Introduction. The so-called refugee crisis in Europe of 2015 is the overall contextual setting of the project: Thousands of youngsters were on their long way to Europe seeking for a better and in particular safer future. Societies of receiving western European countries are now facing the challenges of integrating these visitors. As part of society, schools (such as the August-Griese-Berufskolleg, AGB) also do their jobs by establishing so-called international classes (IK) since early 2016 to educate the refugees in the German language at first place. As an upper secondary vocational college our second task is to deliver basic work-related skills to the displaced persons. As the AGB is strongly targeting the field of IT (information technology), a key branch of the future, there was so far no didactic concept available to motivate the fugitives approaching this sector of industry.Thus, one of the main goals of the present project in close collaboration with the Swedish Teknikum was the development of a simple didactic vehicle in order to teach the IT basics and especially the fundamentals of microcontroller programming in a funny and simple way. As we noticed, our didactic vehicle worked out fine in transmitting fundamental skills to the IK students at AGB.As the Teknikum in southern Sweden has been facing the same challenges in terms of integration by education, the european colleagues appeared to be the best choice as a collaborative partner. Similarly, in addition to a focus on computer science the Swedes also have a branch within their educational system mainly tackling handiworks. This implies that this was the ideal partner in order to construct suitable a chassis for the coming Arduino product.Prior to the construction and programming of the didactic arduino vehicle we had a long planning phase. During this meticulous planning the students involved in the project got in touch with each other via numerous skype meetings and several email correspondences in order to get to know their partners. In the daily lessons at school, the basics of programming and profound background knowledge on migration have been taught: Historical contexts, economic reasons as well as ethical challenges have been addressed. All these topics have been covered and structured by an extremely novel didactic concept called ‘Self-Organized-Learning’ (SOL) enabling the students to get their duties done in time.Besides the field trips happened in advance, the two encounters in November 2017 in Växjö (Sweden) and in March 2018 in Löhne (Germany) depicting the main activities of the project. On the first meeting, three didactic vehicles to deliver basic IT knowledge to the IK students have been constructed in an impressively short period of time (less than a week) by the project students. The second meeting was focussing the tutorial setting and the question of how to teach the IK students use and program the arduino constructions. During the same week also several day trips around the topic of migration and information technology have been conducted.Finally the German and the Swedish project students decided to use two very suitable arduino projects for their teaching lesson: A newly and from-scratch- developed ‘Tic Tac Toe’- game as well as a ‘Four in a row’ game fully programmed and electronically wired and also wooden chassis built. Also the entire game logics and winning conditions have planned and realized using their formerly learnt programming language. Our students managed to significantly and especially measurable increase and drag the interest of the migrant students towards IT. A large majority of the refugee students could easily imagine to enter the IT field after graduation.The didactic concept developed within the present project is absolutely suitable for other types of schools and can easily be adapted to their specific needs in terms of specialisation (eg. biology, psychology, social sciences…). In particular it is interesting for people who don’t know what to expect if they enter the field of computer science in High School preparing for university entry. We have finally developed a blueprint to successfully introduce a (almost any) complex topic to an audience which has absolutely no idea of. In case of the AGB, it is a matter of fact that the project results will be used in our daily classes for the next couple of years.

A major problem in the world is overconsumption and energy waste, and at our schools we can clearly see that many of the students are living and consuming in a way that is not sustainable. We also know that the awareness of the impact of every individual on the environment is weak. These severe problems are what we will address with our project.The overall goal with our project is to make young people aware of their impact on the environment, and what everyone can do to decrease his or her ecological footprints and negative impact on the environment. We will accomplish this by connecting an IT-development task to a task that will rise the environmental awareness of the students and make them live in a more sustainable and environmentally friendly way. The first step of the project is to define what deeds are considered as sustainable (‘fames’) as well non-sustainable (‘shames’) actions and conditions. Then the students will take pictures of ’fames’ and ‘shames’ that they will upload to a database. The application developed by the students will then count and sort the pictures (or fames and shames) and create a (public) digital “wall of fame” where good and bad examples of sustainable living will be displayed to be studied and learnt from.The participants of the project will be IT-students at upper secondary schools in Växjö, Sweden, and Löhne, Germany. The participants are 16 to 19 years old, and approximately 180 students will be involved during the project time. Four meetings will be held, where background research will be done and the application will be programmed. To these meetings the sending schools will attend with 12 or 14 students. In order to keep the project going in a well-structured way we will use the Scrum and Kanbas methods. A great advantage with this is that the students will work with methods that are similar to what they will meet in their future jobs. And since there will be a lot of work done over the Internet between the meetings, the similarity to a real-life IT development project will be even stronger, thus preparing the students for their future jobs.A key feature of the project is peer to peer teaching, where older, more experienced, students will teach the younger beginners in programming, which will strengthen the students’ pedagogical skills. Also, the transnational development work will also give the students a wider cultural understanding, good language training and general preparations to live and work in a multicultural global and digital world.At the first meeting, the students will get the task (to develop the application) and the framework for it (i.e. issues on sustainable living, factfulness and the Scrum and Kanban methods) and they will also decide on the basic content and design of the application to be developed. The work will then continue via Internet until the second meeting, which will focus on programming and testing, as well as further discussions on the issue of sustainable living. Between the second and third meeting, the work will continue via Internet until the third meeting, when the application is supposed to be almost finished to a level where only additional tests are left.The fourth and last project meeting is dedicated to dissemination. The application will be deployed and made public, and the students in the project will meet other students to talk about the project, sustainable living and how the everyday choices of each individual can have an impact on the environment.