"The attractive title of the project, starting as a story ""Once upon a time ..."", but emphasizing ""THE SEA"", has become a common denominator for partner schools, located in areas near the Mediterranean Sea, the Black Sea, or the Atlantic Ocean that faces pollution problems. For three years, the marine environment has become a huge learning laboratory for students who have been involved in various activities, all with the main purpose of forming responsible ecological and civic behavior.The project proved to be interesting and attractive due to the activities included in the implementation plan, which stimulated the motivation to explore the sea and its natural attributes from a cultural-artistic perspective. The essence of the project participants' perception about the role they can play in protecting the marine environment emerges from the script of the play entitled ""Traveling with Ulysses"", performed by students from all partner schools, during virtual LTT activities, organized by the school partner from Italy.Digital communication tools have allowed the use of innovative teaching methods that have helped teachers and students to approach the topic of the project, exchanging information in English or their mother tongue, thus stimulating language learning.A lot of students and teachers were involved in the project activities, promoting differentiated learning styles in teaching activities to support students in awareness of the problems facing the marine environment and areas coastal. The proposed activities proved to be very attractive due to their variety: video conferences, transnational seminars, online symposia on various thematic topics (main ports, maritime transport, water sports, biodiversity of marine ecosystems), SEART exhibitions: drawings, paintings, graphics, and mural painting, photography; various art and literary competitions (Sea Poems, The Sea in stories and legends), making decorations using natural marine materials, outdoor activities and greening actions; Sea Cross, Marine Life Carnival, creating of educational games.In the curricular activities complementary to the project theme, innovative methods specific to the students' age were used to stimulate their motivation, creativity, and involvement: task-oriented exercises, discovery, case study, role play, projects, individual and group activities. At the same time, the project brought changes to the curriculum by creating curricula and conducting optional courses (""Children and the Sea"" and ""The Sea from legend to art"").In the process of evaluating the project implementation stage, the degree of completion of the final products, or obtaining feedback on the impact of the product, various tools were used: dialogue, interview, completed online questionnaires, observation or evaluation sheets, reports. All this helped the project teams from the partner schools to establish remedial actions for any dysfunction that occurred during the implementation period.The promotion and dissemination of relevant aspects and results were carried out at the level of partner schools on the occasion of regular meetings of teachers, parents, and students, at the local, regional, or national level, through articles in print, online, news, and TV shows, organization or participation of members project team at various events where leaflets, project information brochures or other promotional materials were distributed to participants.The activities and results of the project were posted in the online spaces dedicated to the project and can be accessed free of charge and unlimited by those interested. All materials created as a result of the project can be considered real educational resources, which can enrich and diversify the range of school teaching materials: a methodological guide for learning activities with students, mini-dictionary and mini-atlas on marine biodiversity, brochures with recipes based on fish and seafood, literary creations of students (poems, stories, legends), educational games, thematic multimedia presentations.We mention that the participants in the LTT activities had the opportunity to get acquainted with various educational systems, to know the cultures of other European peoples, and to contribute to the promotion of the image of the schools of origin at the European level.Also, the entire experience gained will be used for the implementation of other European projects, at a local or regional level. All partners believe that this project and the joint efforts of all parties have contributed to the formation of appropriate behavior for environmental protection, being one of the most important educational factors for the young generation, which will never be forced to say: THE SEA? It was ONCE UPON A TIME..."

"Our project, “We little XXI century explorers, ready to map and code out territory”, in partnership with Croatia, Poland, Lithuania, and Italy as coordinator, has had as main target children ranging from 3 to 14 years of age. The project has focused on two main fields, seemingly unconnected one to the other, but becoming, afterwards, complementary: -the exploring of known and unknown locations and monuments of our territory, ( to develop in our children a major awareness of their surroundings); -and the study of the new computational technique of ""coding”. Thus, our pupils have become “little explorers”, searching locations, monuments or objects, reconsidered by them for their important past, and learning, by research work and interviews to elder people living in the territory, all the historical and artistic value concerning them. This part of our project work has aroused, in a significant way, the awareness of our local surroundings. Then, like little geographers, they have traced ancient and current trails or paths leading to them and, using ""coding"", they have produced paper and virtual coded maps to share. They have also represented these coded paths and the storytelling of their local sites and monuments, producing many Scratch projects, bettering logical and ICT skills. All this work has been brought forward by the children, using our community language, which is English, thus developing foreign language skills in a meaningful way. The results we’ve obtained in all our partner schools have been amazing; what we initially thought to be ambitious (coding), has aroused interest and involvement in all our project participants (children and adults), and also in people outside the project, like teachers in other schools in our territory. With teaching “coding” to our children, they have learnt to face and cope with problem situations, understanding that they need to be faced gradually and in order of logical succession; algorithms have been very useful in conveying this type of computational thinking; our children have learnt to approach problem situations by reason, by assuming step by step solutions and acquiring knowledge “using their own mind” (coding)."

This project fills in the gaps left by current educational systems and is a response to rapid technological advancement. As we care about the balanced and steady growth of our students, we want to protect our children against the damaging effects of digitization. The project favors the natural interests of digital natives and aims to effectively apply them in learning, self-esteem and awareness, and cybersecurity.Technology is shaping every aspect of our life: at home, at work, and in the community. Basic digital literacy is now key to access everyday public services. It is no longer enough to be able to just read and write. It has become crucial to be digitally literate, too. That is why we decided to focus on digital literacy in an increasingly digital dimension. Although modern technologies have greatly improved our lives in many areas including education, it is still taught very little about the threats related to the use of mobile devices and social media. The truth is, while younger generations are being labeled as digital natives when it comes to safety, they are often no more literate than their parents. In the E-twinning project which was the initial phase of Erasmus + partnership we confirmed that in the technological world, there are more factors which cause a lack of communication and interpersonal relationship among children and their parents. The social media paradox, however, is that they seemingly bring us closer to those who are far away, but in reality, they distract us from those who are close. The project is aimed at eliminating risk factors, which cause this addiction problem among children.Various educative measures are taken during the actions and the needs of each of the partner school communities are defined. All six partners' Primary Schools put into action joint preventive measures and they share remarks after the implementation of the measures. The result of the partners’ actions is forming an appropriate system of social norms and moral standards among children, deepening and understanding of the problem by teachers and parents as well as the organization of attractive forms of spending free time by children and parents. The activities included in this project will help us make a program and attain the following objectives:1.To develop students’ basic skills and key competencies with emphasis on literacy skills - with the focus on the use of digital and online media. To communicate, conceive, find, and evaluate relevant information.2.To show and teach positive, effective, innovative ways of using new technologies in education and life. (LTTAS)3.To promote the responsible use of modern technologies in everyday life. (campaigns)4.To co-create of school programs for the prevention of e-addiction.5.To create conditions and fashion in the school environment for active spending breaks. (traditional games, national breaks)6.To strengthen relationships in the families. (virtual mobility on e-twinning, hosting foreign students, questionnaires, the guide for parents, seminars for parents, family contests and picnics).7.To strengthen positive children's self-esteem. (school play, talent day, workshops).8.To strengthen the cooperation among institutions at the EU level to contribute to the development of the educational system in partners' schools. (5 LTTA, 3 teacher training sessions, observations, comparison of different educational systems, adopting new solutions in own schools, the guide for teachers).During the partnership, the following products will be developed: boardgame, website, comic book, a guide for teachers and parents, traditional games brochure with video.Students will acquire digital competences, will be aware of the most important threats from net, will able to recognize the first signs of addiction to digital media,develop healthy habits related to e-hygiene, build own high self-esteem and appreciate good family relationships.Discussions on innovative teaching methods will allow teachers to experience new pathways in the future for more effective teaching.We will design a bank of resources, a toolkit of activities, worksheets, evaluation forms, a list of ICT tools and tutorials that can be used after the project is completed as a source of inspiration or readymade tools to implement the activities with other students. Schools will use a new preventive e -addiction school program.In summary, this project develops digital literacy skills to meet educational and labor demands but also teaches about the dangers of the network and how to avoid them. It also indicates the importance of close family relationships and building children's self-esteem that they don't lose themselves in the virtual dimension.

<< Objectives >>This project is addressed to students from partner schools, between the ages of 7 and 15, who present the greatest risk in the educational field, who are socially and culturally disadvantaged, with learning difficulties. The partner schools aim to find together and promote inclusive teaching strategies designed to improve learning outcomes, reduce discomfort, develop the skills of each student, apply the concept of social equity, combat absenteeism, school dropout, and stereotypes of any kind.<< Implementation >>The planned activities will focus primarily on addressing educational issues regarding school inclusion, health, and well-being, conducting interdisciplinary, interactive lessons, participating in hands-on activities, and cultural and sports events. The various topics of the proposed activities will represent personal development opportunities for project participants. The different spaces in which the project activities will be carried out become open spaces of non-formal and informal learning.<< Results >>The implementation of the project in the partner schools will lead to the approach of new teaching methodologies and the creation of teaching materials that can become real educational resources. Based on the knowledge and experiences gained as a result of participating in activities, students will become more confident in their ability to think critically, initiative, search for solutions, teamwork. At the same time, they will improve their digital skills and communication in English.