The project is mainly focus on the characteristics of various European countries which have many similarities and differences.Cultural diversity is an essential condition of human society, brought about by cross-border migration, the claim of national and other minorities to a distinct cultural identity, the cultural effects of globalisation, the growing interdependence between all world regions and the advances of information.Cultural diversity is also an economic, social and political plus, which needs to be developed and adequately managed. On the other hand, increasing cultural diversity brings about new social and political challenges. Cultural diversity often triggers fear and rejection. Stereotyping, racism, xenophobia, intolerance, discrimination and violence can threaten peace and the very essence of local and national communities.Dialogue between cultures, the oldest and most fundamental mode of democratic conversation, is an antidote to rejection and violence. Its objective is to enable us to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging.In a general sense, the objective of intercultural dialogue is to learn to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging. Intercultural dialogue can also be a tool for the prevention and resolution of conflicts by enhancing the respect for human rights, democracy and the rule of law. More specifically, the following goals have been outlined:To share visions of the world, to understand and learn from those that do not see the world with the same perspective we do;To identify similarities and differences between different cultural traditions and perceptions;To achieve a consensus that disputes should not be resolved by violence;To help manage cultural diversity in a democratic manner, by making the necessary adjustments to all types of existing social and political arrangements;To bridge the divide between those who perceive diversity as a threat and those who view it as an enrichment;To share best practices particularly in the areas of intercultural dialogue, the democratic management of social diversity and the promotion of social cohesion;To promote cooperation between partner schools and so countries, contribute to the promotion of cultural heritage; approach with respect to national and regional diversity and at the same time bring the common cultural heritage to the fore.“Intercultural dialogue is an open and respectful exchange of views between individuals and groups belonging to different cultures that leads to a deeper understanding of the other's global perception.”The basic purpose of the project is to break the barriers between nations such as religious, linguistic, racial and cultural differences. The aims are to build a cultural support to the students, teachers and local community and to help them in crossing the barriers which are forced upon them by concepts such as different races, languages, and cultural values.Second aim of the project is to advance cooperation between partner countries and international institutions competent in the field of education and culture with respect to diversity of cultures and to develop synergy to encourage the ways of protecting the intangible and tangible cultural heritage.Third aim of the project is to train individuals, integrated to the cultural identity of our age at all, approaching with respect and understanding to different cultures, owing and recognizing cultural richness and diversity, seeing culture as area for creating not demanding resources, and believing in the necessity of creating economic and social sustainability.The action's overall objective is to contribute to implementing the Convention for the Safeguarding of the Common Cultural Heritage. The basics of this project fit with the general framework and principles of European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); objectives concerning recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.Our target group are teachers, students and their families. Our project has a strong focus on pupil participation. ERASMUS+ Programmes suppose intercultural dialogue, as partners from different countries and cultures are involved. Any discrimination, national or religious is excluded. This project will offer the occasion of a better acquaintance between countries, their residents, as well as the way of promotion of intercultural education against the racism and xenophobia.

<< Objectives >>The main objective of this project is to make students, teachers and the whole education community become conscious of the importance of sustainability in the present world and to keep it safe and healthy for the future. We want to live in a sustainable environment as part of a sustainable world focusing the attention on developing active European citizenship, improving English as a foreign language, as well as the skills in the new technologies.<< Implementation >>The main activities to be carried out will be the creation of an international group made of students and teachers from different countries working together by creating awareness campaigns on the topic of sustainability and climate change .<< Results >>We will use the latest new technologies and apps to create ebooks, digital brochures, flyers, podcasts, , blog posts, powerpoint presentations, videos, digital newspaper. Technologies , cooperative work and new learning methodologies will be introduced in the classroom daily life.

The school is changing quickly, so now it's necessary to re-analyze the classical theoretical models of approaches to learning and teaching, so as to be able to take advantage of the potential offered by new technologies.In STEM subjects (Science, Technology, Engineering and IT), and indeed many others, lectures are still a major component of most school courses. In particular, STEM subjects contain an abundance of principles and (seemingly) abstract concepts which students need to ‘know’ before being able to move on to more practical, authentic applications. There is often a perceived need (by both teacher and student) for the teacher to personally deliver this content.“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (FLIPPED LEARNING NETWORK, 2014).The “flipped” approach to teaching has become particularly attractive because of the availability of internet resources including audio and video on virtually any subject, frequently narrated by some of the world’s outstanding authorities. And the approach seems to have singular appeal to students in this electronic age where videos in particular have found a special place in the heart of the “Awesome Generation.” In the flipped classroom model, what is normally done in class and what is normally done as homework is switched or flipped. Instead of students listening to a lecture on, say, chemistry in class and then going home to work on a set of assigned problems, they read material and view videos on chemistry before coming to class and then engage in class in active learning using case studies, labs, games, simulations, or experiments. A guiding principle of the flipped classroom is that work typically done as homework (e.g., problem solving, essay writing) is better undertaken in class with the guidance of the instructor. Listening to lecture or watching videos is better accomplished at home. According to this context, the core idea of the project come from the results of an analysis of pupils' needs and the recognition of the fact that for many years the traditional teaching methodology transmission of knowledge has marked his time. This analysis has led to the highlighting of a pressing need for teachers to understand to intervene properly and allow the educational success of each student, at a time when technological innovations have greatly influenced the teaching part of school education.Since the main priority of the project is promoting the acquisition of skills and competences through innovative practices and methods, Teaching for the future aims to develop a joint trial among project partners of the “flipped learning” approach in higher education STEM disciplines. In fact, the main objectives of the project proposal are:- Promote an open and innovative teaching-learning process suitable for digital native generation. - Experience the flipped learning approach in STEM subjects.- Increase an open attitude towards teachers' professional growth and become aware of how it can positively influence the teaching-learning processes.- Facilitate the collaboration and sharing between teachers and promote the creation of working groups for self-training and production of teaching/learning materials.- Improve the quality of educational planning.- Foster meaningful teaching-learning processes focusing the attention on the students' real education needs.- Reduce abandoning school, failure and promote inclusion.- Share and exchange best practices and experiences concerning flipped learning approach in high education.According to these objectives the project will be carried out transnationally because it intends: to sustain and benefit of the successfull experiences developed at European level in the field of the flipped learning approach; to identify and define a specific operating model (including operational guide, eToolKit) to be disseminated at regional and transnational level through the Consortium; to define shared educational contents to be experimented with students of the schools involved and to be spread it to broader level.The project foresees direct beneficiaries and indirect beneficiaries. Direct ones are the school staff (school principals, teachers), educators, trainers and researchers. Indirect beneficiaries are students and young people of the territories concerned, as well as all the public and private stakeholders interested in innovative methods in school education.

"In the next ten years the style and way of working and personal life will change dramatically due to digitalization, necessity of sustainability and further development of artificial intelligence. Some skills and competences won’t change though. – Others will be replaced by new ones. The project ""Work 4.0 - Skills of the future"" is working on this change by improving the competences of the participating students for the Europe-wide labor market and their personal lifes. This includes issues as working and living in a foreign country, being able to cope with working in a transnational team, being able to tackle different cultural attitudes towards work and every day life and pay attention to technological change and sustainability. Especially the last point is a major topic of this project. The students will learn to continually check their competences with a personal portfolio and to ask themselves if a competence is still needed in their actual environment at the moment as well as if there are new competences to develop."

"In times of the Corona crisis with a total global shutdown, we ask ourselves what this means for our personal future and the economic system. On a personal level, for many people this has exposed our vulnerability. Yet, others suddenly have time to cook, to spend with their loved ones, to do sports, to perceive body and environment more consciously. They become more mindful. Our current economy is based on total consumption of resources and constant growth. But the crisis has shown that this global capitalist system has taken a hit and is also vulnerable.What is often forgotten is another vulnerable system: the environment.Therefore, our project wants to use the crisis as a chance to scrutinize our values. This crisis teaches us that we need to slow down in order to preserve Creation and that less is more. As a consequence, our project aims at SUFFICIENCY: a modest and adequate scale of living with a focus on sustainability and mindfulness.In previous projects, we have learned that it is not enough to focus on single, isolated aspects. However, as teachers we know how hard it is to adopt interdisciplinary approaches. An Italian initiative to introduce “Sustainability” as an independent subject seemed promising but was dumped. Being aware of the interconnections between1) physical & psychological well-being of the individual2) environmental protection3) consumerism, we take it into our own hands and develop a European Curriculum on Sustainability (ECS) to teach these interconnections. This is what makes ""Earthucation"" special: We aim at a holistic, interdisciplinary approach that makes our students stronger European citizens.The project covers the following objectives:1) to raise awareness of environmental & social issues & solutions2) to educate about sustainability, mindfulness & sufficiency & to relate European school curricula to these concepts3) to boost environmentally friendly habits to reduce our ecological footprint4) to create & try out new teaching methods that are relevant for today's studentsOur 6 schools from all over Europe create the ECS for students aged 13-18. They are the students who take part in our project, create and test interdisciplinary, student-focused and project-related approaches together with their teachers. Adopting a whole-school-approach, students & teachers start initiatives to make their schools more sustainable, mindful places that adopt principles of sufficiency.Each school adds a different topic to the partnership:DK: energy & transportGER: fashion & technologyGR: foodIT: waterLV: ecosystem servicesPL: mindfulnessParticipating students of each school are divided in different EuropeanFocusGroups (EFGs). For a better understanding of our project work, here is an example of the EFG on energy and transport: Each school has a local group that focuses on this topic. The local groups on energy and transport form one EFG. Each group collects relevant information (e.g. how they get to school) and presents it to the other schools’ groups online. Next, they calculate the ecological footprint of the journeys to their schools, compare and contrast, collect suggestions and take action to improve by cycling, using public transport or ride sharing. So we change things ourselves and exert pressure to implement change. Similar scenarios are planned for the other EFGs. Local project work goes hand in hand with exchange in the EFGs following from or leading up to LTTAs. There is also exchange between the different focus groups at each school after each LTTA and in quarterly meetings to carry out dissemination activities.All project work is focused on methods, materials&initiatives that enable students and teachers to compile our ECS and make schools more sustainable. This has the advantage that methods, materials and activities have been tested and approved by students & teachers themselves. It makes our ECS a student-centred, modularised curriculum to implement sustainability, sufficiency and mindfulness in the curricula of other European schools.Long-term benefits are:- pupils have competences to be mindful of their own health, the well-being of others & the environment & to act accordingly; to learn how to communicate in a currently unsustainable, polarised world; to raise awareness without pointing the finger at others, using intercultural competence- schools adopt long-lasting, interdisciplinary environmental initiatives within school life & within a European context; take action to promote environmental consciousness of the local community- the EU achieves a real Green Deal that creates the transformation we need, with new mindsets to decouple economic success from the exploitation of human&natural resourcesWhat do we expect from our European Union? The current crisis once again proves that we Europeans must work together more collaboratively. With our project we can lay the foundation of a trustful and responsible-minded European cooperation in the future."