The WISH rpoject included 2 pedagogical faculties from Romania and Turkey and 3 high schools from Slovakia, Italy and Spain. All the partners were connected with very similar pedagogic problems regarding the students in the risk of social exclusion. The basis was the will and effort to equip the students with recent skills and to contribute to building more tolerant and more inclusive society.Project aimed at innovative educational strategies in order to enhance the 21st-century skills via project-based learning. Teachers were trained at specific workshops and prepared educational and free-time activities which related with the project topics. Students wrote and realized social-inclusion projects at school to increase the awareness about social inclusion using the project-based learning (approach) thanks to which the students gained the knowledge and skills. These were the activities linked with recognition and solving the real-life, recent and complex problem, question or a challenge.Main project goals were:1. to increase the awareness about the importance of social inclusion,2. to help the students to obtain the 21st-century skills using the PBL approach,3. to support the professional pedagogic staff development to improve the 21st-century skills and inclusion of students from various marginal groups,4. to increase the quality of pedagogic students at partner universities and school curricula at partner high schoolsin order to enhance the 21st-century skills and secure the social inclusion of students from disadvantaged groups,5. to raise the key competences of students (communication in English, social, civic and digital competences and other). Approximately, 200 people from 3 participating high schools were directly involved to the project activities. Universities supervised the pilot studies also at 2 other high schools (Timisoara and Gaziantep) what has risen the number of involved persons to about 3000 including direct participants (students and tecahers), experts/lecturers, policy makers, local and regional politicians, media representatives, headteachers and other relevant and important persons or groups of people. Besides that, universities accomplished to integrate the project outputs into their syllabus and other educational materials what means that other approx. 600 people benefit from project. Used methodology focused on active learning by students within the project, especially, thanks to teambuilding activities and ways of co-operative teaching. The participants had to manage a real (social-inclusive) project in a school environment meaning they played an active role in the preparatory and realization part of these school projects. They organized various activities, chose appropriate digital tools, created different outputs, etc. All the project activities were directed to build uf self-confidence and to motivate the students to be initiative at action and to be creative at proposing solutions. Important skills such as English language communication, cultural awareness and intercultural communication were accomplished thanks to positive interactions among participants and mutual co-operation of the project partners.Students developed the 21st-century skills and acquired the awareness about the importance of social inclusion among their peers and schoolmates. Teachers understood the steps of PBL and learned new practices how to fulfil students´ needs at risk of social exclusion. Pedagogues co-operated on European level and were directly engaged in the youth educational process. Schools proceeded in developing the dynamic learning environment and increased the quality of provided education by integration of innovative methods and and project outputs to the school curricula by several thematically-connected subjects.All that has had very positive impact on local and regional level. The project enabled students to become fully engaged and responsible members of their communities.in terms of planning, leadership, sensitive approach and empathyto the socially-threatened people.as an inseparable part of our society. On an international level, there was a cross-border transfer of knowledge, experiences and co-operation among schools and universities what enabled students to live and experience an active and responsible European partnership.One of other long-term project benefits represents the fact that participants faced important tasks: to solve problems, to cope with incertitude, to communicate through culturesmeaning that the project approach led to a real life-long learning not only of students but also of the pedagogues.Throughout the project duration, several activities were realized in co-operation with local and regional partners, be it non-profit, private or public sector.All the project activities are archived in the Erasmus+ Project Results Platform as well as on the project webpage (www.wish-project.eu).