"CONTEXT/BACKGROUND Globalisation and modernisation are creating an increasingly diverse and interconnected world. To be active member of this world, individuals need to master changing technologies and to make sense of large amounts of available information. They also face collective challenges as societies – such as balancing economic growth with environmental sustainability, and prosperity with social equity. At the same time, competences are also a crucial factor in the ways that individuals help shape the world itself, not just to cope with it. OBJECTIVES Our project goal was to foster in students the required skills and abilities to ""decode"", cope with and improve the society around them: individual competences are a fundamental key for the success both of individuals and of the entire society. The role of the school system is therefore crucial in such phase: as individual competences are needed to help accomplish collective goals, the enhancement of key competences needs to be guided by an understanding of shared values of which teachers must be responsible and active agents. PROFILE OF PARTICIPANTS The international dimension of DE.CO.D.E. represented an added value: colleagues from different parts of Europe worked cooperatively to reinforce the young human capital that is supposed to play a critical role in the future European economic, social and political performance. Most involved teachers have had experience in previous Erasmus+, so each of them brought their expertise for the final success; the teachers who were at their first experience were tutored by the expert ones, in a climate of international and mutual exchange of good practices. If the total mobilities were 185 (131 pupils/54 teachers), the overall number of involved people was much higher because even non-travelling students and teachers were involved in curricular and extracurricular activities, as a preparatory phase to each mobility and associated outcomes. ACTIVITIES/METHODOLOGY All schools and teachers worked transversally on the development of the 8 competences, so the innovative aspect of the project was given mostly by the methodology we used, not from the topic itself: the achievement of the transversal long-life competencies was guaranteed by the direct involvement of students, who became active and creative subjects themselves while mind-mapping, planning and carrying out activities in a cooperative and flipped environment. Students took part to create a set of ACTIVITIES which were carried out both before and during each mobility (including budget management and fund raising activities to develop sense of entrepreneurship): 1 “Listen to me""(repeated at each mobility) 2 “Surfing the net, surfing the history” 3 “My Erasmus travel experience”(repeated at each mobility) 4 ""A history of migration: yesterday and today"" 5 ""What colour are you?” 6 “Our shared cultural heritage"" 7 “The digital citizen: the 9 Ps"" 8 ""Cyber-education” 9 ""Let's STEM ourselves"" 10 ""I can create business"" 11 ""Budget Report"" 12 ""Gadget Report"" 13 ""Activity Report"" The entire project was carried out by dividing tasks and respecting schedules under the supervision of the coordinating school; all activities were regularly monitored and assessed. RESULTS/IMPACT The project furnished a framework of key competencies consisting of a set of specific competencies, bound together in an integrated approach. In a society where individuals are expected to be adaptive but also innovative, creative, self-directed and self-motivated, the DE.CO.D.E. went beyond the basic reproduction of accumulated knowledge: all activities aimed as a final result at involving a mobilisation of cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values. At the centre of our planned activities was the promotion of our students' ability to think for themselves as an expression of moral and intellectual maturity, and to take responsibility for their learning and for their actions, for both their present and for future life. LONG TERM BENEFITS All the project results have become part of our curricula, to be exploited as OERs by all schools' staff (the official website will remain active for 3 years after the project end). If the short term impact will be measured while developing the project, the long term impact will need to be monitored, under the supervision of the coordinating school, for 3 years after finishing activities(in line with the dissemination plan).The potential long term benefits will be: - deeper understanding of the necessity of 8 competences within a lifelong learning perspective - a change of mindset in involved participants, resulting in a greater awareness and willingness to give one's contribution to improve the European society as active citizens on the move - higher school visibility, internationalization and desire to take part to future Erasmus+."