All organisations that agreed to take part in 3DP TEACHER project, recognize the meaning and significance of the impact that 3D printing may have on many aspects of our lives and work in near future. 3DP market is developing fast, with its applications found in more and more different areas like architecture, medicine, and industry. Increasing number of businesses are interested in making use of its potential, hence it is reasonable to assume that also the number of jobs in this sector will be on the rise. The Industry 4.0, and particularly technology of 3D printing (3DP) is entering schools curricula all over the world, and its potential is becoming widely recognized. Many teachers consider this innovation in the sector welcome and necessary, but they very often lack proper technical and methodological knowledge to embrace this new technology. In order to change this situation, the aim of the project is to improve the digital competences of teachers in relation to implementing of 3D printing in education. This aim will be achieved through:- developing 3DP Teachers' Guidebook (covering case studies, lesson plans with 3DP, recommendations on possible implementation)- developing 3D modelling course for Teachers- developing of online environment for teachers interested in applying 3DP solutions - initiating the network of 3DP teacher expertsProject’s objective is also to facilitate cooperation between schools, policy makers in the field of educations and business sector. This cooperation is crucial from the point of view of future implementation of 3DP. Target groups: - teachers from secondary schools interested in innovations and development of their digital skills in teaching- students interested in new technologies and pursuing career in rapidly developing technology market- school managers/directors, officials responsible for education.To encourage teachers’ involvement and contribution, AEMRN, GD and SP interested in 3D printing became partners in this project. To ensure the effective transfer of technology and proper management of tasks and activities the schools will cooperate with business partners. As a result, an effective and mutually supportive partnership was established.The activities planned within 3DP TEACHER project lead to the formation of two intellectual outputs: “3DP Teachers’ Guidebook” and “Innovative Teachers Environment (ITE)”. The first one is to show teachers possibilities of 3DP implementation, examples of good practices, recommendations on methodology, hardware and software tips, as well as safety issues. The second will serve the creation of international teachers’ experts’ community, sharing their experiences and ideas on how to enhance the teaching process with 3D printing and create relevant 3D models. Their active involvement in the community will contribute to the creation of database of 3D models to use on lessons, lesson plans involving the 3D printing, methodological and technical aspects of using 3D printing for educational purposes.The expected impact is that the 3DP TEACHER project will significantly and in sustainable way influence participants, participating organisations, target groups and other relevant stakeholders. The desired impact is that teachers will improve their digital competences in relation to implementing of 3D printing and also that decision makers and teachers will understand and incorporate 3D printing in the process of teaching young people and that in effect, prepare them for the needs of labour market. The impact will be significant at all levels but especially on local and regional levels in which partners have access to schools and decision makers.

We are 6 partners from : Turkey (2), Italy, Croatia, Portugal and Spain, public, non-profit secondary schools ranging from vocational to general secondary. In this project we will benefit from many mobile apps and web tools.So we have planned activities throughout the project where technology will be presented and used effectively in teaching/learning environments.Throughout the project both teachers and students will practice them and the necessary assistance/guidance will be provided by the IT teachers. All the participants will acquire, develop and improve key e-competences which enable them to be competent workers and citizens. Teachers can help students become more motivated or involved in their work and have more positive results by helping them using smart technologies in their learning. Plus, these smart technologies are very important in developing collaboration and teamwork which are essential skills required on the job market. Objectives for teachers linked to: strengthening the profiles of the teaching professions, supporting individuals in acquiring and developing basic skills and key competences:learn about the best apps and web solutions to make education more engaging, motivating and innovative get a new perspective on ICT tools and learn new ways and best practices to integrate new technologies into educationexchange best practices and share experiences with participants from different countries introduce CLIL lessons created encourage the active involvement of students in productive education creating develop and improve knowledge on using digital tools efficiently in teaching environmentsenhance sense of initiative and creativityfoster a higher level of Englishimprove knowledge and cultural awarenessObjectives for students linked to ICT - new technologies - digital competences:enhance digital proficiency for educational purposes increase motivation for learningfoster a higher level of English develop communication and collaboration skills,connect with their peers from different countries and share experiencesdevelop creativity and sense of initiative, foster further academic achievements,enhance cultural awareness and intercultural competenceObjectives for schools linked to: quality Improvement Institutions and/or methods (incl. school development), research and innovation: develop a school policy plan on integrating ICT tools to the school curriculumdevelop strategies to improve the educational quality support and promote the use of digital technologies for learning and teachingcoach colleagues about fostering quality improvements of their teaching styleknow the differences and similarities among the educational systemsgain experience in an international learning environmentObjectives linked to Open Education and innovative practices in a digital era: -teachers and students will learn to use many digital tools and mobile apps in teaching/learning environment effectively-all the activities and the project results will be shared during the dissemination available for other schools and wider communityActivities and methodology:1)creating and teaching using digital tools2)teaching introducing CLIL lessons created on how to use the app on the Island of Vis and other topics3) involving students in active learning in an international group4) creating a google map with the directions to partners' cities and countries5)using web tools and mobile apps for educational purposes in creation of an interactive route with the help of the App Mathcitymaps, Compilation of different types of mathematical problems/challenges linked to the different `basis points´6) creating Learning Scenarios7)creating moodle platform courses 8)participating at LTTA's9)participating at workshops on e-safety, coding, robotics, augmented reality, 3D printing Project results: Learning Scenarios, the Island of Vis app and website on the island's archipelago, flora and fauna, a google map with the directions to partners' cities and countries and information about the location, an interactive route with the help of the App Mathcitymaps, Compilation of different types of mathematical problems/challenges linked to the different `basis points´(selected monuments),moodle courses on the project activities and results, e-safety postersEnvisaged impact: best practices and shared experiences, introduced teaching using web tool, apps, CLIL, moodle, improved knowledge on using digital tools efficiently in teaching environments, developed creativity, a higher level of English, acquired strategies to improve educational quality, enhanced cultural awareness and intercultural competence, ICT integrated into school's curriculum, developed communication skills, increased motivation for learningThe potential long term benefits: integration of the project results into the partner schools' curriculum, activities at LTTA's to be integrated into teaching of: ICT, English, Maths, Art, Biology.

This project establishes an orientation towards inclusive education, broadening its scope to the context of migrants, minorities and refugees. It was part of the Erasmus + cycle, which started in 2017 and ended in 2020 with the reference K201-PT01-035788. Six countries participated in its elaboration: Turkey, the Republic of Macedonia, Germany, Portugal, Italy and Romania. Countries that had and have in their educational base, a repertoire of contacts, knowledge and experiences with migrants, minorities and refugees. The coordination of the project was done by Portugal, through the Agrupamento de Escolas de Moure e Ribeira do Neiva, located in Vila Verde, district of Braga. In its essence, the project sought to address the importance of an inclusive approach, seeing it as one of the dimensions of the universal project of the homo gender gender in a latossensus sense, through Art, considering it as essential for its survival and sustainability.

The teachers of the schools involved in the project noticed that the number of students with difficulties is rising because of learning and behaviour problems. Moreover, disparities are growing and there is a need for adapted teaching and greater involvement of students in their learning process. Our priorities are 1. Supporting schools to tackle early school leaving (ESL) and disadvantage 2. Promoting the acquisition of skills and competences 3. Improving health and wellbeing. Our purpose clearly focused on student success. Six themes were developed during three years. They focused on specific abilities and were prepared beforehand both in each school and in coordination between the four schools to be ready for the short-term exchanges. These students meetings allowed to share our work and enrich it at others’ contact. Our project targeted 500 people: a minimum of four to five classes in each school were impacted. Plus teachers, parents, school authorities, theater specialists, local authorities, firms, nutrition professionals, nurses, local associations and local newspapers. Our aim being the raising of academic standards, students involved will be those who have the most difficulties. The mobilities during the short term exchanges were even increased by at least 50% even with the lockdown due to Covid-19 which prevented the last meeting in France. After evaluating the needs of our students in each school, the teachers teams involved in the project implemented activities. We used ICT to film experiences in science, language or vocational activities. We also used physical education to enhance their autonomy and self-confidence, to strengthen social cohesion. The practice of drama, games, dance and music allowed the practice of basic skills (reading, writing, mathematics and science). The European dimension of our project benefited from the practice of foreign languages when sharing activities on eTwiining and our blog and during the students’ mobilities. Our activities consisted in :Get to know each otherForeign language activities shared before students meet : theatre, creative writing of personal stories of students..., Historical and cultural knowledge of partners. During the short-term exchange: ice-breaking activities, special-needs students presenting our region and habits, languages games, exhibition of tourist guides and books made by students, theatre acitivities among mixed-languages groups, teaching of body percussions, badmindton competition. Olympiad and Eurovision Sports and music activities in order to think about solidarity and rules for a better life togetherDuring the short-term exchange: Olympiad (Sports related activities between transnational teams)Eurovision (songs and choreographies)Award ceremony (Assessment by students’ and parents’ votes) My future jobOrganizing a jobs forum and training to find a jobDuring the short-term exchange: jobs forum. Take care of oneselfActivities to warn about health risk in everyday life and at work. Study of emergency situations and first aid gesturesDuring the short-term exchange: Making of a warning campaign Maths and sciences in everyday lifeMathematics and science experimentations linked to everyday lifeDuring the short-term exchange: Maths and science competition Grand Final : was cancelled because of Covid-19making of a method book with the best of all our activities : was made with virtual meetings Students always remained at the centre of their learning process being personally involved in each activity. The process was reviewed and evaluated regularly using data from multiple assessments – self-assessment, formative and summative assessment. Teachers were committed to a regular schedule to align their decisions and actions toward continuous improvement to achieve the project’s purpose making our transnational project meeting a necessity. Goals :-Give students more confidence in educative systems in order to succeed at school and in their future life. Goal reached = 10 students applied to European mobilities in France.-Improve measurably our pedagogic methods for the students’ benefits. Goal reached = writing of a method book with our successful achievements. -Measurement of students’ progress. Goal reached = assesments were conducted at the end of each meeting.-Disseminating our experience : activities were highlighted thanks to a display on our website and in each school to a larger audience. Goal reached.-Sustainability of the project : Thanks to our website, our webmagazine and E-Twinning, our project will sustain with as many schools as possible. Effective experimentations implemented will be usable to a larger number of educative teams since we shared them all. We added a transnational meeting in Barcelona in November 2019 as we were advised

As described in detail in the EU's 2020 and 2030 long-term strategy, environmental and climate change is directly related to the quality of life of people. Climate sustainability is important for future generations to be able to use and benefit from natural resources. All countries should pay special attention to the five sectors based on Green and Renewable economies in the field of environmental literacy.These include: renewable energy, sustainable transport, green construction, sustainable tourism, energy efficiency and management, etc. It is very important for our country and our world to raise conservationist entrepreneurs for these sectors.The EU's 2030 strategy is a binding legislative framework to ensure that it achieves climate and energy targets. The EU's progress towards a low-carbon economy and the fulfilment of commitments under the Paris Agreement will only be achieved through green growth and conservationist generations.Many schools have participated in our Etwinning project on Environment and climate. Our goal with eTwinning Partners is to raise conservationist generations in our schools and regions and to raise awareness of climate-environmental literacy.According to the results of the survey, the most important problem with regard to Environment and climate is the lack of awareness of the new generation and the conservationist entrepreneurship knowledge and vision. Some survey results https://twinspace.etwinning.net/79246/home shared with our partners.Efforts to prevent environmental problems before they occur will only be carried out by the raising of conservationist generations and environmental literacy.” Environmental education is a systematic and lifelong process in school. This process is very important for a habitable world. Purposes;For students;1- Increasing the capacity of students in environmental literacy,2- By developing strategies with the green economy sectors about employment opportunities make them to become entrepreneurs. 3-To create opportunities for students to acquire and use integrated basic, digital, language skills in the process of self development.4-Strengthening critical thinking and creativityFor teachers1-Learning the knowledge, strategies related to the project and experiencing2-EU awareness, cultural interaction3-Improving language skills and entrepreneurshipFor Schools1-Improve the educational outcomes of young people at risk of failure due to lack of skills, trust and commitment2-To adopt best practices in order to make the conservationist perspective more effective in schools3-Becoming a model school on the topic; climate and environment4-Transnational cooperationOur project includes 5 schools from 5 different countries as well as our eTwinning partners. All teachers in our schools and all students in the age range of 14-19 are candidates for participation. Our project consists of 2 LTT for teachers and 5 LTT for students and 1 transnational meeting. First of all, we will hold a transnational meeting in Turkey, and we will update our knowledge on efficient use of the budget, management and implementation of the project, dissemination and sustainability.Methodology- In all schools, project teams will be established. in the host schools, expert staff guided demonstration, workshop, activity, note-keeping, solution-oriented workshop, observation, question-answer methods will be used.In dissemination process, partners will be in contact with whatsapp grub and all participants will be responsible for dissemination. We will invite local media, local administrators, families, regional schools and other stakeholders to participate in the project activities. Also by establishing social networking sites like eTwinning, face, Youtube, Twitter, www.thinkgreenforworld.org , we will make available the results and activities of our project to all partners and all stakeholders related to the projectAs a resultEnvironmental degradation endangers the future of people. Conservationist entrepreneurship is one of the factors that will contribute to stopping environmental degradation. Conservationist entrepreneurship has the potential to become a catalyst for positive change in both economic and environmental areas.The effects and long term benefits;The project will have an impact on the development of innovative learning environments such as the development of skills such as ICT and multilingualism, the adoption of environmental literacy and conservationist initiative, the democracy of EU citizenship, the awareness of business disciplines and the development of key competencies for the project.Energy security and green economic growth, one of the targets of the EU 2020’s and 2030’s strategy, will only be possible with conservationist entrepreneur generations. Our project will contribute to Europe to be competitive in green energy