<< Objectives >>With this project, it is aimed to minimize the undesirable behaviors originating from social media, which can negatively affect the learning environment in schools and all other education-teaching processes; It has been tried to implement a new understanding that balances knowledge and skills, takes into account the students' own lives and individual differences, contributes to the awareness of the environment in which they live, and allows healthy interaction with their environment.<< Implementation >>The planned activities are based on student-centred activities, workshops, lectures, cultural excursions, study visits and seminars.The partners built on their strengths and experience to design 5-day courses for our students. including cultural elements. All activities help to achieve the objectives set of the project.After completing the activities there will be a great improvement in our students' self-awareness. They will be able to manage their social media use in positive ways.<< Results >>As a result of this project, children between the ages of 12 and 15 will learn to use social media and the internet effectively and adequately, and it will be ensured that they approach the social media tools they use or the mass media they watch, listen and read in a more questioning way. Seminars on the use of social media in schools will be held and awareness will be raised.With this partnership, institutions will try to reach international standards and learn from their differences.

"""A magical dream:Animal assisted therapy for disabled students"" project has been carry out in the coordination of Croatia,and in partnership of schools from Turkey,Hungary,North Macedonia and Italy.Project duration was 24 months.In our schools,we have some students with whom are difficulty to handle (eg the ones who need special training,have behavioral disorder and are in difficulty with learning,have hyperactivity and concentration disorder and whose academic success is low).Some animal assisted education methods have been developed to minimize these students' problems by the partner schools.Our aims was to share experience,knowledge,methodology and the best practices in EU level by the way of pulling together with foundings in different countries,to develop occupational talents of different teachers,to compare animal assisted education practices in the schools of project partners and also to share different solution methods and to spread out the best practices.Our targets was:developing the sense of dependence and assuming responsibility of disadvantaged students,to cause them to perceive human-animal bond,to teach responsible pet proprietorship,to increase their concentration,to decrease their worries,to solve their problems about learning,to produce more effective and lasting solutions in order to decrease their bad behaviours;to give students a hand in order to get rid of the troubles that impact their psychology badly,to make them individuals who have an active role in society by developing their knowledge,ability and talent,to spread out the results in EU level by introducing new ideas to the foundings,to explore and describe best practices in education,to prepare a guide of animal assisted education practices and to make other schools use these practices,to develop an awareness in order to generalize animal assisted education practices,to develop the occupational experience and talent of our teachers in animal-aided therapy and practices.From each school,4 or more teachers attended learning-teaching activities in each country.Attendants was teachers and other professionals open for innovation and development,have skills of communication in english and of ICT usage,have students need special training and who want to share their experience with their collegues.The project activities in schools was:sharing good animal-assisted practices in the class setting,seminars of animal-assisted education,therapy practices with the support of experts using horses,cats or dogs,adopting animal,writing short animal stories,child-animal safety and animal care,ect.We used methods such as cooperation, team work, sharing good practices and experiences,campaign and surveys.The students who have any kind of special needs developed themselves in motor and physical skills by the help of the interaction of human-animal.Their talents of having responsibility, solving problems, communication and being social was improved and their anxiety was decreased, their literacy skills and academic success was increase.Teachers increased their skill of coping with problematic students, they gained knowledge and skills in animal assisted education through LTT activities and observing of god practice in different countries, gained professional experience from experts and shared they own experience with their collegues in local and EU level.All schools improved their own teaching approaches and delivering informal lessons through pet therapy; also teachers adopted more practical,fun,active and high quality experiences to allow children to learn, explore and develop social concepts and skills.Teachers also shared good practice and explored new approaches and teaching styles.The students learned how to be responsible pet ownership,gained knowledge about animals,increased self-esteem, their motor and physical skills also developed by the help of human-animal interaction,their literacy skills and related academic and behavioural skills improved,their social,motor and physical skills developed by the help of human-animal interaction.The teachers developed their ability to cope with the students who need special training or who are low in academic performance.Teachers also shared and developed their experience about animal-assisted education,developed their professionalism by the help of cooperation,shared experience in different platforms at national and EU level.Families was included in project activities which increased quality of cooperation between school and parents and effect positively on students.Through project we developed animal assisted guideline,booklet with examples of god practice and project results,e-book about animal care and animal handling and e-book with animal stories and social stories with animals.All of them are available on web page of project and educational platforms for free.Knowledge and experience that participants,students and teachers,have gained will impress their performance in future positively."

"Considering the changing of young people learning process, their difficulties in attention and concentration, low motivation, diversity in the classrooms which grow more and more multicultural, the partners, who had previously collaborated in other project either Comenius or e-Twinning, exchanging experiences and also comparing the results of national system for self evaluation, noticed that they shared the same educational needs:- fight passivity towards learning and knowledge- improve European citizenship- recognize the value of other cultures- promote inclusion - enable success for all students- improve students skills and competences- enhance teachers professional development The project: ""ACcelerating Creativity: Exploring and Practising Tools in Image editiNG"", acronym ""ACCEPTING"" was the response to their shared educational needs and the opportunity to evolve the Educational needs into educational goals.The project was based on young people natural abilities to communicate through images especially photos and videos.The project promoted a more student-centred learning approach by exploting this point of strength of youth as the starting point for an educational path that led them to explore, experience and acquire some jobs techniques. The project also hightened creativity in educational process proposing an interdisciplinary approach to learning, as students were asked to research new and more original uses of images to communicate on different subjects. The images were created, manipulated by using ICT tools, they had to asses the viability of their work, show their outcomes to teachers and other students and other audiences. The project, explored the language of images, in which young people are very sensitive and that with its immediacy exceeds the limits of language, diversity and disability, promoting more inclusive methodologies, and enhancing participation and learning performace of disadvantaged learners, reducing disparities in learning outcomes. Diversity was the basis for gaining experience of this way of communicate.The project achieved the following objectives:- promoted foreign language learning- increased the use of Information and Communication Technologies- helped children to express themselves and their ideas- developed critical thinking-.combated discrimanation and bullying- experienced enterpreneurship by being manager of their own creation- created innovative, exciting and motivating learning opportunities- evolved and evaluated methods of teaching- shared and improved teaching skills- created a schools network for the exchange of good practices - prevented early school leavingThe project produced the following project Results:- Project Logo- Photo Exhibition: phots of school enviroments and neighborhoods- Video Tutorial: Halloween Crafts- Newspaper: aticles about recent school events, national sport event, culture, word games- Travel Agency: advertisment of a three days tour in partners countries- Project Website- Project Blog- Journal of Good practices exchange: padlet- e-Twinning projectThe project was addressed to pupils of primary and secondary schools from 5 to 12 years old. All pupils were involved in the project as diversity is the field where the objectives of the project have been pursed.The project also addressed to teachers: primary school teachers, secondary school teachers and kindergarten teachers.Teachers of different school subjects with competences in ICT, English language, Media Literacy, Photo and Video editing.The project attained impact on:- school communities and local stakeholders which need to widen interest in school activities and be sensitized about educational needs of young people.- families who need to approach growing multiculturalism in our urban areas and widen knowledge about new generation educational needs and school strategies.- teachers who need to strenghten their professional profiles"

Many scientists prospect of our near future is alarming. In 2050, we live well, within the planet’s ecological limits. Our prosperity and healthy environment stem from an innovative, circular economy where nothing is wasted and where natural resources are managed sustainably, and biodiversity is protected, valued and restored in ways that enhance our society’s resilience. Our low-carbon growth has long been decoupled from resource use, setting the pace for a safe and sustainable global society. That means there are approximately eight billion seven hundred species on Earth but unfortunately hominid line is the most serious threat risk among those creatures for our planet. With the globalization; our planet is faced with destruction as a result of not only materialist politics of the countries but also insensible attitudes of people against to nature. Nowadays, as the technology and industry develops, problems of the environment increase and natural sources will be run out limitlessly. Concordantly, some species are extinct and some have faced with danger of extinction, as well. We may be “late”, but teaching our future generations how to protect the world, must be our privileged response. The aims of the project with this project was to increase our student’s attention on science and ecology by developing their lifelong learning skills that will allow all of them to be critical and conscious about European challenges. Denmark was the coordinating country and Turkey, Hungary, Spain and Italy were the partner countries. Our target group were especially students who had little knowledge and lacked motivation in science aged 8/12. We did project activities both in our own schools and partner schools’ workshops, performance halls, classrooms and nature according to 24 months’ calendar. Students experienced creative workshop activities, had their awareness raised, learning how to protect the ecological balance, created fashion shows with the collaboration and participate to nature activities with their peers. Students also designed and built prototypes of green houses and smart life areas. With these activities, the students’ developed foreign language communication skills, tolerance towards other nationalities, discovered the spirit of collaboration, and improved and their awareness of cultural similarities and diversities. It was a great opportunity for our school, communities, students and teachers to do international activities. Our teachers were proud to see how students showed sensible and creative ideas on ecology and science. It was excitin to observe different teaching methods in different countries and share their opinions with their colleagues. The joint international work enabled teachers to understand one another's educational systems, and adopted well tried methods to increase the efficiency and fairness of education in childhood, experienced other cultures and got to know one another as individuals rather than national stereotypes. This project also equipped students and teachers to challenge racism and xenophobia. Finally, it is with great pleasure to see the 17 SDG enter the worlds stage and educational systems around the world. Our project Future Green Generation began in 2017 and has led us straight into working with 17 SDG in 2019.

"ContextThe Erasmus + project “Eurotour - Engage, explore, evolve” was created for pupils aged 11 to 15 and was linked to tourism, the environment and culture. This project made it possible to deepen the school programs in transversal activities, such as art, history, geography, culture and cuisine. Sharing friendship and cooperation with their fellow students from other countries also gave our students the opportunity to understand culture, citizenship, develop their English skills, in the context of international education.The exchange of material through ICT tools (email, Facebook, publishing school websites, publishing project websites, creating calendars, games and videos) has been extremely relevant in this creative project and has developed social skills, self-confident teamwork and independent learning.Goals- Allow pupils and also teachers to acquire a better knowledge of new technologies through the project which made them discover and share the beauties and the European wealth as well as develop their responsibility and the sense of commitment and initiative.- Create a tourism business, develop their ability to communicate in a common foreign language (English) and use ICTs through Etwinning.- Develop European citizenship, knowledge and respect for other countries.- Investigate the tourist attractions of their own city, region, country, meet people working in the tourism industry and local communities, organize interviews, gather information on existing businesses. Develop skills in their mother tongue and also in English, as well as in ICT (Internet research, download their interviews).- Approach improving the transition between the different school subjects, in order to support each pupil and make them master their own ""life"" project.- Become aware of the need for qualified staff and develop the qualification of participating teachers.- Concrete approach to the world of work through the creation of their own company (create the name of the company, develop business ideas through brainstorming, surveys, reflect on the process of starting the company, identify the missions of their company, vision, customers advertising, promotion, company logo etc.)- Let the students prepare the project, discover the tourist diversity of the country in which they live, carry out activities, develop their creativity and autonomy, generate innovative ideas, explore, share and discover other countries through the businesses created by the students from other countries.Participant profilesThe students in charge of the creation of the travel agency, working as an extra-curricular club, were volunteers. With the aim of working with students with special needs (dropouts, refugees, in precarious situations or coming from socially disadvantaged backgrounds) it quickly became apparent that few students with this profile enrolled of their own free will in extra- school activities. We have therefore added activities to include these students: cooking workshops during school time, city visits organized by the students of the club for non-speaking students, support for RRE students (relay for student success) by teachers of the Erasmus project and work on the project within the framework of the RRE.Interventions in primary schools have also made it possible to involve classes of younger pupils through board games, created by pupils from the clubs, on the theme of tourism in the six partner countries.The teachers also organized letter exchanges in their classes in order to involve a greater number of pupils from each establishment in the project.Concerning the teachers, identified teams of teachers led the project on a daily basis in each establishment.Other teachers participated in it on an ad hoc basis (science workshops, creation of treasure hunts during meetings, workshops to create greeting cards in December, participation in Spirit Week, dance workshops, city tour by bike, participation in Europe Day ...)Regarding the other staff, the management teams got involved in the project and helped its dissemination, the agents helped to carry out certain projects (chefs helped for cuisine workshops, technical agents for the arrangement of travel agencies and various exhibitions , especially banners and photo exhibitions)."