"Building Bridges was a project for the exchange of good practices in order to develop and implement inclusive methodologies. “Social Inclusion” and the development of “Innovative Practices in the Digital Age” have been its two main priorities.Our partnership was born at the TCA “Languages”, held in Ljubljana in June 2016. We were six schools interested in the implementation of inclusive methodologies and therefore improving coexistence in our communities. We initially scheduled six observation and implementation activities but the outburst of COVID19 and the resignation of our Swedish partner made only four of them possible. Each one was focused on a topic:- IES Monegros (Sariñena, Spain) coordinated “Building Bridges through music”, an activity in which we used music and lyrics in different languages and with important social content in order to promote inclusion and multiculturalism. We also shared our experience recording the lipdub of JJ Goldman song ""Je te donne"" in order to involve all community members in school life.- ""Integration through Biology"" was coordinated by Gottfried-Wilhelm-Leibniz-Gesamtschule (Duisburg, Germany). We learned to implement school gardens to promote inclusion and turn them into educational and leisure spaces in which students leave their footprint in a cobblestone common path. We also discussed with refugee students about the reasons that lead people to migrate or escape from their countries.- NMS St. Agatha (Austria) coordinated “Media and Inclusion”. We learned from their experience using the media as an inclusive tool. We learned how to edit newspapers and audiovisuals and we ended up publishing the first issue of a magazine with the contents of the activity.- “Inclusion through social commitment” was coordinated by Szkoła Podstawowa nr 5 im. Dr. Aleksandra Majkowskiego (Kartuzy, Poland). In this activity they shared their experience in projects with organisations committed to equality and social justice. We also collaborated in activities with special needs students and others related to immigration.- DSŠ Lendava (Slovenia) is located in a multicultural and multilingual region between four countries. They use educational strategies for the integration of cultural, ethnic or religious differences, however we could not celebrate “Integration through History” in order to learn from their experience due to the COVID19 pandemic.- “Inclusion through Dance and Arts” was to be coordinated by our Swedish partners, Fryxellska Skolan (Västerås, Sweden), a school specialised in arts and dance education. Unfortunately the activity did not take place due to their resignation after the first year of the project.Our activities were designed using a methodological approach that we called BITS, as they were supported by Blended and Service Learning strategies, ICT promotion, Task Based Approach and Self Centered Activities. In addition, our implementation activities were programmed as collaborative projects and we have also encouraged group working and peer learning.The project allowed us to implement methodologies and resources that will remain after its completion, some of them will be the basis for future collaboration projects. Music has become a leitmotif for us, we have recorded lipdubs and music has been incorporated into some of our subjects. We are gradually implementing school gardens that are becoming educational and leisure resources but also spaces for inclusion and participation of the entire community. We are publishing school magazines promoting inclusive and social content and we will extend the experience to the use of radio, web publishing and audiovisuals. We are also making an effort to improve our collaboration in projects with NGOs and groups that fight for equality and social recognition.The project is still leaving very important impacts on our schools today. On a personal basis, it has left a profound footprint on the participants and in many cases it will mean a turning point in their personal and professional trajectory, especially in participating students with special educational needs. It has meant the reinforcement of relationships within the school communities and greater motivation and participation in school life. Many of us participated for the first time in an Erasmus+ project and the huge transformative ability that we have experienced is responsible for the progressive process of internationalisation in which all the partners are involved three years later. We belong now to a stable and growing contact network that for sure will allow us to continue collaborating in future projects.We invite everyone to visit our website and download our Decalogue, a printable and multimedia teacher´s guide that includes a summary of our activities, results, methodologies and also useful documents and templates."