Context:The Education and Training 2020 Strategy sets as objective regarding the need to improve the quality and efficiency of education and training, in particular for achieving the benchmark: fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science.Moreover, the project will also address the need to enhance knowledge of and about science as a precondition to prepare Europe’s population to be actively engaged and responsible citizens, creative and innovative, able to work collaboratively and fully aware of and conversant with the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015).On the other hand, the Agenda for improving and modernising education (2016) underlines the fact that ‘the quality of teaching and school leadership is crucial’ and that enabling teachers to cope with these challenging tasks, requires strategic investment in effective school leadership and a teaching profession that is based on excellent initial education, teamwork, and career-long professional development.Problems addressed:Based on PISA 2015 findings, the level of performance in STEAM subjects is rather heterogeneous in the Partner countries (in Bulgaria, Italy, Greece, Malta and Lithuania, the performance is below the average, while in Portugal is generally similar with the average). However, among the Partner countries, only PT registers good performance in science respect to the average level (OECD Education GPS, 2015). Moreover, most students who sat the PISA 2015 test expressed a broad interest in science topics and recognised the important role that science plays in their world; but only a few of them reported that they participate in science activities. In addition, one of the EC findings presented in the Report Strengthening teaching in Europe (2015) is that although Members States are taking measures to raise the quality of teaching by enhancing Initial Teacher Education programmes, teachers still declare they need more professional development linked to tailoring, diversifying, and innovating teaching practices.The consequences of delaying enhancements in the key areas above mentioned could lead to the incapacity of Member States and Europe as a whole to reach the 2020 targets related to education and training, digital skills, democracy and social inclusion. In addition, not addressing these challenges can conduct to two different negative results: a. failing to enhance Europe’s competitiveness at international level and b. failing to build a more sustainable and socially committed business environment.Project aim and objectives:The project aims at enhancing schools’ capacity to provide inclusive and efficient STEAM education to students with special educational needs in order to enrich their learning experience and employability opportunities in the Industry 5.0 world.In this regard, the project envisaged the following expected results:IO1 – Educational kit: this Kit will include practical learning tools (to be used online and/or in classroom) that teachers can use for teaching STEAM subjects to students with SEN in a more attractive manner. C1 – Learning Activity: the Educational Toolkit will be presented and teachers will be trained on practical utilization of the different tools. IO2 - STEAM for Robotics Laboratory: teachers who took part in the learning activity will organize local laboratories (in IT, MT, LT, PT) involving students with and without SEN for applying STEAM to robotics, using the educational kit. IO3 - Guidelines and recommendations: guidance and recommendations for ensuring inclusive learning environments in schools that facilitate STEAM education of students with SEN will be addressed to school managers.

This project is based on the study of climate and its characteristics, and on climate change and its effects. It is aimed at students aged 14 to 16 years old, about 200 pupils from 5 different countries will take part in it directly and up to 2000 students will be involved indirectly.Through the activities that we will develop, we want to achieve the following objectives:Promote a responsible environmental awareness among our students based on scientific facts. Increase skills in the management of ICT by our students. Foster learning and active use of English, and increase oral and written skills in both teachers and students. Implement new methodologies of teaching and learning in our schools. Increase knowledge of other cultures by the entire school community, and thus contribute to the establishment of international links and the construction of a more united Europe.As the main goal is to promote useful strategies and skills to improve general English, we assume this will have different impacts regarding the continuous learning throughout life. It will improve the quality of teaching contributing to foster teamwork among all the parts involved, reinforcing the language skills of the participants and, in conclusion updating our schools.To achieve all the objectives mentioned above we have created a consortium of 5 schools from 5 different countries, with different weather types. This is an enriching element of the project, for several reasons:The variety of climates translates into different biological and geological related features, what increases the value of the scientific results of the projectThe cultural diversity, which will serve to enhance the European dimension of our school communitiesLanguage diversity, which requires the use of English as a language of communicationThe partner schools have cooperated from the very beginning in the development of the project, creating a good team working environment that we expect to be kept in the future, after the conclusion of the project. We also hope this will help us to work together in further collaborations through different channels.The working methodology will be active and child-focused, following the principles of Problem Based Learning. It will consist of different tasks, such as Lab experiences, researching works, bibliographic collection, surveys, excursions to the natural environment to analyze different aspects, etc. With them we hope to respond to two different issues, divided each one into 5 sections:During the first year we will analyze the climate of each region and its characteristics regarding 5 topics: climate, vegetation, flora and fauna, soils and crops, culture and society. Each School will design specific activities for each topic, which will be worked jointly by all schools.During the second year we will analyze the climate change, again regarding 5 main aspects : causes, consequences, evidence, official policies and the role of NGOs in this field. In this case, each country will develop just one of these aspects.Three types of mobility or meetings have been scheduled, in order to facilitate the coordination, dissemination, collaborative work and sharing the results:Two transnational meetings for teachers on the whole, one at the beginning of each year of the project to carry out coordination duties/tasks and assignment distribution.Two visits with students. We have scheduled one each year, so students could work together and share experiences and results. In these visits there will be five students from each school, on behalf of the colleagues who have worked in the projectRegular virtual meetings, through different media, for both teachers and students. All the people involved in the project will take part in order to perform joint tasks, assess the development of the project and the quality of processed products and promote the establishment of personal links and the active use of English. The task of evaluation will involve teachers, students, and even external agents (parents, for example)All the developed products, the lesson plans, learning diaries, shared experiences, etc… will be available to all teachers of the participating schools. They will also be published through the web pages, the own communication channels from each country and the available teaching platforms (such as the European Shared Treasure)In the long term, we hope this project will be useful to: -promote long-lasting cooperation relationships between the Schools. -Improve the communication skills among people involved in the project. -Improve their ICT skills. -Use new teaching methodologies in our schools.

The CULT-TIPS project aims to improve an efficient learning relationship between teachers and primary school pupils using computational methods tools with the specific objective of teaching cultural heritage. The main purpose is to help teachers understanding the importance of computational thinking and digital tools as effective and innovative teaching methods applicable to all subjects.Computational thinking is the basis for programming and coding activities, but it also helps developing logical and problem-solving skills in a creative and efficient manner, all very important abilities in nowadays. We live in an interconnected and technology-driven world where the ability to use computational thinking and develop digital skills matter more than ever. Technology however is not the core of the project, the main goal is to introduce all primary school teachers to computational methods allowing pupils to practice problem-solving skills and activities not only in STEM classes but also in humanities. The project will support and guide teachers to make the shift from traditional teaching approaches to a 21st century learning environment, ensuring that they will also be confident to use available online European cultural heritage resources to build educational units.This participatory approach to cultural heritage fosters intercultural dialogue between teachers and pupils from a young age. Cultural heritage has a universal value for individuals, communities and societies that is important to preserve and pass on to future generations. It also has a big role to play in building the future of Europe. Hence it is important to educate our upcoming generation at an early stage. Furthermore, the project will focus on encouraging pupils’ creativity through cultural and artistic activities, engaging them in the discovery of their country’s cultural heritage.Hence the project aims:- to improve teachers’ knowledge of computational thinking methods- to introduce these methods in teaching humanities (art, art history and cultural heritage education in particular)- to provide teachers with tools and guidelines to support teaching activities with increasingly interactive, experimental and participatory learning experiences (using online resources, developing digital games, experimenting digital story-telling).- strengthening the teaching impact of primary schools by using innovative and interactive teaching methods and approaches.- to provide high quality instruments and tools for cultural heritage education- to encourage teachers to raise awareness and curiosity among pupils from an early age.These goals can be carried out only with a transnational dimension, as the full development of project methodology and outputs are based on the different national situations and cultures. Moreover, the transnationality of the actions will better address the need for a culture of broader digital knowledge in the EU.

"Our European society needs innovative and better school education in Science, Technology, Engineering and Mathematics (STEM) as key sectors for our future life, work and society. Therefore, the European Alliance Learn STEM was established to focus their interrelation and integration in cross-disciplinary and reflective STEM education and pedagogical methodologies. Main goal of Learn STEM is to improve the quality and efficiency of STEM learning in secondary schools.Consequently, Learn STEM is increasing the pupils' interest in STEM and building STEM competences. Therefore, Learn STEM designs and provides pedagogical methods and tools for secondary schools to explore and solve real life questions. Learn STEM supports and contributes to the key objective of the European Education and Training 2020 Strategy (ET 2020) that fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science. Moreover, the Learn STEM project also addresses the need to enhance knowledge of and about science as a precondition to prepare Europe’s population to be actively engaged, responsible citizens as well as conversant with the complex challenges facing society.Thus, Learn STEM is strengthening secondary schools' capacity to develop skills in subjects such as science, technology, engineering and mathematics through innovative and interactive pedagogical methods and approaches. Therefore, Learn STEM designs and provides practical instruments and online tools for secondary schools and their teachers and pupils to explore and solve real life questions.Under the leadership of the coordinator Dr. Christian M. Stracke from the Open University of the Netherlands, Learn STEM brings together nine Partners from six European countries. They are collaborating for innovative STEM education and have developed the Learn STEM Pedagogical Model, the Inquiry learning package, a teacher training programme and an online course. These instruments are tested, evaluated and continuously improved in close cooperation with hundreds of STEM experts and school teachers In Europe and beyond.The research and development activities of Learn STEM started with mixed methods research combining quantitative and qualitative methodologies. It combined as fundamental basis a literature review, an online survey and interviews. 217 teachers, 24 headmasters and 345 pupils took part in the online survey providing valuable insights about the needs for future STEM learning and education.Based on the analysis of the research results, the Learn STEM Pedagogical Model was developed and improved in iterative cycles in close collaboration and discussions with hundreds of school teachers and headmasters. That was leading to 35 interim versions before the final version of the Learn STEM Pedagogical Model was published online and presented to all school teachers in Europe with overwhelming and encouraging feedback.The teacher training programme and the online course are the other two main results of Learn STEM: They received extremely positive responses and more than 600 teachers and interested stakeholder registered and participated in the online course on ""Pedagogical innovations for STEM education"". The number of participants in the national workshops and the final conference of Learn STEM as well as the number of persons benefitting from Learn STEM were exceeding the expectations by far: Learn STEM could welcome more than 1,000 participants in the national workshops and final conference (expected: 145) and more than 10,000 stakeholders (expected: 1,800) were and are still benefitting from the Learn STEM activities and results. Learn STEM was selected and invited to many regional, national, European and international conferences and events including teacher training workshops by school authorities. Furthermore, Learn STEM could spread the Learn STEM activities and results in open and peer-reviewed scientific publications as well as in leading European educational newsletters (with more than 30,000 subscribers). Finally, Learn STEM collaborates in the online course, online conference and in dissemination with the leading European STEM initiatives including Scientifix of the European SchoolNet and Go-Lab as well as leading educational associations including the oldest and largest International Council for Open and Distance Education (ICDE): Together with all collaboration partners, Learn STEM promotes and supports the pedagogical innovation and improvement of STEM education in Europe and beyond.Thus, it can be summarised that Learn STEM has already achieved huge impact in the short term. And it is expected that Learn STEM will also gain sustainable long-term impact due to the recognition and appreciation of the Learn STEM results and instruments by the school teachers and headmasters as well as by the local, regional and national school authorities.All Learn STEM results are openly and freely available online: http://www.Learn-STEM.org"

<< Objectives >>The project empowers digital literacy skills in participants by providing knowledge and opportunities to use digital technologies responsibly and effectively. We aim to increase participants’ digital readiness, resilience, and capacity through skills development, real-world applications, and exposure to ICT tools. We also provide professional development for teachers to integrate technology in teaching. Additionally, we aim to educate participants on cybercrime risks and ethical technology use.<< Implementation >>During the project period, a total of four mobilities are planned, once in each partner country. One of the mobilities (in Turkiye) is only for teachers, educators, and youth leaders. The remaining mobilities will be carried out with the participation of students from the partner schools along with teachers and participants from partner NGO. To have a broader impact, a virtual mobility will be organized on an online platform with more students. Dissemination activities will also be planned.<< Results >>The project aims to achieve improved digital skills, increased digital readiness, enhanced intercultural understanding, improved digital safety, and better quality education through technology integration. Teachers will also demonstrate increased digital competences through integrated technology in teaching. As outcomes, we will produce digital resources, training materials to promote digital literacy skills as well as brochures, posters, websites and social media accounts for disseminations.