"The project 'Interpersonal Communication' was about creating cross-curricular good practices in 6 European schools.There was a group of students in every school (approximately 30 students/school) who carried out the project guided by teachers. Teachers in the fields of languages, ICT, social studies, history, civics, art, were involved in the project and they were responsible for the quality of activities carried out. This project was about interpersonal communication and how it has changed throughout the years together with the constant development of technology. It was a detailed analysis of changes which have taken place in the fields of culture, technology, language and society. The basic idea was how technology has influenced the relationships and lives in families, societies and countries. We examined the similarities and differences of various aspects of technological changes in project partner countries. Each partner school did research on the changes in sociological, cultural and language aspects which are the results of the development of modern communicative technology. Different types of activities which were carried out simultaneously: 1. Journalism/editing - magazine editing, reliability in news reporting, searching for information, selecting different sources of information, the problem of fake news. Each school created an online school magazine. The idea of each school magazine was presented by participating students in each school. The outline of the magazine was designed mostly by students. They also decided about its content. At the project meetings students exchanged their ideas during a brainstorming session. They discussed to whom the magazine was to be addressed. During short-term exchanges of pupils and accompanying teachers students took part in workshops on how to create a magazine. The participationg schools were supposed to publish the first issue of their magazine and do research on how it was received by the students from the school and the local community. Each school provided their results to other project partners and then carried out European comparisons of the provided data. The process of creation the school online magazine constituted the first good practice of the project. 2. Sociology and culture. During most meetings students did research on cultural and sociological aspects of development of communicative technology. They analysed how the technological advancement influenced interpersonal relations both on national and international level. Students discussed changes in family relations, the problem of generation gap, peer to peer relations, communication both at school and at work place. Throughout the project course students prepared materials, ideas for discussions and debates concerning strengths and weaknesses of modern communicative technology (SWOT analysis). 3. Educational aspect. One of our aims was that elderly people from local community who are digitally excluded wiould be taught by the students how to use modern tools for communication (texting, sending emails, using social media). We intended to implement this good practice into schools' curriculum. Before the process of teaching students carried out needs analysis of the elderly. After training workshops students were expected to prepare evaluation survey. Moreover, students had a look at what they gained and made self-reflection. Finally, all participating schools compared their findings with other project partners. The students of the partner schools worked together, developing the questionnaires via ICT tools. They created the interviews and presented them at the short-term exchanges of students and accompanying teachers. Apart from the good practices, one of the final products was a movie ""The Chronicle of Changes"" which was edited by all participants together during the final project meeting."