"The main objective of EUROB+G has been to promote interest among girls in the New Technologies sector through robotics and in an inclusive way; that is, making boys and girls work together to learn to value each other's capacity in the sector. This is a fundamental sector in the society of the future but with minimal female presence, so women are excluded from it and almost 50% of the talent in this area is lost.We wanted to participate in breaking the digital gender gap.To achieve this, we have looked for motivating activities, choosing the cooperative work of building robots and a Smart City that the students involved in the project have worked on. The choice of building a Smart City has extended our project, as it has also led us to develop a decalogue of sustainability for the cities of the future.Communication has been maintained throughout the project and in international meetings, having improved the levels of achievement in Key Competences for lifelong learning, especially in STEM subjects and foreign languages. In addition, Spanish and Slovenian cultures have been brought together; given the cultural diversity between the partner countries, we consider it essential that our students have learned about the cultural and historical heritage of the other country, so cultural activities have been incorporated into the international meetings.EUROB+G has used ""An Active Methodology"". Using a change of roles with the figure of ""peer tutoring"" from the idea of ""learning by teaching"". Thus, students from 15 to 18 years old from Celje school, with extensive experience in robotics, have been mentors for Spanish students from 11 to 14 years old. In view of the need for female role models, girls and women have been present both among the teaching staff and among the pupils playing the role of ""mentors"".During the project, there has been regular communication between pupils in the two countries to coordinate their work in the workshops, using the eTwinning and other environments. The work that has been carried out in the project has been aimed at preparing the workshops for the planned international meetings, in which the students have completed their tasks working in teams made up of pupils from the two countries.The result has been a two-year teaching programme for lower secondary robotics workshops with activities that promote the idea of ""learning by teaching"".The documentation obtained is available on the project's blog, and can be used by any teacher or external organisation interested in this teaching-learning model. The expected impact on the digital and technological gender gap can be seen especially in the increase of female students who have voluntarily chosen the Computing and Robotics subject in the Spanish school. We consider that this impact has been greater in Spain due to the age of the students we have worked with and not due to the work of the Slovenian teaching staff who have been very involved. We believe that at the age of the Slovenian students, students have already discarded options while in Spain we have shown the world of robotics to students who are still open to choose this sector."

"""El patio de Babel"" has developed orality, pleasure and passion for languages in the four schools of the project through multiple creative and communicative activities. Our language classes have gradually become a ""patio"", rich in exchanges and encounters: language discovery workshops are organised, conversations between pupils (""los pares de Babel""), ""guests"" from different countries come to tell us about their life experience, artists collaborate with the pupils in the physical design of the ""patio""... because ""el patio de Babel"" is also a space in the school where pupils go to learn languages differently, where they will not be ""obliged"" to speak foreign languages, but will be ""eager"" to hear them and dare to speak them, without fear.By taking language learning out of the classroom, pupils were able to experience the real ""power"" of languages, to ""hear"" them often and above all to ""want"" to speak them in a spontaneous and natural way without the pressure of school constraints.This project transformed our language classes into a vibrant show in which a multiplicity of actors took part: first of all the pupils - the real protagonists of the project - , the teachers - who collaborated and developed their creativity - , the guests in our ""patios"" - people from other languages and cultures - , artists, singers... - , the schools - by welcoming the travellers, preparing and organising the activities during the mobilities - .The lively dynamics of our project have been adapted to the restrictive conditions of the health crisis: we became ""patio de Babel confinado"" in March 2020 by proposing to our students to stay in touch with creative activities and finally, following the impossibility of carrying out the mobility in March 2021, we transformed it into a virtual mobility.During the confinement we proposed to our students collaborative activities, sharing experiences: songs, testimonies, reproductions of famous paintings, time capsules, etc. We asked them to create a time capsule in the form of a photo mosaic to be found in 2021 to assess what they had experienced: did this crisis help them to grow up? How do they see themselves in a year's time?Each pupil was able to express his or her creativity and react to the proposals of the others by commenting on the productions, in order to feel part of a collective citizenship: the one we created with the ""patio of Babel"".Following the extension obtained in order to be able to carry out our last mobility project - the Babel Festival - we set off again in 2020-21 with new projects, aware that links were more necessary than ever in this difficult context of confinement - in our homes, in our borders - and of social distancing. We first created a padlet organised in different columns, so that the students could choose the type of articles they wanted to write. The categories proposed were very free: favourites, poems, free texts, people or actions that inspire us, positive news from the world, etc. The originality of this journal is that it is not thematic, it is open to the free expression of our pupils and the possibility to add comments on the padlet also allowed us to collect readers' opinions among the pupils participating in the project. We then made a selection of articles to produce the two issues of the newspaper which we distributed in our different schools and outside via the digital edition.A final challenge was to turn the mobility that will not take place into virtual mobility. We therefore drew up a programme of three half-days of meetings and festivities so that the pupils would have the impression of being together despite the distance. We have planned workshops to ""sing"" the languages of Belgium, a discovery of Esperanto, testimonies of multilingual pupils from 4 schools, a meeting with a storyteller and then the collaborative writing of a tale, the viewing of a film on the history of Belgium made by the pupils of the Human Sciences and Audiovisual options, a challenge to translate the titles of the films, a workshop on language gestures and, to finish, a collaborative fresco with Jamboard to share our emotions linked to virtual mobility.In a project where artistic expression was so important, ""an art gallery"" could not be missed: the students expressed what the project had brought them by choosing a painting and writing a title and a commentary."

DEMETER (Developing Enhanced MEthodology for Thematic Learning in Education using Real-world problem solving), is an Erasmus+ strategic partnership project for innovation, running for 30 months from September 2019,. The partnership consists of five Upper Secondary schools, the Wijkmanska gymnasiet (coordinator), Sweden, Elektrotehnicka i Ekonomska skola, Crotia, Lycée Saint-Exupery, France, Paul-Julius-Reuter Schule, Germany, and IES Mar de Alboran, Spain, supported by key associated partners. There will be six transnational project meetings intended to lead to a successful project with a closely knit partnership and good quality assurance. Together, the partner schools cover a variety of different approaches, curricula and experiences in education, all of which will contribute to the project and its results, as well as to the propagation and applicability of Thematic Learning within Upper Secondary schools in Europe. The project aims to develop and enhance the use of Thematic Learning within Upper Secondary schools in order to promote interdisciplinary co-operation. DEMETER is aimed at propagating and enhancing existing educational practices in the disciplines of Science, Technology, Engineering, Arts and Mathematics (STE(A)M), and Social Sciences. It will also integrate skills and techniques used in VET. Consequently, a variety of subjects and techniques (e.g. CAD/CAM, Additive Manufacture, Electronics, Programming, Web design, Computer Numeric Control-machining, Metalwork/welding, Logistics, History, Economy, Political science, Law, Art and design, Geography, Ethics) will be included in addition to more theoretical aspects of STE(A)M. The participating teachers will provide contributions to Thematic Learning that shows the needs for interaction between all subjects and real-life settings. The nominal student theme used is the project is the problem of landmines. The students will be given tasks to make studies on the associated human, economic and social costs, as well as designing and developing a remotely-controlled vehicle for landmine detection (Mine Detection Rover). By selecting a theme of relative high technological complexity, and offering an innovative and digital learning environment, DEMETER will permit students to use ICT and advanced technologies in a creative and collaborative way, integrating theoretical knowledge with practical real-world problem solving, and provide ample opportunities for work-based learning, an entrepreneurial approach and applied science. The central idea of DEMETER is to use well co-planned learning sessions, as a base for the development of three intellectual outputs, taking the form of a set of Thematic Modules, an On-line Course, as well as a Guideline and Teachers' Manual. The Thematic Modules can be described as “mini-projects” within a main theme. All activities within these Thematic Modules will be thoroughly documented using a variety of media, including video, step-by-step illustrating various pedagogic techniques and methods used with the students within the framework of the project. The On-line Course and the Guideline and Teachers' Manual can be considered support material for the use and implementation of the methodology in the Thematic Modules. They will ensure easily accessible support and instructions for educators and Upper Secondary Schools, as well as for decision makers on different levels.The primary targets groups of the results are educators and Upper Secondary educational institutions across Europe. The provision of freely available Intellectual Outputs are expected to enhance existing educational practices in STE(A)M subjects, Social Sciences as well as the teaching of VET-subjects. It is expected to improve study motivation and study goal achievements. Other stakeholders that will be targeted are the high-tech business community, governmental agencies and relevant NGO:s. Cooperation between the Upper Secondary education providers and the students’ possible future employers will benefit the matching of students’ skills and competence and contribute towards their employability, as well as encourage them to make study choices that correspond to the needs of the labour market.The project will carry out extensive, targeted and continuous dissemination activities, including six Multiplier Events, where methodologies and results will be presented and discussed. DEMETER is expected to have a strong impact on further establishing Thematic Learning as a pedagogic tool within Upper Secondary educational bodies.The DEMETER projects results, and documentation of learning sessions and dissemination activities, are made available on the project website. It will continue to provide free access to all project results after the project life-cycle. Project participants will continue to add information and continued developments on the website, and post-project dissemination activities will be presented on the site as they are carried out.

Project ICAROS (Interdisciplinary and Collaborative tcahemAtic leaRning of technOlogy and Science) was created to promote transnational teacher professional development by the sharing of methodology, best practice, collaborative approaches and results. The partnership was composed of teachers from five European upper secondary/VET schools for students 15 to 20 years old.The ICAROS project has mainly aimed at enhancing educational practices leading to better motivated students with improved study-goal achievements, as well as preventing school drop-out due to low motivation. This has been achieved through thematic learning with an entrepreneurial learning approach and student-led knowledge development, through experimentation and real-world problem solving. Several of the partners expressed that students tended to see subjects taught as individual, theoretical subjects, with little perceived bearing on real-world practical applications.The project nominally centered on the design, development, testing and operation of small radio controlled Quadcopters, popularly known as a “Drones”. The drones and their specialised parts were elaborated in special workshops, but also in regular classes, thus providing a sustainable ground for the thematic learning. The project made use of modern technology capturing the imagination of the students, using innovative tools/methods spanning over several disciplines to demonstrate the real-world applicability of STEM- and other related, and seemingly unrelated, school subjects. The disciplines of Science, Technology, Engineering and Mathematics (STEM) were central for the project. Most of the project activities were based on high technology and ICT. Many related subjects have benefited; CAD/CAM, Logistics, Web- and App-design, programming, Electronics/Energy Systems, and Aviation Technology. Other subjects affected were Business Economics and Administration, History, Social Sciences, Law, Ecology/Sustainable Development, Ethics, and English. The students were inspired to develop an entrepreneurial approach to technology and independent knowledge development using high technology and ICT. The students responded well to this and have increased their ability to take initiative and responsibility.The project has also promoted an increased interest in STEM-subjects amongst students, promoting further studies. In particular the practical application of their knowledge has led to skills that are better matched to the needs of future employers. When possible the project has put emphasis on the inclusion of girls in project activities to increase their interest in STEM-subjects, in schools, higher technical education, and in high-tech companies. Where it has been possible to measure, the students have tended to attend the “ICAROS classes” more than other lessons, the students have also expressed that they have learned new ways of using their knowledge and understanding.Teacher teams around the students planned each area of activity together as the thematic learning process followed the development of the Quadcopters. Educational concepts with innovative use of ICT tools such as “Flipped Classroom”-model, development of web-based lesson/session modules, instructional video clips and easy modular tasks were continuously shared on the project communication tool “SLACK”, the project website and on You Tube. They were accompanied by instructions for implementation of thematic learning centered on STEM-subjects in combination with other subjects. A teachers’ manual applicable to other multidisciplinary school projects, was produced and made available on the website www.icarosproject.com. In addition to the originally planned project, a series of related mini-projects have been carried out during the project life-cycle, thus incorporating the aspects of sustainability, component recycling, energy use, and logistics.The project results and the potential use have been extensively disseminated on all sorts of levels in the partner countries. A short-term exchange of groups of pupils was carried out in connection with one of the transnational project meetings. Four students from each partner worked together to assemble drones from parts that had been produced by the different schools. They were also part of other joint activities. The students presented their experiences to their fellow students when they came back to their schools. The meeting was made with a big audience making it a major dissemination event. In addition to contributing to the use of thematic learning for older students, the project has been conductive towards increasing the interest for STEM-subjects amongst younger children and their teachers.The thematic learning and methods for practical application of knowledge is being integrated in the project schools. The majority of the partnership plans to apply for a follow-up project in 2019.

Changes of our digital era highly affect young people emotionally as media consumers.Advertising, disinformation, fake news, manipulation, hate speech and cyberbullying lead and design pupils' ideas, feelings as well as their behavioral approaches.Lack of emotional intelligence skills puts students at risk when they are exposed to media messages.Thereby irresponsible, negative online and real life behaviors arise; offensive and emotional responses supersede rational and analytical approaches.The current Coronavirus pandemic we all experience is the best proof that media affects people emotionally exploiting their fears.Social distance created virtual addiction and virtual addiction affects emotional balance.Therefore, we consider that EI skills are unfairly called soft skills as they are essential skills and we share a common view about the need in schools to focus on MIL and enhancing EI skills such as self awareness, self regulation, motivation, social skills and empathy.The aim of the project is to equip students with EI skills and MIL competences in order to help them tackle challenges of a digital era which is impacting their emotional side. By experiencing methods and tools to increase competencies in the field of emotional intelligence, MIL,we will directly contribute to the capacity of students to resist disinformation and fake news, to control emotions according to their status of media consumers facing algorithm -driven media platforms.Our main aim is ,thus, to foster inclusion by building Social Emotional school environments based on well-being and develop innovative educational approaches.Our specific objectives are to exchange good practices in order:O1- to equip students with emotional intelligence skills (self awareness, self regulation, empathy, social skills, motivation)O2- to equip and improve students' media literacy skills in order to effectively interpret/use the media content03- to make students aware of the way algorithm-driven media is addressing directly to their emotions04- to make students aware of the way they can regulate their emotions in order to resist media manipulation and make free and informed decisions05- to create a safe/critical and positive well-being school environment 06- to have international, cultural exchangeResultsR1- Emotional intelligence guide (a digital resource containing 5 chapters according to the 5 components of emotional intelligence, toolkits for students and parents )R2- Emotional Intelligence and algorithm-driven media guide (a digital resource containing theoretical background from behavioral sciences and concrete examples of the way platforms integrate biases and human heuristics - the reward for interaction; R3- Strategies for incorporating Social Emotional Education in classrooms( a classroom management toolkit incorporating mindfulness, model persistence and determination, listen with empathy, classroom cohesion, emphasize gratitude, growth mindset vs. fixed mindset, starting positive,motivational moment)-R4-1 set of MIL tools (a digital resource aims to alter the behavior of students to the preferred outcome of their media choice instead of making irrational, emotional choice)R5-The video bank- tutorials, testimonialsR6- The ETwinning- TwinspaceR7-a project websiteIn order to achieve all objectives and obtain results we planned 7 transnational meetings, one short term joint staff training event for teachers and 6 short term exchanges ofgroups of students.Activities will be implemented using a variety of activities:workshops, games, seminars, interactive learning activities,experiential learning.We will combine physical mobility with virtual exchange.The profile of participants is students in grades 9-10, 11 (ages 14-17),25 students from each partner school, who prove interest in the topic, capability to communicate in English, are willing to share experiences and participate in dissemination activities. Teachers involved will prove expertise in MIL and EI and willingness to participate to training sessions, Implementation and dissemination activities.We believe the project will contribute to the development of our schools, impacting students, teachers, families and that some results can be transferred at national and international levels.We expect a long-term impact since many of our expected results: guides, tools, strategies are conceived as instruments that can be used in any school at both curricular and extracurricular levels.Teaching students nowadays focusing only on academic performance and on face-to face-learning at school, without taking into account the virtual world which keeps them permanently on-line, is like leaving them alone in a dark, dangerous forrest. We want to give our students a map which will guide and help them