before each meeting and shared our findings with each other in order to gain a European view. While doing our activities, we followed a tripod methodology: 1) think-search-organize 2) try-create-discuss; 3) do-show-share. At the end of each meeting, we evaluated our results and took precautions for the next steps.With the help of our activities, workshops and team-building games, our pupils were more employable with their boosted self-esteem, developed skills of working as a team, 4C'S and fostered competence in English and ICT in a more tolerant manner towards different cultures and views. We shared our activities and results and experiences during the Project implementation process at local, national and international levels so that a lot of teachers and students can get benefit and have a different European dimension in their teaching-learning period.